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Level: masters

You searched for subject:(teacher beliefs). Showing records 1 – 30 of 32 total matches.

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California State University – Sacramento

1. Bloomquist, Julie. Teacher conceptualizations of creativity: implications for educational practice.

Degree: MA, Child Development (Theory and Research, 2010, California State University – Sacramento

 This qualitative study explored teacher conceptualizations of creativity. Specifically, teachers??? general beliefs about creativity and regarding their own creative abilities as well as how those… (more)

Subjects/Keywords: Teacher beliefs; Qualitative methodology; Interviews

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APA (6th Edition):

Bloomquist, J. (2010). Teacher conceptualizations of creativity: implications for educational practice. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/555

Chicago Manual of Style (16th Edition):

Bloomquist, Julie. “Teacher conceptualizations of creativity: implications for educational practice.” 2010. Masters Thesis, California State University – Sacramento. Accessed December 16, 2019. http://hdl.handle.net/10211.9/555.

MLA Handbook (7th Edition):

Bloomquist, Julie. “Teacher conceptualizations of creativity: implications for educational practice.” 2010. Web. 16 Dec 2019.

Vancouver:

Bloomquist J. Teacher conceptualizations of creativity: implications for educational practice. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/10211.9/555.

Council of Science Editors:

Bloomquist J. Teacher conceptualizations of creativity: implications for educational practice. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/555

2. 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 December 16, 2019. 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. 16 Dec 2019.

Vancouver:

Osorio Naves M. Integrating Grammar in Adult TESOL Classrooms in El Salvador. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2019 Dec 16]. 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


Universiteit Utrecht

3. 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 December 16, 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. 16 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 16]. 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 Toronto

4. 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 (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 December 16, 2019. 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. 16 Dec 2019.

Vancouver:

Carnegie AA. Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Dec 16]. 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


University of Toronto

5. Ferreyro Mazieres, Sofia Lorena. Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals.

Degree: 2016, University of Toronto

This study examined how elementary teachers identified and set specific goals to improve their mathematics teaching using the framework of the Ten Dimensions of Mathematics… (more)

Subjects/Keywords: Elementary Teachers; Professional Development; Professional Learning Goals; Teacher Beliefs; Teacher Goals; Teaching Mathematics; 0515

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APA (6th Edition):

Ferreyro Mazieres, S. L. (2016). Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/72685

Chicago Manual of Style (16th Edition):

Ferreyro Mazieres, Sofia Lorena. “Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals.” 2016. Masters Thesis, University of Toronto. Accessed December 16, 2019. http://hdl.handle.net/1807/72685.

MLA Handbook (7th Edition):

Ferreyro Mazieres, Sofia Lorena. “Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals.” 2016. Web. 16 Dec 2019.

Vancouver:

Ferreyro Mazieres SL. Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/1807/72685.

Council of Science Editors:

Ferreyro Mazieres SL. Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/72685


Universiteit Utrecht

6. 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 16, 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. 16 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 16]. 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


Kansas State University

7. Yokum, Chelsie. Early childhood education and care practitioners’ beliefs and perceptions about preschool children’s risky play.

Degree: MS, School of Family Studies and Human Services, 2018, Kansas State University

 Risk and challenge in children’s play have steadily declined over the last 30 years due to adult fears about injuries and litigation, among other factors.… (more)

Subjects/Keywords: risky play; preschool; play; teacher beliefs; rough-and-tumble play

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APA (6th Edition):

Yokum, C. (2018). Early childhood education and care practitioners’ beliefs and perceptions about preschool children’s risky play. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/39326

Chicago Manual of Style (16th Edition):

Yokum, Chelsie. “Early childhood education and care practitioners’ beliefs and perceptions about preschool children’s risky play.” 2018. Masters Thesis, Kansas State University. Accessed December 16, 2019. http://hdl.handle.net/2097/39326.

MLA Handbook (7th Edition):

Yokum, Chelsie. “Early childhood education and care practitioners’ beliefs and perceptions about preschool children’s risky play.” 2018. Web. 16 Dec 2019.

Vancouver:

Yokum C. Early childhood education and care practitioners’ beliefs and perceptions about preschool children’s risky play. [Internet] [Masters thesis]. Kansas State University; 2018. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/2097/39326.

Council of Science Editors:

Yokum C. Early childhood education and care practitioners’ beliefs and perceptions about preschool children’s risky play. [Masters Thesis]. Kansas State University; 2018. Available from: http://hdl.handle.net/2097/39326


Brigham Young University

8. Lee, Marisa. K-12 Teacher Perceptions Regarding Hispanic Family Educational Beliefs and Language and Literacy Practices.

Degree: MA, 2010, Brigham Young University

 Abundant research exists examining what occurs in Hispanic homes regarding educational beliefs and literacy and language practices before and after children enter the school system.… (more)

Subjects/Keywords: teacher perceptions; Hispanic family; educational beliefs; literacy; language; Linguistics

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APA (6th Edition):

Lee, M. (2010). K-12 Teacher Perceptions Regarding Hispanic Family Educational Beliefs and Language and Literacy Practices. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3391&context=etd

Chicago Manual of Style (16th Edition):

Lee, Marisa. “K-12 Teacher Perceptions Regarding Hispanic Family Educational Beliefs and Language and Literacy Practices.” 2010. Masters Thesis, Brigham Young University. Accessed December 16, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3391&context=etd.

MLA Handbook (7th Edition):

Lee, Marisa. “K-12 Teacher Perceptions Regarding Hispanic Family Educational Beliefs and Language and Literacy Practices.” 2010. Web. 16 Dec 2019.

