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Dates: 2005 – 2009

You searched for subject:(teacher beliefs). Showing records 1 – 30 of 80 total matches.

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The Ohio State University

1. Liu, Jianfang. A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching.

Degree: PhD, ED Policy and Leadership, 2008, The Ohio State University

  The purpose of this study is to compare teacher candidates and first-year teachers by gender and licensure level, in terms of their perceptions of… (more)

Subjects/Keywords: Teacher Education; teacher education; quality; efficacy beliefs; concerns

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APA (6th Edition):

Liu, J. (2008). A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1225902746

Chicago Manual of Style (16th Edition):

Liu, Jianfang. “A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching.” 2008. Doctoral Dissertation, The Ohio State University. Accessed December 08, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1225902746.

MLA Handbook (7th Edition):

Liu, Jianfang. “A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching.” 2008. Web. 08 Dec 2019.

Vancouver:

Liu J. A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2019 Dec 08]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1225902746.

Council of Science Editors:

Liu J. A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1225902746


Penn State University

2. 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 Louisville

3. Jett, Pamela M. Teachers valuation and implementation of formative assessment strategies in elementary science classrooms.

Degree: PhD, Department of Teaching and Learning, 2009, University of Louisville

 Formative assessment is frequently used by educators, but when asked to define, responses tend to vary widely. In essence, formative assessment is when teachers and… (more)

Subjects/Keywords: Formative assessment; Teachers' beliefs and values; Elementary; Elementary school teachers; Constructivist; Science content; Teacher beliefs

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APA (6th Edition):

Jett, P. M. (2009). Teachers valuation and implementation of formative assessment strategies in elementary science classrooms. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/684 ; https://ir.library.louisville.edu/etd/684

Chicago Manual of Style (16th Edition):

Jett, Pamela M. “Teachers valuation and implementation of formative assessment strategies in elementary science classrooms.” 2009. Doctoral Dissertation, University of Louisville. Accessed December 08, 2019. 10.18297/etd/684 ; https://ir.library.louisville.edu/etd/684.

MLA Handbook (7th Edition):

Jett, Pamela M. “Teachers valuation and implementation of formative assessment strategies in elementary science classrooms.” 2009. Web. 08 Dec 2019.

Vancouver:

Jett PM. Teachers valuation and implementation of formative assessment strategies in elementary science classrooms. [Internet] [Doctoral dissertation]. University of Louisville; 2009. [cited 2019 Dec 08]. Available from: 10.18297/etd/684 ; https://ir.library.louisville.edu/etd/684.

Council of Science Editors:

Jett PM. Teachers valuation and implementation of formative assessment strategies in elementary science classrooms. [Doctoral Dissertation]. University of Louisville; 2009. Available from: 10.18297/etd/684 ; https://ir.library.louisville.edu/etd/684


Universidade de Brasília

4. Bernadette Barbara Sebastian Braga Bomfim. Crenças em relação à formação inicial de professores de inglês e a prática de ensino de uma professora formadora.

Degree: 2008, Universidade de Brasília

 As crenças são componentes fundamentais no ensino de línguas e formação de professores de línguas (ALMEIDA FILHO, 2006; CLARK &PETERSON, 1986; GIMENEZ, 1994; NESPOR, 1987),… (more)

Subjects/Keywords: professor-formador; crenças; LINGUISTICA APLICADA; beliefs; teacher educator; teacher education; formação de professores

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APA (6th Edition):

Bomfim, B. B. S. B. (2008). Crenças em relação à formação inicial de professores de inglês e a prática de ensino de uma professora formadora. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3587

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):

Bomfim, Bernadette Barbara Sebastian Braga. “Crenças em relação à formação inicial de professores de inglês e a prática de ensino de uma professora formadora.” 2008. Thesis, Universidade de Brasília. Accessed December 08, 2019. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3587.

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

MLA Handbook (7th Edition):

Bomfim, Bernadette Barbara Sebastian Braga. “Crenças em relação à formação inicial de professores de inglês e a prática de ensino de uma professora formadora.” 2008. Web. 08 Dec 2019.

Vancouver:

Bomfim BBSB. Crenças em relação à formação inicial de professores de inglês e a prática de ensino de uma professora formadora. [Internet] [Thesis]. Universidade de Brasília; 2008. [cited 2019 Dec 08]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3587.

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

Council of Science Editors:

Bomfim BBSB. Crenças em relação à formação inicial de professores de inglês e a prática de ensino de uma professora formadora. [Thesis]. Universidade de Brasília; 2008. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3587

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


Georgia State University

5. White-Fredette, Kimberly. What is Mathematics? An Exploration of Teachers' Philosophies of Mathematics during a Time of Curriculum Reform.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2009, Georgia State University

  Current reform in mathematics teaching and learning is rooted in a changing vision of school mathematics, one that includes constructivist learning, student-centered pedagogy, and… (more)

Subjects/Keywords: narrative analysis; social constructivism; curriculum reform; teacher beliefs; teacher education; philosophy of mathematics; Education

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APA (6th Edition):

White-Fredette, K. (2009). What is Mathematics? An Exploration of Teachers' Philosophies of Mathematics during a Time of Curriculum Reform. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/46

Chicago Manual of Style (16th Edition):

White-Fredette, Kimberly. “What is Mathematics? An Exploration of Teachers' Philosophies of Mathematics during a Time of Curriculum Reform.” 2009. Doctoral Dissertation, Georgia State University. Accessed December 08, 2019. https://scholarworks.gsu.edu/msit_diss/46.