Vancouver:

Lee M. K-12 Teacher Perceptions Regarding Hispanic Family Educational Beliefs and Language and Literacy Practices. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2019 Dec 16]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3391&context=etd.

Council of Science Editors:

Lee M. K-12 Teacher Perceptions Regarding Hispanic Family Educational Beliefs and Language and Literacy Practices. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3391&context=etd


University of Utah

9. Stanfill, Kelan D. Teachers' perceived and desired role in childhood obesity prevention.

Degree: MS, Nutrition, 2014, University of Utah

 This study examined elementary school teacher attitudes and beliefs about their perceived and desired role in childhood obesity prevention. An online survey was administered to… (more)

Subjects/Keywords: Attitudes and beliefs; Childhood obesity; Classroom practices; Elementary school; Nutrition education; Teacher

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APA (6th Edition):

Stanfill, K. D. (2014). Teachers' perceived and desired role in childhood obesity prevention. (Masters Thesis). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3101/rec/2358

Chicago Manual of Style (16th Edition):

Stanfill, Kelan D. “Teachers' perceived and desired role in childhood obesity prevention.” 2014. Masters Thesis, University of Utah. Accessed December 16, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3101/rec/2358.

MLA Handbook (7th Edition):

Stanfill, Kelan D. “Teachers' perceived and desired role in childhood obesity prevention.” 2014. Web. 16 Dec 2019.

Vancouver:

Stanfill KD. Teachers' perceived and desired role in childhood obesity prevention. [Internet] [Masters thesis]. University of Utah; 2014. [cited 2019 Dec 16]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3101/rec/2358.

Council of Science Editors:

Stanfill KD. Teachers' perceived and desired role in childhood obesity prevention. [Masters Thesis]. University of Utah; 2014. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3101/rec/2358


Brigham Young University

10. Larsen, Kathryn A. The Operationalization of the Theoretical Antecedents of Collective Teacher Efficacy.

Degree: MA, 2018, Brigham Young University

 Much research on collective teacher efficacy focuses on outcomes, mainly the benefits to students. However, there is no research that explores how teacher teams enact… (more)

Subjects/Keywords: collaboration; beliefs; relationship; change; teamwork; self-efficacy; Teacher Education and Professional Development

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APA (6th Edition):

Larsen, K. A. (2018). The Operationalization of the Theoretical Antecedents of Collective Teacher Efficacy. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7759&context=etd

Chicago Manual of Style (16th Edition):

Larsen, Kathryn A. “The Operationalization of the Theoretical Antecedents of Collective Teacher Efficacy.” 2018. Masters Thesis, Brigham Young University. Accessed December 16, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7759&context=etd.

MLA Handbook (7th Edition):

Larsen, Kathryn A. “The Operationalization of the Theoretical Antecedents of Collective Teacher Efficacy.” 2018. Web. 16 Dec 2019.

Vancouver:

Larsen KA. The Operationalization of the Theoretical Antecedents of Collective Teacher Efficacy. [Internet] [Masters thesis]. Brigham Young University; 2018. [cited 2019 Dec 16]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7759&context=etd.

Council of Science Editors:

Larsen KA. The Operationalization of the Theoretical Antecedents of Collective Teacher Efficacy. [Masters Thesis]. Brigham Young University; 2018. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7759&context=etd


University of Kansas

11. Moos, Andrew Thomas-James. The Effects of Informal Training on Graduate Teaching Assistants’ Response Beliefs.

Degree: MA, English, 2017, University of Kansas

 As recent studies have shown (Ferris, 2014; Reid, Estrem, & Belcheir, 2012), formalized types of pedagogical instruction may be less effective on new instructors than… (more)

Subjects/Keywords: Teacher education; Higher education; beginning teachers; feedback and assessment; feedback beliefs; graduate teaching assistants; responding to writing; teacher training

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APA (6th Edition):

Moos, A. T. (2017). The Effects of Informal Training on Graduate Teaching Assistants’ Response Beliefs. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/26985

Chicago Manual of Style (16th Edition):

Moos, Andrew Thomas-James. “The Effects of Informal Training on Graduate Teaching Assistants’ Response Beliefs.” 2017. Masters Thesis, University of Kansas. Accessed December 16, 2019. http://hdl.handle.net/1808/26985.

MLA Handbook (7th Edition):

Moos, Andrew Thomas-James. “The Effects of Informal Training on Graduate Teaching Assistants’ Response Beliefs.” 2017. Web. 16 Dec 2019.

Vancouver:

Moos AT. The Effects of Informal Training on Graduate Teaching Assistants’ Response Beliefs. [Internet] [Masters thesis]. University of Kansas; 2017. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/1808/26985.

Council of Science Editors:

Moos AT. The Effects of Informal Training on Graduate Teaching Assistants’ Response Beliefs. [Masters Thesis]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26985


Brigham Young University

12. Hundley, Kerri Lee. Teacher Efficacy in Relation to Mathematics Reform: A Look at a Collaborative Group of Elementary Teachers.

Degree: MA, 2006, Brigham Young University

 A number of recent efforts to improve mathematics instruction have focused on professional development activities designed to promote changes in teachers' practice that are consistent… (more)

Subjects/Keywords: mathematics reform; teacher development; teacher efficacy beliefs; Teacher Education and Professional Development

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APA (6th Edition):

Hundley, K. L. (2006). Teacher Efficacy in Relation to Mathematics Reform: A Look at a Collaborative Group of Elementary Teachers. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1509&context=etd

Chicago Manual of Style (16th Edition):

Hundley, Kerri Lee. “Teacher Efficacy in Relation to Mathematics Reform: A Look at a Collaborative Group of Elementary Teachers.” 2006. Masters Thesis, Brigham Young University. Accessed December 16, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1509&context=etd.

MLA Handbook (7th Edition):

Hundley, Kerri Lee. “Teacher Efficacy in Relation to Mathematics Reform: A Look at a Collaborative Group of Elementary Teachers.” 2006. Web. 16 Dec 2019.

Vancouver:

Hundley KL. Teacher Efficacy in Relation to Mathematics Reform: A Look at a Collaborative Group of Elementary Teachers. [Internet] [Masters thesis]. Brigham Young University; 2006. [cited 2019 Dec 16]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1509&context=etd.

Council of Science Editors:

Hundley KL. Teacher Efficacy in Relation to Mathematics Reform: A Look at a Collaborative Group of Elementary Teachers. [Masters Thesis]. Brigham Young University; 2006. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1509&context=etd

13. Ceccato, Tiziana. Learning Activities and Expectations Prior to and During Junior Kindergarten: Parents and Teachers.

Degree: MEd - Master of Education, Education, 2016, York University

 This study investigated parents and teachers views of the completion and importance of social and cognitive early learning activities and learning outcomes by the end… (more)

Subjects/Keywords: Pedagogy; Parent beliefs; Teacher beliefs; Early learning activities; Home learning environment; Transition to Kindergarten; School readiness; Kindergarten curriculum; Kindergarten expectations; Kindergarten learning outcomes; Kindergarten skills; Junior Kindergarten; Play-based learning

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APA (6th Edition):

Ceccato, T. (2016). Learning Activities and Expectations Prior to and During Junior Kindergarten: Parents and Teachers. (Masters Thesis). York University. Retrieved from http://hdl.handle.net/10315/32237

Chicago Manual of Style (16th Edition):

Ceccato, Tiziana. “Learning Activities and Expectations Prior to and During Junior Kindergarten: Parents and Teachers.” 2016. Masters Thesis, York University. Accessed December 16, 2019. http://hdl.handle.net/10315/32237.

MLA Handbook (7th Edition):

Ceccato, Tiziana. “Learning Activities and Expectations Prior to and During Junior Kindergarten: Parents and Teachers.” 2016. Web. 16 Dec 2019.

Vancouver:

Ceccato T. Learning Activities and Expectations Prior to and During Junior Kindergarten: Parents and Teachers. [Internet] [Masters thesis]. York University; 2016. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/10315/32237.

Council of Science Editors:

Ceccato T. Learning Activities and Expectations Prior to and During Junior Kindergarten: Parents and Teachers. [Masters Thesis]. York University; 2016. Available from: http://hdl.handle.net/10315/32237


University of Akron

14. Richardson, Belinda. Understanding African American Parents’ Beliefs Regarding Socialization Goals, Parenting, and Early Childhood Care.

Degree: MA, Family and Consumer Sciences-Child and Family Development, 2009, University of Akron

 The purpose of this study was to examine the beliefs of African American parents in regards to beliefs, values, and expectations about childrearing and socialization… (more)

Subjects/Keywords: African Americans; Education; Teacher Education; African American; African American Parents; Parenting Beliefs; Socialization Goals; Early Childhood

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APA (6th Edition):

Richardson, B. (2009). Understanding African American Parents’ Beliefs Regarding Socialization Goals, Parenting, and Early Childhood Care. (Masters Thesis). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1247669678

Chicago Manual of Style (16th Edition):

Richardson, Belinda. “Understanding African American Parents’ Beliefs Regarding Socialization Goals, Parenting, and Early Childhood Care.” 2009. Masters Thesis, University of Akron. Accessed December 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1247669678.

MLA Handbook (7th Edition):

Richardson, Belinda. “Understanding African American Parents’ Beliefs Regarding Socialization Goals, Parenting, and Early Childhood Care.” 2009. Web. 16 Dec 2019.

Vancouver:

Richardson B. Understanding African American Parents’ Beliefs Regarding Socialization Goals, Parenting, and Early Childhood Care. [Internet] [Masters thesis]. University of Akron; 2009. [cited 2019 Dec 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1247669678.

Council of Science Editors:

Richardson B. Understanding African American Parents’ Beliefs Regarding Socialization Goals, Parenting, and Early Childhood Care. [Masters Thesis]. University of Akron; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1247669678


Universidade do Minho

15. Barbosa, Guilherme Lopes. Repensar as TIC nas práticas letivas - da formação à integração : um estudo com educadores de infância e professores do 1º ciclo do ensino básico .

Degree: 2014, Universidade do Minho

 Preparar os jovens para a vida é a principal missão da escola. A integração das tecnologias nas suas práticas, promovendo o desenvolvimento de competências para… (more)

Subjects/Keywords: TIC; Integração; Práticas letivas; Desenvolvimento profissional; Formação contínua; TPACK; Crenças; Autoconfiança; ICT; Classroom integration; Professional development; Teacher training programs; Beliefs; Confidence

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APA (6th Edition):

Barbosa, G. L. (2014). Repensar as TIC nas práticas letivas - da formação à integração : um estudo com educadores de infância e professores do 1º ciclo do ensino básico . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/30233

Chicago Manual of Style (16th Edition):

Barbosa, Guilherme Lopes. “Repensar as TIC nas práticas letivas - da formação à integração : um estudo com educadores de infância e professores do 1º ciclo do ensino básico .” 2014. Masters Thesis, Universidade do Minho. Accessed December 16, 2019. http://hdl.handle.net/1822/30233.

MLA Handbook (7th Edition):

Barbosa, Guilherme Lopes. “Repensar as TIC nas práticas letivas - da formação à integração : um estudo com educadores de infância e professores do 1º ciclo do ensino básico .” 2014. Web. 16 Dec 2019.