MLA Handbook (7th Edition):

White-Fredette, Kimberly. “What is Mathematics? An Exploration of Teachers' Philosophies of Mathematics during a Time of Curriculum Reform.” 2009. Web. 08 Dec 2019.

Vancouver:

White-Fredette K. What is Mathematics? An Exploration of Teachers' Philosophies of Mathematics during a Time of Curriculum Reform. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2019 Dec 08]. Available from: https://scholarworks.gsu.edu/msit_diss/46.

Council of Science Editors:

White-Fredette K. What is Mathematics? An Exploration of Teachers' Philosophies of Mathematics during a Time of Curriculum Reform. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/msit_diss/46

6. Scott, Anne. Preservice teachers’ views of similarities and differences in teaching and learning literacy and numeracy.

Degree: 2005, La Trobe University

 This is a report of an investigation of aspects of preservice teachers’ perceptions of teaching and learning English and mathematics and factors influencing them. The… (more)

Subjects/Keywords: Survey research; Beliefs; Teacher education

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APA (6th Edition):

Scott, A. (2005). Preservice teachers’ views of similarities and differences in teaching and learning literacy and numeracy. (Thesis). La Trobe University. Retrieved from http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20070815.163201

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):

Scott, Anne. “Preservice teachers’ views of similarities and differences in teaching and learning literacy and numeracy.” 2005. Thesis, La Trobe University. Accessed December 08, 2019. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20070815.163201.

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

MLA Handbook (7th Edition):

Scott, Anne. “Preservice teachers’ views of similarities and differences in teaching and learning literacy and numeracy.” 2005. Web. 08 Dec 2019.

Vancouver:

Scott A. Preservice teachers’ views of similarities and differences in teaching and learning literacy and numeracy. [Internet] [Thesis]. La Trobe University; 2005. [cited 2019 Dec 08]. Available from: http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20070815.163201.

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

Council of Science Editors:

Scott A. Preservice teachers’ views of similarities and differences in teaching and learning literacy and numeracy. [Thesis]. La Trobe University; 2005. Available from: http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20070815.163201

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


The Ohio State University

7. Douglass, Lisa. The Intersection of Middle-Grade Teachers’ Beliefs Regarding Mathematics and Adolescents.

Degree: PhD, ED Teaching and Learning (Columbus campus), 2009, The Ohio State University

 The aim of this study was to gain an enhanced understanding of middle-grade teachers’ beliefs about adolescents and teaching mathematics. The participants were three veteran… (more)

Subjects/Keywords: Mathematics Education; Adolescents; Middle-School Mathematics; Teacher Beliefs

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APA (6th Edition):

Douglass, L. (2009). The Intersection of Middle-Grade Teachers’ Beliefs Regarding Mathematics and Adolescents. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1250126093

Chicago Manual of Style (16th Edition):

Douglass, Lisa. “The Intersection of Middle-Grade Teachers’ Beliefs Regarding Mathematics and Adolescents.” 2009. Doctoral Dissertation, The Ohio State University. Accessed December 08, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250126093.

MLA Handbook (7th Edition):

Douglass, Lisa. “The Intersection of Middle-Grade Teachers’ Beliefs Regarding Mathematics and Adolescents.” 2009. Web. 08 Dec 2019.

Vancouver:

Douglass L. The Intersection of Middle-Grade Teachers’ Beliefs Regarding Mathematics and Adolescents. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2019 Dec 08]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1250126093.

Council of Science Editors:

Douglass L. The Intersection of Middle-Grade Teachers’ Beliefs Regarding Mathematics and Adolescents. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1250126093


University of Cincinnati

8. BENDER-SLACK, DELANE ANN. TEACHING TEXTS FOR SOCIAL JUSTICE: ENGLISH TEACHERS AS AGENTS OF CHANGE.

Degree: EdD, Education : Literacy, 2007, University of Cincinnati

 Given that schools are an elemental force in the lives of adolescents, ELA classrooms might provide opportunities for students to engage in relevant literacy practices.… (more)

Subjects/Keywords: Teaching for Social Justice; Literature; Adolescent Literacy; Texts; Teacher Beliefs

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APA (6th Edition):

BENDER-SLACK, D. A. (2007). TEACHING TEXTS FOR SOCIAL JUSTICE: ENGLISH TEACHERS AS AGENTS OF CHANGE. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1183419335

Chicago Manual of Style (16th Edition):

BENDER-SLACK, DELANE ANN. “TEACHING TEXTS FOR SOCIAL JUSTICE: ENGLISH TEACHERS AS AGENTS OF CHANGE.” 2007. Doctoral Dissertation, University of Cincinnati. Accessed December 08, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1183419335.

MLA Handbook (7th Edition):

BENDER-SLACK, DELANE ANN. “TEACHING TEXTS FOR SOCIAL JUSTICE: ENGLISH TEACHERS AS AGENTS OF CHANGE.” 2007. Web. 08 Dec 2019.