Vancouver:

Barbosa GL. Repensar as TIC nas práticas letivas - da formação à integração : um estudo com educadores de infância e professores do 1º ciclo do ensino básico . [Internet] [Masters thesis]. Universidade do Minho; 2014. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/1822/30233.

Council of Science Editors:

Barbosa GL. Repensar as TIC nas práticas letivas - da formação à integração : um estudo com educadores de infância e professores do 1º ciclo do ensino básico . [Masters Thesis]. Universidade do Minho; 2014. Available from: http://hdl.handle.net/1822/30233


Bowling Green State University

16. Reising, Matthew D. Bridging Biology Lectures and Labs Through Higher-Order Thinking.

Degree: MEd, Curriculum and Teaching, 2010, Bowling Green State University

 This research investigates the perceptions of biology lectures and labs according to the SETGO program students. Beliefs about the integration of biology lectures and labs,… (more)

Subjects/Keywords: Biology; Education; Science Education; Teacher Education; perceptions of biology; higher-order thinking in biology lectures and labs; beliefs about biology

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APA (6th Edition):

Reising, M. D. (2010). Bridging Biology Lectures and Labs Through Higher-Order Thinking. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1277142081

Chicago Manual of Style (16th Edition):

Reising, Matthew D. “Bridging Biology Lectures and Labs Through Higher-Order Thinking.” 2010. Masters Thesis, Bowling Green State University. Accessed December 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1277142081.

MLA Handbook (7th Edition):

Reising, Matthew D. “Bridging Biology Lectures and Labs Through Higher-Order Thinking.” 2010. Web. 16 Dec 2019.

Vancouver:

Reising MD. Bridging Biology Lectures and Labs Through Higher-Order Thinking. [Internet] [Masters thesis]. Bowling Green State University; 2010. [cited 2019 Dec 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1277142081.

Council of Science Editors:

Reising MD. Bridging Biology Lectures and Labs Through Higher-Order Thinking. [Masters Thesis]. Bowling Green State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1277142081


University of Arkansas

17. Bassett, Mary Sugg. Influences of Temperament, Symbolic Gesture, and Caregiver Beliefs on Infant Emotional Expression.

Degree: MS, 2016, University of Arkansas

  The purpose of the cross-sectional study was to analyze the relationships of infant temperament, communication through symbolic gesture, caregiver beliefs with emotional expression in… (more)

Subjects/Keywords: Psychology; Education; Child caregiver beliefs; Infant emotional expression; Infant temperament Symbolic gesture; Developmental Psychology; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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APA (6th Edition):

Bassett, M. S. (2016). Influences of Temperament, Symbolic Gesture, and Caregiver Beliefs on Infant Emotional Expression. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1528

Chicago Manual of Style (16th Edition):

Bassett, Mary Sugg. “Influences of Temperament, Symbolic Gesture, and Caregiver Beliefs on Infant Emotional Expression.” 2016. Masters Thesis, University of Arkansas. Accessed December 16, 2019. https://scholarworks.uark.edu/etd/1528.

MLA Handbook (7th Edition):

Bassett, Mary Sugg. “Influences of Temperament, Symbolic Gesture, and Caregiver Beliefs on Infant Emotional Expression.” 2016. Web. 16 Dec 2019.

Vancouver:

Bassett MS. Influences of Temperament, Symbolic Gesture, and Caregiver Beliefs on Infant Emotional Expression. [Internet] [Masters thesis]. University of Arkansas; 2016. [cited 2019 Dec 16]. Available from: https://scholarworks.uark.edu/etd/1528.

Council of Science Editors:

Bassett MS. Influences of Temperament, Symbolic Gesture, and Caregiver Beliefs on Infant Emotional Expression. [Masters Thesis]. University of Arkansas; 2016. Available from: https://scholarworks.uark.edu/etd/1528


University of Toronto

18. Freitas, Danielle Coelho Michel. Learning to Teach in an Intensive Introductory TESL Training Course: A Case Study of English Teacher Learning.

Degree: 2013, University of Toronto

Despite a growing body of research on trainee teachers’ learning during pre-service programs, intensive introductory TESL training courses are still designed to instruct a “standard”… (more)

Subjects/Keywords: Learning to teach English; TESL; TEFL; TESOL; pre-service; trainee teacher; teacher training; teacher education; ESL; second language teacher eduation; previous learning experiences and beliefs; previous teaching experiences; sociocultural theory; identity negotiation; interpersonal space; holistic orientation to curriculum; practicum; transformative pedagogy; case study; teacher learning; EFL; teacher trainer; English language teachers; English language teaching; ELT; TESL Canada; 0530; 0515

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APA (6th Edition):

Freitas, D. C. M. (2013). Learning to Teach in an Intensive Introductory TESL Training Course: A Case Study of English Teacher Learning. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/35101

Chicago Manual of Style (16th Edition):

Freitas, Danielle Coelho Michel. “Learning to Teach in an Intensive Introductory TESL Training Course: A Case Study of English Teacher Learning.” 2013. Masters Thesis, University of Toronto. Accessed December 16, 2019. http://hdl.handle.net/1807/35101.

MLA Handbook (7th Edition):

Freitas, Danielle Coelho Michel. “Learning to Teach in an Intensive Introductory TESL Training Course: A Case Study of English Teacher Learning.” 2013. Web. 16 Dec 2019.

Vancouver:

Freitas DCM. Learning to Teach in an Intensive Introductory TESL Training Course: A Case Study of English Teacher Learning. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/1807/35101.

Council of Science Editors:

Freitas DCM. Learning to Teach in an Intensive Introductory TESL Training Course: A Case Study of English Teacher Learning. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35101

19. Kelly, Jacqueline Patricia. Junior and Intermediate Educators' Perceptions of Play Pedagogy: Informing Future Policy Creation & Implementation.

Degree: MEd - Master of Education, Education, 2015, York University

 Play-based instruction has become the guiding framework of Ontario’s Full-Day Kindergarten curriculum; however, the benefits of playful learning have yet to be extended into higher… (more)

Subjects/Keywords: Education; Education policy; Teacher perspectives; Education; Educational policy; Elementary; Pedagogy; Teacher perceptions; Play; Middle school; Grade four; Grade five; Grade six; Grade seven; Grade eight; Policy creation; Policy implementation; Junior grades; Intermediate grades; Playful learning; Playfulness; Instructional methods; Qualitative research; Prospective Policy Analysis; Teacher beliefs

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APA (6th Edition):

Kelly, J. P. (2015). Junior and Intermediate Educators' Perceptions of Play Pedagogy: Informing Future Policy Creation & Implementation. (Masters Thesis). York University. Retrieved from http://hdl.handle.net/10315/28290

Chicago Manual of Style (16th Edition):

Kelly, Jacqueline Patricia. “Junior and Intermediate Educators' Perceptions of Play Pedagogy: Informing Future Policy Creation & Implementation.” 2015. Masters Thesis, York University. Accessed December 16, 2019. http://hdl.handle.net/10315/28290.

MLA Handbook (7th Edition):

Kelly, Jacqueline Patricia. “Junior and Intermediate Educators' Perceptions of Play Pedagogy: Informing Future Policy Creation & Implementation.” 2015. Web. 16 Dec 2019.

Vancouver:

Kelly JP. Junior and Intermediate Educators' Perceptions of Play Pedagogy: Informing Future Policy Creation & Implementation. [Internet] [Masters thesis]. York University; 2015. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/10315/28290.

Council of Science Editors:

Kelly JP. Junior and Intermediate Educators' Perceptions of Play Pedagogy: Informing Future Policy Creation & Implementation. [Masters Thesis]. York University; 2015. Available from: http://hdl.handle.net/10315/28290


University of Cincinnati

20. NOGA, JANICE ELAINE. IMPLEMENTATION AND UTILIZATION OF COMPUTER TECHNOLOGY WITHIN A DEVELOPMENTALLY APPROPRIATE LEARNING CONTEXT: ONE SCHOOL'S EXPERIENCE.

Degree: MEd, Education : Curriculum and Instruction, 2001, University of Cincinnati

Teacher attitudes and perceptions were examined with respect to the utilization of computer technology within the context of developmentally appropriate practices in the classroom, the… (more)

Subjects/Keywords: COMPUTERS IN CLASSROOMS; TEACHER ATTITUDES AND BELIEFS; DEVELOPMENTALLY APPROPRIATE PRACTICES

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APA (6th Edition):

NOGA, J. E. (2001). IMPLEMENTATION AND UTILIZATION OF COMPUTER TECHNOLOGY WITHIN A DEVELOPMENTALLY APPROPRIATE LEARNING CONTEXT: ONE SCHOOL'S EXPERIENCE. (Masters Thesis). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1005773536

Chicago Manual of Style (16th Edition):

NOGA, JANICE ELAINE. “IMPLEMENTATION AND UTILIZATION OF COMPUTER TECHNOLOGY WITHIN A DEVELOPMENTALLY APPROPRIATE LEARNING CONTEXT: ONE SCHOOL'S EXPERIENCE.” 2001. Masters Thesis, University of Cincinnati. Accessed December 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1005773536.

MLA Handbook (7th Edition):

NOGA, JANICE ELAINE. “IMPLEMENTATION AND UTILIZATION OF COMPUTER TECHNOLOGY WITHIN A DEVELOPMENTALLY APPROPRIATE LEARNING CONTEXT: ONE SCHOOL'S EXPERIENCE.” 2001. Web. 16 Dec 2019.

Vancouver:

NOGA JE. IMPLEMENTATION AND UTILIZATION OF COMPUTER TECHNOLOGY WITHIN A DEVELOPMENTALLY APPROPRIATE LEARNING CONTEXT: ONE SCHOOL'S EXPERIENCE. [Internet] [Masters thesis]. University of Cincinnati; 2001. [cited 2019 Dec 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1005773536.

Council of Science Editors:

NOGA JE. IMPLEMENTATION AND UTILIZATION OF COMPUTER TECHNOLOGY WITHIN A DEVELOPMENTALLY APPROPRIATE LEARNING CONTEXT: ONE SCHOOL'S EXPERIENCE. [Masters Thesis]. University of Cincinnati; 2001. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1005773536


University of South Africa

21. Padayachee, Silverani. Experiences of Laotian teachers of the Human Values Water, Sanitation and Hygiene Education training programme .

Degree: 2012, University of South Africa

 Access to safe water and improved sanitation remains threatened by the ever increasing demand in urbanised cities of the world. Adequate management of this problem… (more)

Subjects/Keywords: Adult education; Adult learners; Adult learning facilitation; Adult learning theories; Human values; Human values-based education; Teacher beliefs; Change in attitude; Water, sanitation and hygiene education; Lao PDR

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APA (6th Edition):

Padayachee, S. (2012). Experiences of Laotian teachers of the Human Values Water, Sanitation and Hygiene Education training programme . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/8763

Chicago Manual of Style (16th Edition):

Padayachee, Silverani. “Experiences of Laotian teachers of the Human Values Water, Sanitation and Hygiene Education training programme .” 2012. Masters Thesis, University of South Africa. Accessed December 16, 2019. http://hdl.handle.net/10500/8763.