Vancouver:

BENDER-SLACK DA. TEACHING TEXTS FOR SOCIAL JUSTICE: ENGLISH TEACHERS AS AGENTS OF CHANGE. [Internet] [Doctoral dissertation]. University of Cincinnati; 2007. [cited 2019 Dec 08]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1183419335.

Council of Science Editors:

BENDER-SLACK DA. TEACHING TEXTS FOR SOCIAL JUSTICE: ENGLISH TEACHERS AS AGENTS OF CHANGE. [Doctoral Dissertation]. University of Cincinnati; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1183419335


University of Exeter

9. Mouzakitis, Aristides. An investigation of three Greek mathematics teachers' conceptions of the assessment of pupil attainment in mathematics and its socio-political dimension.

Degree: Thesis (EdD), 2009, University of Exeter

 The present study is located within a broader problematic of how inequality is generated and legitimated within schools. It has as its centre of focus… (more)

Subjects/Keywords: 371.26; Teacher beliefs : Assessment : Equity : Critical research paradigm

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APA (6th Edition):

Mouzakitis, A. (2009). An investigation of three Greek mathematics teachers' conceptions of the assessment of pupil attainment in mathematics and its socio-political dimension. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/96253

Chicago Manual of Style (16th Edition):

Mouzakitis, Aristides. “An investigation of three Greek mathematics teachers' conceptions of the assessment of pupil attainment in mathematics and its socio-political dimension.” 2009. Doctoral Dissertation, University of Exeter. Accessed December 08, 2019. http://hdl.handle.net/10036/96253.

MLA Handbook (7th Edition):

Mouzakitis, Aristides. “An investigation of three Greek mathematics teachers' conceptions of the assessment of pupil attainment in mathematics and its socio-political dimension.” 2009. Web. 08 Dec 2019.

Vancouver:

Mouzakitis A. An investigation of three Greek mathematics teachers' conceptions of the assessment of pupil attainment in mathematics and its socio-political dimension. [Internet] [Doctoral dissertation]. University of Exeter; 2009. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10036/96253.

Council of Science Editors:

Mouzakitis A. An investigation of three Greek mathematics teachers' conceptions of the assessment of pupil attainment in mathematics and its socio-political dimension. [Doctoral Dissertation]. University of Exeter; 2009. Available from: http://hdl.handle.net/10036/96253


Ohio University

10. Kehres, Edward C. Faculty Beliefs, Intentions, and Actions in Occupational Therapy Education.

Degree: PhD, Higher Education (Education), 2007, Ohio University

  This study of 236 full-time Occupational Therapy faculty members from accredited OT programs in the United States identified beliefs, intentions, and actions in a… (more)

Subjects/Keywords: Occupational Therapy Education; Teaching Perspectives Inventory; Teacher Beliefs; Intentions; Actions

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APA (6th Edition):

Kehres, E. C. (2007). Faculty Beliefs, Intentions, and Actions in Occupational Therapy Education. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178807253

Chicago Manual of Style (16th Edition):

Kehres, Edward C. “Faculty Beliefs, Intentions, and Actions in Occupational Therapy Education.” 2007. Doctoral Dissertation, Ohio University. Accessed December 08, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178807253.

MLA Handbook (7th Edition):

Kehres, Edward C. “Faculty Beliefs, Intentions, and Actions in Occupational Therapy Education.” 2007. Web. 08 Dec 2019.

Vancouver:

Kehres EC. Faculty Beliefs, Intentions, and Actions in Occupational Therapy Education. [Internet] [Doctoral dissertation]. Ohio University; 2007. [cited 2019 Dec 08]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178807253.

Council of Science Editors:

Kehres EC. Faculty Beliefs, Intentions, and Actions in Occupational Therapy Education. [Doctoral Dissertation]. Ohio University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178807253


Oklahoma State University

11. Gosney, Sherri L. Child Care Proviers' Beliefs About and Reactions to Children's Negative Emotions.

Degree: Department of Human Development and Family Science, 2006, Oklahoma State University

 This study pilot-tested the Teachers' Coping with Children's Negative Emotions Scale (TCCNES) using an online format with 54 child care providers. Participants also completed the… (more)

Subjects/Keywords: children's emotions; teacher beliefs

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APA (6th Edition):

Gosney, S. L. (2006). Child Care Proviers' Beliefs About and Reactions to Children's Negative Emotions. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/9109

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):

Gosney, Sherri L. “Child Care Proviers' Beliefs About and Reactions to Children's Negative Emotions.” 2006. Thesis, Oklahoma State University. Accessed December 08, 2019. http://hdl.handle.net/11244/9109.

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

MLA Handbook (7th Edition):

Gosney, Sherri L. “Child Care Proviers' Beliefs About and Reactions to Children's Negative Emotions.” 2006. Web. 08 Dec 2019.

Vancouver:

Gosney SL. Child Care Proviers' Beliefs About and Reactions to Children's Negative Emotions. [Internet] [Thesis]. Oklahoma State University; 2006. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/11244/9109.