MLA Handbook (7th Edition):

Padayachee, Silverani. “Experiences of Laotian teachers of the Human Values Water, Sanitation and Hygiene Education training programme .” 2012. Web. 16 Dec 2019.

Vancouver:

Padayachee S. Experiences of Laotian teachers of the Human Values Water, Sanitation and Hygiene Education training programme . [Internet] [Masters thesis]. University of South Africa; 2012. [cited 2019 Dec 16]. Available from: http://hdl.handle.net/10500/8763.

Council of Science Editors:

Padayachee S. Experiences of Laotian teachers of the Human Values Water, Sanitation and Hygiene Education training programme . [Masters Thesis]. University of South Africa; 2012. Available from: http://hdl.handle.net/10500/8763

22. Vale, Maria da Conceição Queiroz. Crenças de ensinar do professor x crenças de aprender de alunos de inglês como lê.

Degree: 2014, Universidade Federal do Amazonas

Este trabalho tem como objetivo investigar as crenças de ensinar de professore s x crenças de apre nder de alunos de Inglês como Língua Estrangeira… (more)

Subjects/Keywords: Ensino de aprendizagem de línguas; Abordagem Comunicativa; Crenças; Professor; Aluno; Language teaching - learning; Communicative Approach; Beliefs; Teacher; Student; LINGUÍSTICA, LETRAS E ARTES: LETRAS

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APA (6th Edition):

Vale, M. d. C. Q. (2014). Crenças de ensinar do professor x crenças de aprender de alunos de inglês como lê. (Masters Thesis). Universidade Federal do Amazonas. Retrieved from http://tede.ufam.edu.br/handle/tede/3974

Chicago Manual of Style (16th Edition):

Vale, Maria da Conceição Queiroz. “Crenças de ensinar do professor x crenças de aprender de alunos de inglês como lê.” 2014. Masters Thesis, Universidade Federal do Amazonas. Accessed December 16, 2019. http://tede.ufam.edu.br/handle/tede/3974.

MLA Handbook (7th Edition):

Vale, Maria da Conceição Queiroz. “Crenças de ensinar do professor x crenças de aprender de alunos de inglês como lê.” 2014. Web. 16 Dec 2019.

Vancouver:

Vale MdCQ. Crenças de ensinar do professor x crenças de aprender de alunos de inglês como lê. [Internet] [Masters thesis]. Universidade Federal do Amazonas; 2014. [cited 2019 Dec 16]. Available from: http://tede.ufam.edu.br/handle/tede/3974.

Council of Science Editors:

Vale MdCQ. Crenças de ensinar do professor x crenças de aprender de alunos de inglês como lê. [Masters Thesis]. Universidade Federal do Amazonas; 2014. Available from: http://tede.ufam.edu.br/handle/tede/3974

23. Friel, Lindsay Susan. The Effects the Professional Development Program Entitled Teachers Enhancing Achievement in Math and Science (TEAMS) has on Teacher Self-Efficacy Beliefs.

Degree: MEd, Curriculum and Teaching, 2008, Bowling Green State University

 Teachers Enhancing Achievement in Math and Science (TEAMS) was a professional development program in Northwest Ohio. This program was for third to sixth grade teachers… (more)

Subjects/Keywords: Education; Higher Education; Science Education; Teacher Education; Teacher Beliefs; Professional Development; Science Teachers

…x28;Akerson & Hanuscin, 2007). This goes along with 4 teacher beliefs about using… …Teacher self-efficacy beliefs stem from Bandura‟s (1995) Social Cognitive Theory… …Teacher beliefs affect how teachers feel about their teaching. Pajares (1992) gives a… …definition of teacher beliefs as, “Teachers‟ attitudes about education – about schooling, teaching… …of an experience. These beliefs are established early in a teacher‟s life. Beliefs are… 

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APA (6th Edition):

Friel, L. S. (2008). The Effects the Professional Development Program Entitled Teachers Enhancing Achievement in Math and Science (TEAMS) has on Teacher Self-Efficacy Beliefs. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1214231562

Chicago Manual of Style (16th Edition):

Friel, Lindsay Susan. “The Effects the Professional Development Program Entitled Teachers Enhancing Achievement in Math and Science (TEAMS) has on Teacher Self-Efficacy Beliefs.” 2008. Masters Thesis, Bowling Green State University. Accessed December 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1214231562.

MLA Handbook (7th Edition):

Friel, Lindsay Susan. “The Effects the Professional Development Program Entitled Teachers Enhancing Achievement in Math and Science (TEAMS) has on Teacher Self-Efficacy Beliefs.” 2008. Web. 16 Dec 2019.

Vancouver:

Friel LS. The Effects the Professional Development Program Entitled Teachers Enhancing Achievement in Math and Science (TEAMS) has on Teacher Self-Efficacy Beliefs. [Internet] [Masters thesis]. Bowling Green State University; 2008. [cited 2019 Dec 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1214231562.

Council of Science Editors:

Friel LS. The Effects the Professional Development Program Entitled Teachers Enhancing Achievement in Math and Science (TEAMS) has on Teacher Self-Efficacy Beliefs. [Masters Thesis]. Bowling Green State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1214231562

24. Hong, Yerim. Facing Diversity In Early Childhood Education: Teachers’ Perceptions, Beliefs, And Teaching Practices Of Anti-Bias Education In Korea.