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

Council of Science Editors:

Gosney SL. Child Care Proviers' Beliefs About and Reactions to Children's Negative Emotions. [Thesis]. Oklahoma State University; 2006. Available from: http://hdl.handle.net/11244/9109

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


North Carolina State University

12. Ives, Sarah Elizabeth. Learning to Teach Probability: Relationships among Preservice Teachers' Beliefs and Orientations, Content Knowledge, and Pedagogical Content Knowledge of Probability.

Degree: PhD, Mathematics Education, 2009, North Carolina State University

 The purposes of this study were to investigate preservice mathematics teachers’ orientations, content knowledge, and pedagogical content knowledge of probability; the relationships among these three… (more)

Subjects/Keywords: Preservice Teacher Education; Probability; Beliefs and Orientations; Content Knowledge; Probability

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APA (6th Edition):

Ives, S. E. (2009). Learning to Teach Probability: Relationships among Preservice Teachers' Beliefs and Orientations, Content Knowledge, and Pedagogical Content Knowledge of Probability. (Doctoral Dissertation). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/4058

Chicago Manual of Style (16th Edition):

Ives, Sarah Elizabeth. “Learning to Teach Probability: Relationships among Preservice Teachers' Beliefs and Orientations, Content Knowledge, and Pedagogical Content Knowledge of Probability.” 2009. Doctoral Dissertation, North Carolina State University. Accessed December 08, 2019. http://www.lib.ncsu.edu/resolver/1840.16/4058.

MLA Handbook (7th Edition):

Ives, Sarah Elizabeth. “Learning to Teach Probability: Relationships among Preservice Teachers' Beliefs and Orientations, Content Knowledge, and Pedagogical Content Knowledge of Probability.” 2009. Web. 08 Dec 2019.

Vancouver:

Ives SE. Learning to Teach Probability: Relationships among Preservice Teachers' Beliefs and Orientations, Content Knowledge, and Pedagogical Content Knowledge of Probability. [Internet] [Doctoral dissertation]. North Carolina State University; 2009. [cited 2019 Dec 08]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4058.

Council of Science Editors:

Ives SE. Learning to Teach Probability: Relationships among Preservice Teachers' Beliefs and Orientations, Content Knowledge, and Pedagogical Content Knowledge of Probability. [Doctoral Dissertation]. North Carolina State University; 2009. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4058


North Carolina State University

13. Bowen, Kimberly Clark. The Relation of Teachers' Reflective Judgment and Conceptions of Teaching and Learning.

Degree: PhD, Curriculum and Instruction, English Education, 2009, North Carolina State University

 The purpose of this study was to investigate the reflective judgment of high school English language arts teachers, including how that epistemology relates to demographics… (more)

Subjects/Keywords:

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APA (6th Edition):

Bowen, K. C. (2009). The Relation of Teachers' Reflective Judgment and Conceptions of Teaching and Learning. (Doctoral Dissertation). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/4396

Chicago Manual of Style (16th Edition):

Bowen, Kimberly Clark. “The Relation of Teachers' Reflective Judgment and Conceptions of Teaching and Learning.” 2009. Doctoral Dissertation, North Carolina State University. Accessed December 08, 2019. http://www.lib.ncsu.edu/resolver/1840.16/4396.

MLA Handbook (7th Edition):

Bowen, Kimberly Clark. “The Relation of Teachers' Reflective Judgment and Conceptions of Teaching and Learning.” 2009. Web. 08 Dec 2019.

Vancouver:

Bowen KC. The Relation of Teachers' Reflective Judgment and Conceptions of Teaching and Learning. [Internet] [Doctoral dissertation]. North Carolina State University; 2009. [cited 2019 Dec 08]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4396.

Council of Science Editors:

Bowen KC. The Relation of Teachers' Reflective Judgment and Conceptions of Teaching and Learning. [Doctoral Dissertation]. North Carolina State University; 2009. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4396


Temple University

14. Taylor, Carol A. The Effects of a Combined Mathematics Content/Methods Course Involving Learning Cycles on Preservice Elementary Teachers' Beliefs about the Nature, Teaching and Learning of Mathematics.

Degree: 2009, Temple University

CITE/Mathematics and Science Education

Ed.D.

The purpose of this study was to determine whether a one-semester combined mathematics content/methods course based on Simon's (1994) Learning… (more)

Subjects/Keywords: Education, Teacher Training; Education, Elementary; Education, Mathematics; Attitudes; Beliefs; Mathematics; Education; Preservice Teachers

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APA (6th Edition):

Taylor, C. A. (2009). The Effects of a Combined Mathematics Content/Methods Course Involving Learning Cycles on Preservice Elementary Teachers' Beliefs about the Nature, Teaching and Learning of Mathematics. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,22535

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):

Taylor, Carol A. “The Effects of a Combined Mathematics Content/Methods Course Involving Learning Cycles on Preservice Elementary Teachers' Beliefs about the Nature, Teaching and Learning of Mathematics.” 2009. Thesis, Temple University. Accessed December 08, 2019. http://digital.library.temple.edu/u?/p245801coll10,22535.

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

MLA Handbook (7th Edition):

Taylor, Carol A. “The Effects of a Combined Mathematics Content/Methods Course Involving Learning Cycles on Preservice Elementary Teachers' Beliefs about the Nature, Teaching and Learning of Mathematics.” 2009. Web. 08 Dec 2019.

Vancouver:

Taylor CA. The Effects of a Combined Mathematics Content/Methods Course Involving Learning Cycles on Preservice Elementary Teachers' Beliefs about the Nature, Teaching and Learning of Mathematics. [Internet] [Thesis]. Temple University; 2009. [cited 2019 Dec 08]. Available from: http://digital.library.temple.edu/u?/p245801coll10,22535.

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

Council of Science Editors:

Taylor CA. The Effects of a Combined Mathematics Content/Methods Course Involving Learning Cycles on Preservice Elementary Teachers' Beliefs about the Nature, Teaching and Learning of Mathematics. [Thesis]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,22535

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


The Ohio State University

15. Ritchey, Brad Matthew. Perceptions of Initial Licensure Candidates Regarding the Effectiveness of Field Experiences and Clinical Practices in Teacher Preparation Programming.

Degree: PhD, ED Policy and Leadership, 2008, The Ohio State University

  Since university-based courses, field experiences, and clinical practices work in conjunction to affect candidate skill levels, this study focused on the perceptions of preservice… (more)

Subjects/Keywords: Educational Evaluation; Educational Psychology; Teacher Education; experiential learning; field experiences; clinical practices; accreditation; teachers' beliefs

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APA (6th Edition):

Ritchey, B. M. (2008). Perceptions of Initial Licensure Candidates Regarding the Effectiveness of Field Experiences and Clinical Practices in Teacher Preparation Programming. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1211904397

Chicago Manual of Style (16th Edition):

Ritchey, Brad Matthew. “Perceptions of Initial Licensure Candidates Regarding the Effectiveness of Field Experiences and Clinical Practices in Teacher Preparation Programming.” 2008. Doctoral Dissertation, The Ohio State University. Accessed December 08, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211904397.

MLA Handbook (7th Edition):

Ritchey, Brad Matthew. “Perceptions of Initial Licensure Candidates Regarding the Effectiveness of Field Experiences and Clinical Practices in Teacher Preparation Programming.” 2008. Web. 08 Dec 2019.

Vancouver:

Ritchey BM. Perceptions of Initial Licensure Candidates Regarding the Effectiveness of Field Experiences and Clinical Practices in Teacher Preparation Programming. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2019 Dec 08]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1211904397.

Council of Science Editors:

Ritchey BM. Perceptions of Initial Licensure Candidates Regarding the Effectiveness of Field Experiences and Clinical Practices in Teacher Preparation Programming. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1211904397


Kent State University

16. Kelani, Razacki Raphael. A professional Development Study of Technology Education in Science Teaching in Benin: Issues of Teacher Change and Self-efficacy Beliefs.

Degree: PhD, College of Education, Health, and Human Services / Department of Teaching, Leadership and Curriculum Studies, 2009, Kent State University

  This study has two purposes. The practical purpose of the study was to provide Benin middle school science teachers with an effective technology education… (more)

Subjects/Keywords: Education; Science Education; Teaching; Technology; professional development; technology education; self-efficacy-beliefs; teacher change; PCK

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APA (6th Edition):

Kelani, R. R. (2009). A professional Development Study of Technology Education in Science Teaching in Benin: Issues of Teacher Change and Self-efficacy Beliefs. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1238763168

Chicago Manual of Style (16th Edition):

Kelani, Razacki Raphael. “A professional Development Study of Technology Education in Science Teaching in Benin: Issues of Teacher Change and Self-efficacy Beliefs.” 2009. Doctoral Dissertation, Kent State University. Accessed December 08, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1238763168.

MLA Handbook (7th Edition):

Kelani, Razacki Raphael. “A professional Development Study of Technology Education in Science Teaching in Benin: Issues of Teacher Change and Self-efficacy Beliefs.” 2009. Web. 08 Dec 2019.

Vancouver:

Kelani RR. A professional Development Study of Technology Education in Science Teaching in Benin: Issues of Teacher Change and Self-efficacy Beliefs. [Internet] [Doctoral dissertation]. Kent State University; 2009. [cited 2019 Dec 08]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1238763168.

Council of Science Editors:

Kelani RR. A professional Development Study of Technology Education in Science Teaching in Benin: Issues of Teacher Change and Self-efficacy Beliefs. [Doctoral Dissertation]. Kent State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1238763168


Oklahoma State University

17. Redmond, Adrienne Anne. Prospective Elementary Teachers' Division of Fractions Understanding: a Mixed.

Degree: School of Teaching and Curriculum Leadership, 2009, Oklahoma State University

 This sequential explanatory mixed methods study explored 34 prospective elementary teachers understanding of division of fractions at the beginning and end of their final mathematics… (more)

Subjects/Keywords: beliefs; division with fractions; knowledge for teaching; mathematics proficiency; pre-service elementary teacher

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APA (6th Edition):

Redmond, A. A. (2009). Prospective Elementary Teachers' Division of Fractions Understanding: a Mixed. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7547

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):

Redmond, Adrienne Anne. “Prospective Elementary Teachers' Division of Fractions Understanding: a Mixed.” 2009. Thesis, Oklahoma State University. Accessed December 08, 2019. http://hdl.handle.net/11244/7547.