Degree: MSin Early Childhood and Family Development, Early Childhood and Family Development, 2017, Missouri State University

  The changing composition of early childhood classrooms challenges teachers to be more responsive to the diverse needs of all children. This study explores the… (more)

Subjects/Keywords: early childhood education; anti-bias education; diversity in classrooms; teachers’ perceptions; teachers’ beliefs; teaching practices; interview study; teacher education; Korea; Bilingual, Multilingual, and Multicultural Education; Early Childhood Education; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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APA (6th Edition):

Hong, Y. (2017). Facing Diversity In Early Childhood Education: Teachers’ Perceptions, Beliefs, And Teaching Practices Of Anti-Bias Education In Korea. (Masters Thesis). Missouri State University. Retrieved from https://bearworks.missouristate.edu/theses/3188

Chicago Manual of Style (16th Edition):

Hong, Yerim. “Facing Diversity In Early Childhood Education: Teachers’ Perceptions, Beliefs, And Teaching Practices Of Anti-Bias Education In Korea.” 2017. Masters Thesis, Missouri State University. Accessed December 16, 2019. https://bearworks.missouristate.edu/theses/3188.

MLA Handbook (7th Edition):

Hong, Yerim. “Facing Diversity In Early Childhood Education: Teachers’ Perceptions, Beliefs, And Teaching Practices Of Anti-Bias Education In Korea.” 2017. Web. 16 Dec 2019.

Vancouver:

Hong Y. Facing Diversity In Early Childhood Education: Teachers’ Perceptions, Beliefs, And Teaching Practices Of Anti-Bias Education In Korea. [Internet] [Masters thesis]. Missouri State University; 2017. [cited 2019 Dec 16]. Available from: https://bearworks.missouristate.edu/theses/3188.

Council of Science Editors:

Hong Y. Facing Diversity In Early Childhood Education: Teachers’ Perceptions, Beliefs, And Teaching Practices Of Anti-Bias Education In Korea. [Masters Thesis]. Missouri State University; 2017. Available from: https://bearworks.missouristate.edu/theses/3188


Vanderbilt University

25. Shepard, Katherine Wilson. In-Service Training to Support and Enhance Teachers' Invitations to Parental Involvement.

Degree: MS, Psychology, 2007, Vanderbilt University

 Considerable research evidence confirms that parental involvement is associated with positive school outcomes for children; it also confirms that teachersâ invitations are a strong predictor… (more)

Subjects/Keywords: teacher practices; research-based practice; No Child Left Behind; preservice education; parents; teacher beliefs

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APA (6th Edition):

Shepard, K. W. (2007). In-Service Training to Support and Enhance Teachers' Invitations to Parental Involvement. (Masters Thesis). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03292007-125332/ ;

Chicago Manual of Style (16th Edition):

Shepard, Katherine Wilson. “In-Service Training to Support and Enhance Teachers' Invitations to Parental Involvement.” 2007. Masters Thesis, Vanderbilt University. Accessed December 16, 2019. http://etd.library.vanderbilt.edu/available/etd-03292007-125332/ ;.

MLA Handbook (7th Edition):

Shepard, Katherine Wilson. “In-Service Training to Support and Enhance Teachers' Invitations to Parental Involvement.” 2007. Web. 16 Dec 2019.

Vancouver:

Shepard KW. In-Service Training to Support and Enhance Teachers' Invitations to Parental Involvement. [Internet] [Masters thesis]. Vanderbilt University; 2007. [cited 2019 Dec 16]. Available from: http://etd.library.vanderbilt.edu/available/etd-03292007-125332/ ;.

Council of Science Editors:

Shepard KW. In-Service Training to Support and Enhance Teachers' Invitations to Parental Involvement. [Masters Thesis]. Vanderbilt University; 2007. Available from: http://etd.library.vanderbilt.edu/available/etd-03292007-125332/ ;


Universiteit Utrecht

26. 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 16, 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. 16 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 16]. 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


University of Florida

27. Hurst, Sara D. Knowledge, Perceptions, and Experiences of Secondary Agriculture Teachers and 4-H Agents regarding Global Agricultural Issues.

Degree: MS, Agricultural Education and Communication, 2013, University of Florida

 The purpose of this study was to assess the international experiences, knowledge, attitudes, and beliefs of secondary agriculture teachers and 4-H extension agents regarding global agricultural issues.  The… (more)

Subjects/Keywords: Agricultural education; Agriculture; College students; Demography; Educators; Email; International students; Perceptual experiences; Professional development; Teachers; 4-h  – agent  – agricultural  – agriculture  – attitudes  – beliefs  – education  – experiences  – extension  – globalization  – international  – internationalization  – knowledge  – perceptions  – secondary  – teacher

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APA (6th Edition):

Hurst, S. D. (2013). Knowledge, Perceptions, and Experiences of Secondary Agriculture Teachers and 4-H Agents regarding Global Agricultural Issues. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045533

Chicago Manual of Style (16th Edition):

Hurst, Sara D. “Knowledge, Perceptions, and Experiences of Secondary Agriculture Teachers and 4-H Agents regarding Global Agricultural Issues.” 2013. Masters Thesis, University of Florida. Accessed December 16, 2019. http://ufdc.ufl.edu/UFE0045533.

MLA Handbook (7th Edition):

Hurst, Sara D. “Knowledge, Perceptions, and Experiences of Secondary Agriculture Teachers and 4-H Agents regarding Global Agricultural Issues.” 2013. Web. 16 Dec 2019.

Vancouver:

Hurst SD. Knowledge, Perceptions, and Experiences of Secondary Agriculture Teachers and 4-H Agents regarding Global Agricultural Issues. [Internet] [Masters thesis]. University of Florida; 2013. [cited 2019 Dec 16]. Available from: http://ufdc.ufl.edu/UFE0045533.

Council of Science Editors:

Hurst SD. Knowledge, Perceptions, and Experiences of Secondary Agriculture Teachers and 4-H Agents regarding Global Agricultural Issues. [Masters Thesis]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045533


East Tennessee State University

28. Moore, Lindsay Collins. Relationships between Primary Teacher Beliefs and Practice in the Primary Classrooms of a Small Urban School in East Tennessee.