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

MLA Handbook (7th Edition):

Redmond, Adrienne Anne. “Prospective Elementary Teachers' Division of Fractions Understanding: a Mixed.” 2009. Web. 08 Dec 2019.

Vancouver:

Redmond AA. Prospective Elementary Teachers' Division of Fractions Understanding: a Mixed. [Internet] [Thesis]. Oklahoma State University; 2009. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/11244/7547.

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

Council of Science Editors:

Redmond AA. Prospective Elementary Teachers' Division of Fractions Understanding: a Mixed. [Thesis]. Oklahoma State University; 2009. Available from: http://hdl.handle.net/11244/7547

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


Duquesne University

18. Kainaroi, Cynthia D. Middle School Teachers' Beliefs About How They Communicate Caring and Students' Perceptions of Their Teachers' Caring Behaviors.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2005, Duquesne University

 The purpose of this study was three-fold: to examine the behaviors middle school teachers use and believe communicate caring and students' perceptions of their caring… (more)

Subjects/Keywords: middle school; student perceptions; teacher beliefs

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APA (6th Edition):

Kainaroi, C. D. (2005). Middle School Teachers' Beliefs About How They Communicate Caring and Students' Perceptions of Their Teachers' Caring Behaviors. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/725

Chicago Manual of Style (16th Edition):

Kainaroi, Cynthia D. “Middle School Teachers' Beliefs About How They Communicate Caring and Students' Perceptions of Their Teachers' Caring Behaviors.” 2005. Doctoral Dissertation, Duquesne University. Accessed December 08, 2019. https://dsc.duq.edu/etd/725.

MLA Handbook (7th Edition):

Kainaroi, Cynthia D. “Middle School Teachers' Beliefs About How They Communicate Caring and Students' Perceptions of Their Teachers' Caring Behaviors.” 2005. Web. 08 Dec 2019.

Vancouver:

Kainaroi CD. Middle School Teachers' Beliefs About How They Communicate Caring and Students' Perceptions of Their Teachers' Caring Behaviors. [Internet] [Doctoral dissertation]. Duquesne University; 2005. [cited 2019 Dec 08]. Available from: https://dsc.duq.edu/etd/725.

Council of Science Editors:

Kainaroi CD. Middle School Teachers' Beliefs About How They Communicate Caring and Students' Perceptions of Their Teachers' Caring Behaviors. [Doctoral Dissertation]. Duquesne University; 2005. Available from: https://dsc.duq.edu/etd/725


Universidade de Brasília

19. Sílvia de Melo Caldas. Crenças de uma professora formadora a respeito do papel do professor de língua estrangeira (inglês).

Degree: 2008, Universidade de Brasília

This study proposes the investigation of a teacher educators beliefs about the role of foreign language teachers, taking into consideration her conclusive importance in the… (more)

Subjects/Keywords: LINGUISTICA; teaching; beliefs; crenças; professor formador; ensino; aprendizagem; experiências; papel do professor; teacher educator; learning; experiences; teacher role

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APA (6th Edition):

Caldas, S. d. M. (2008). Crenças de uma professora formadora a respeito do papel do professor de língua estrangeira (inglês). (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3772

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):

Caldas, Sílvia de Melo. “Crenças de uma professora formadora a respeito do papel do professor de língua estrangeira (inglês).” 2008. Thesis, Universidade de Brasília. Accessed December 08, 2019. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3772.

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

MLA Handbook (7th Edition):

Caldas, Sílvia de Melo. “Crenças de uma professora formadora a respeito do papel do professor de língua estrangeira (inglês).” 2008. Web. 08 Dec 2019.

Vancouver:

Caldas SdM. Crenças de uma professora formadora a respeito do papel do professor de língua estrangeira (inglês). [Internet] [Thesis]. Universidade de Brasília; 2008. [cited 2019 Dec 08]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3772.

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

Council of Science Editors:

Caldas SdM. Crenças de uma professora formadora a respeito do papel do professor de língua estrangeira (inglês). [Thesis]. Universidade de Brasília; 2008. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3772

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


University of Oregon

20. Jablonski, Dennis L. Teachers' pedagogical beliefs and the instructional use of technology with middle school students.

Degree: 2009, University of Oregon

 The nexus of educational reforms and rapid technological changes poses challenges for teachers in deciding why, when, and to what extent they should integrate technology… (more)

Subjects/Keywords: Educational technology; Pedagogy; Technology; Constructivism; Middle school students; Teacher beliefs; Technology use; Middle school education; Teacher education; Educational technology

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APA (6th Edition):

Jablonski, D. L. (2009). Teachers' pedagogical beliefs and the instructional use of technology with middle school students. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/10340

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):

Jablonski, Dennis L. “Teachers' pedagogical beliefs and the instructional use of technology with middle school students.” 2009. Thesis, University of Oregon. Accessed December 08, 2019. http://hdl.handle.net/1794/10340.

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

MLA Handbook (7th Edition):

Jablonski, Dennis L. “Teachers' pedagogical beliefs and the instructional use of technology with middle school students.” 2009. Web. 08 Dec 2019.