Degree: MA, Early Childhood Education, 2008, East Tennessee State University

  The purpose of the study was to determine if a relationship existed between primary teacher beliefs, traditional or developmentally appropriate; and primary teacher practice,… (more)

Subjects/Keywords: Constructivism; Developmentally Appropriate Practices; Traditional Teaching; Teacher Beliefs; Primary Grades; Public Schools; Educational Sociology; Social and Behavioral Sciences; Sociology

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APA (6th Edition):

Moore, L. C. (2008). Relationships between Primary Teacher Beliefs and Practice in the Primary Classrooms of a Small Urban School in East Tennessee. (Masters Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1926

Chicago Manual of Style (16th Edition):

Moore, Lindsay Collins. “Relationships between Primary Teacher Beliefs and Practice in the Primary Classrooms of a Small Urban School in East Tennessee.” 2008. Masters Thesis, East Tennessee State University. Accessed December 16, 2019. https://dc.etsu.edu/etd/1926.

MLA Handbook (7th Edition):

Moore, Lindsay Collins. “Relationships between Primary Teacher Beliefs and Practice in the Primary Classrooms of a Small Urban School in East Tennessee.” 2008. Web. 16 Dec 2019.

Vancouver:

Moore LC. Relationships between Primary Teacher Beliefs and Practice in the Primary Classrooms of a Small Urban School in East Tennessee. [Internet] [Masters thesis]. East Tennessee State University; 2008. [cited 2019 Dec 16]. Available from: https://dc.etsu.edu/etd/1926.

Council of Science Editors:

Moore LC. Relationships between Primary Teacher Beliefs and Practice in the Primary Classrooms of a Small Urban School in East Tennessee. [Masters Thesis]. East Tennessee State University; 2008. Available from: https://dc.etsu.edu/etd/1926


Brigham Young University

29. Cox, Lori Virginia. Developing an Instrument for Determining Teacher Beliefs or Orientations of Secondary School Spanish Language Teachers.

Degree: MA, 2004, Brigham Young University

 This study was designed to further the development of an instrument for use in investigating the ideas or beliefs that Spanish language teachers possess about… (more)

Subjects/Keywords: teacher; orientation; conception; foreign language; Spanish; secondary education; beliefs; Utah; instrument; questionnaire; instrumentation; Spanish and Portuguese Language and Literature

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APA (6th Edition):

Cox, L. V. (2004). Developing an Instrument for Determining Teacher Beliefs or Orientations of Secondary School Spanish Language Teachers. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1036&context=etd

Chicago Manual of Style (16th Edition):

Cox, Lori Virginia. “Developing an Instrument for Determining Teacher Beliefs or Orientations of Secondary School Spanish Language Teachers.” 2004. Masters Thesis, Brigham Young University. Accessed December 16, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1036&context=etd.

MLA Handbook (7th Edition):

Cox, Lori Virginia. “Developing an Instrument for Determining Teacher Beliefs or Orientations of Secondary School Spanish Language Teachers.” 2004. Web. 16 Dec 2019.

Vancouver:

Cox LV. Developing an Instrument for Determining Teacher Beliefs or Orientations of Secondary School Spanish Language Teachers. [Internet] [Masters thesis]. Brigham Young University; 2004. [cited 2019 Dec 16]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1036&context=etd.

Council of Science Editors:

Cox LV. Developing an Instrument for Determining Teacher Beliefs or Orientations of Secondary School Spanish Language Teachers. [Masters Thesis]. Brigham Young University; 2004. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1036&context=etd


Utah State University

30. Darnell, Mary McEuen. A Study of Utah Teachers' Developmentally Appropriate Beliefs and Practices as Related to Perceptions of Kindergarteners' Successful School Entry.

Degree: MS, Family, Consumer, and Human Development, 2008, Utah State University

 This study was an exploration of 450 Utah kindergarten teachers' perceptions of problems children face at the time of kindergarten entry, as well as an… (more)

Subjects/Keywords: Beliefs; developmentally appropriate; kindergarten; practices; school entry; teachers; Education; Early Childhood Education; Teacher Training; Curriculum and Instruction; Education

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

APA (6th Edition):

Darnell, M. M. (2008). A Study of Utah Teachers' Developmentally Appropriate Beliefs and Practices as Related to Perceptions of Kindergarteners' Successful School Entry. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/173

Chicago Manual of Style (16th Edition):

Darnell, Mary McEuen. “A Study of Utah Teachers' Developmentally Appropriate Beliefs and Practices as Related to Perceptions of Kindergarteners' Successful School Entry.” 2008. Masters Thesis, Utah State University. Accessed December 16, 2019. https://digitalcommons.usu.edu/etd/173.

MLA Handbook (7th Edition):

Darnell, Mary McEuen. “A Study of Utah Teachers' Developmentally Appropriate Beliefs and Practices as Related to Perceptions of Kindergarteners' Successful School Entry.” 2008. Web. 16 Dec 2019.

Vancouver:

Darnell MM. A Study of Utah Teachers' Developmentally Appropriate Beliefs and Practices as Related to Perceptions of Kindergarteners' Successful School Entry. [Internet] [Masters thesis]. Utah State University; 2008. [cited 2019 Dec 16]. Available from: https://digitalcommons.usu.edu/etd/173.

Council of Science Editors:

Darnell MM. A Study of Utah Teachers' Developmentally Appropriate Beliefs and Practices as Related to Perceptions of Kindergarteners' Successful School Entry. [Masters Thesis]. Utah State University; 2008. Available from: https://digitalcommons.usu.edu/etd/173

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