Vancouver:

Jablonski DL. Teachers' pedagogical beliefs and the instructional use of technology with middle school students. [Internet] [Thesis]. University of Oregon; 2009. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/1794/10340.

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

Council of Science Editors:

Jablonski DL. Teachers' pedagogical beliefs and the instructional use of technology with middle school students. [Thesis]. University of Oregon; 2009. Available from: http://hdl.handle.net/1794/10340

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


University of Southern California

21. Reinoso-Lasley, Marta. Inside out: teacher factors that assist in the facilitation of the implementation of early literacy interventions for at-risk first graders in an urban school.

Degree: EdD, Education (Curriculum & Instruction), 2006, University of Southern California

Teacher implementation of effective practices is identified in the literature as poor or lacking (e.g., Jenkins & Leicester, 1992; Klingner, Ahwee, Pilonieta, & Menendez, 2003).… (more)

Subjects/Keywords: teacher implementation behavior; reading instruction; teacher beliefs; reading methodology

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APA (6th Edition):

Reinoso-Lasley, M. (2006). Inside out: teacher factors that assist in the facilitation of the implementation of early literacy interventions for at-risk first graders in an urban school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/44560/rec/3507

Chicago Manual of Style (16th Edition):

Reinoso-Lasley, Marta. “Inside out: teacher factors that assist in the facilitation of the implementation of early literacy interventions for at-risk first graders in an urban school.” 2006. Doctoral Dissertation, University of Southern California. Accessed December 08, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/44560/rec/3507.

MLA Handbook (7th Edition):

Reinoso-Lasley, Marta. “Inside out: teacher factors that assist in the facilitation of the implementation of early literacy interventions for at-risk first graders in an urban school.” 2006. Web. 08 Dec 2019.

Vancouver:

Reinoso-Lasley M. Inside out: teacher factors that assist in the facilitation of the implementation of early literacy interventions for at-risk first graders in an urban school. [Internet] [Doctoral dissertation]. University of Southern California; 2006. [cited 2019 Dec 08]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/44560/rec/3507.

Council of Science Editors:

Reinoso-Lasley M. Inside out: teacher factors that assist in the facilitation of the implementation of early literacy interventions for at-risk first graders in an urban school. [Doctoral Dissertation]. University of Southern California; 2006. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/44560/rec/3507

22. 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 (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 08, 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. 08 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 08]. 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


The Ohio State University

23. Kurz, Nan M. The relationship between teachers' sense of academic optimism and commitment to the profession.

Degree: PhD, Educational Policy and Leadership, 2006, The Ohio State University

 Using the theoretical frames of positive psychology and social cognitive theory, this study explored teachers’ beliefs that influence their commitment to the profession. While commitment… (more)

Subjects/Keywords: Education, Educational Psychology; teacher beliefs; teacher commitment; teacher efficacy; academic optimism

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APA (6th Edition):

Kurz, N. M. (2006). The relationship between teachers' sense of academic optimism and commitment to the profession. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1148322317

Chicago Manual of Style (16th Edition):

Kurz, Nan M. “The relationship between teachers' sense of academic optimism and commitment to the profession.” 2006. Doctoral Dissertation, The Ohio State University. Accessed December 08, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1148322317.

MLA Handbook (7th Edition):

Kurz, Nan M. “The relationship between teachers' sense of academic optimism and commitment to the profession.” 2006. Web. 08 Dec 2019.

Vancouver:

Kurz NM. The relationship between teachers' sense of academic optimism and commitment to the profession. [Internet] [Doctoral dissertation]. The Ohio State University; 2006. [cited 2019 Dec 08]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1148322317.

Council of Science Editors:

Kurz NM. The relationship between teachers' sense of academic optimism and commitment to the profession. [Doctoral Dissertation]. The Ohio State University; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1148322317


Universiteit Utrecht

24. 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 08, 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. 08 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 08]. 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


Brigham Young University

25. 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 08, 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. 08 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 08]. 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


Penn State University

26. Hennessey, Maeghan Nichole. Teacher epistemic beliefs: The development of a psychometrically sound measure.

Degree: PhD, Educational Psychology, 2007, Penn State University

 This dissertation study is an investigation of teacher epistemic beliefs. Teacher epistemic beliefs are defined as the beliefs teachers have about the justification of knowledge… (more)

Subjects/Keywords: elementary education; justification; pedagogical practices; teacher beliefs; epistemic beliefs; instrument development

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APA (6th Edition):

Hennessey, M. N. (2007). Teacher epistemic beliefs: The development of a psychometrically sound measure. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/7993

Chicago Manual of Style (16th Edition):

Hennessey, Maeghan Nichole. “Teacher epistemic beliefs: The development of a psychometrically sound measure.” 2007. Doctoral Dissertation, Penn State University. Accessed December 08, 2019. https://etda.libraries.psu.edu/catalog/7993.

MLA Handbook (7th Edition):

Hennessey, Maeghan Nichole. “Teacher epistemic beliefs: The development of a psychometrically sound measure.” 2007. Web. 08 Dec 2019.

Vancouver:

Hennessey MN. Teacher epistemic beliefs: The development of a psychometrically sound measure. [Internet] [Doctoral dissertation]. Penn State University; 2007. [cited 2019 Dec 08]. Available from: https://etda.libraries.psu.edu/catalog/7993.

Council of Science Editors:

Hennessey MN. Teacher epistemic beliefs: The development of a psychometrically sound measure. [Doctoral Dissertation]. Penn State University; 2007. Available from: https://etda.libraries.psu.edu/catalog/7993


The Ohio State University

27. Sukapdjo, Amye R. Reading and writing in the middle school foreign language classroom: A case study of teacher beliefs, knowledge, and practices of literacy-based instruction.

Degree: PhD, ED Teaching and Learning (Columbus campus), 2009, The Ohio State University

 The purpose of this study was to investigate the beliefs, knowledge, and practices of middle school foreign language teachers’ literacy-based instruction. It sought to additionally… (more)

Subjects/Keywords: Education; middle school; foreign language; biliteracy; literacy-based instruction; teacher beliefs, knowledge, and practices; qualitative case study

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APA (6th Edition):

Sukapdjo, A. R. (2009). Reading and writing in the middle school foreign language classroom: A case study of teacher beliefs, knowledge, and practices of literacy-based instruction. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1235164656

Chicago Manual of Style (16th Edition):

Sukapdjo, Amye R. “Reading and writing in the middle school foreign language classroom: A case study of teacher beliefs, knowledge, and practices of literacy-based instruction.” 2009. Doctoral Dissertation, The Ohio State University. Accessed December 08, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1235164656.

MLA Handbook (7th Edition):

Sukapdjo, Amye R. “Reading and writing in the middle school foreign language classroom: A case study of teacher beliefs, knowledge, and practices of literacy-based instruction.” 2009. Web. 08 Dec 2019.

Vancouver:

Sukapdjo AR. Reading and writing in the middle school foreign language classroom: A case study of teacher beliefs, knowledge, and practices of literacy-based instruction. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2019 Dec 08]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1235164656.

Council of Science Editors:

Sukapdjo AR. Reading and writing in the middle school foreign language classroom: A case study of teacher beliefs, knowledge, and practices of literacy-based instruction. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1235164656


University of Akron

28. 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 08, 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. 08 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 08]. 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

29. Varian, Nancy Aiken. Beliefs and Instructional Practices of Culturally Relevant Educators: A Qualitative Case Study.

Degree: PhD, Elementary Education, 2008, University of Akron

  The study used a qualitative case study research paradigm. There is a growing body of research which demonstrates that a culturally relevant instructional approach… (more)

Subjects/Keywords: Education; teacher beliefs; culturally relevant pedagogy

…42 Teacher Beliefs… …pedagogy, and teacher beliefs and practices in the classroom. The chapter contains the following… …teaching, 3) characteristics of effective teaching, and 4) teacher beliefs. This study… …29 Multicultural Education and Teacher Preparation… …61 Teacher Interviews… 

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APA (6th Edition):

Varian, N. A. (2008). Beliefs and Instructional Practices of Culturally Relevant Educators: A Qualitative Case Study. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1227273079

Chicago Manual of Style (16th Edition):

Varian, Nancy Aiken. “Beliefs and Instructional Practices of Culturally Relevant Educators: A Qualitative Case Study.” 2008. Doctoral Dissertation, University of Akron. Accessed December 08, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1227273079.

MLA Handbook (7th Edition):

Varian, Nancy Aiken. “Beliefs and Instructional Practices of Culturally Relevant Educators: A Qualitative Case Study.” 2008. Web. 08 Dec 2019.

Vancouver:

Varian NA. Beliefs and Instructional Practices of Culturally Relevant Educators: A Qualitative Case Study. [Internet] [Doctoral dissertation]. University of Akron; 2008. [cited 2019 Dec 08]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1227273079.

Council of Science Editors:

Varian NA. Beliefs and Instructional Practices of Culturally Relevant Educators: A Qualitative Case Study. [Doctoral Dissertation]. University of Akron; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1227273079


George Mason University

30. Mittapalli, Kavita. What Makes Public School Teachers Stay, Leave or become Non-teachers? An In-depth Understanding of their Personal Characteristics, Beliefs and Perceptions .

Degree: 2008, George Mason University

 The purpose of this study was to analyze public school teachers’ personal characteristics, beliefs, and perceptions leading to their decision to either leave or stay… (more)

Subjects/Keywords: Teacher Leavers; Stayers; Non-teaching educators; Beliefs; Retention; Perceptions

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

APA (6th Edition):

Mittapalli, K. (2008). What Makes Public School Teachers Stay, Leave or become Non-teachers? An In-depth Understanding of their Personal Characteristics, Beliefs and Perceptions . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/3079

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):

Mittapalli, Kavita. “What Makes Public School Teachers Stay, Leave or become Non-teachers? An In-depth Understanding of their Personal Characteristics, Beliefs and Perceptions .” 2008. Thesis, George Mason University. Accessed December 08, 2019. http://hdl.handle.net/1920/3079.

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

MLA Handbook (7th Edition):

Mittapalli, Kavita. “What Makes Public School Teachers Stay, Leave or become Non-teachers? An In-depth Understanding of their Personal Characteristics, Beliefs and Perceptions .” 2008. Web. 08 Dec 2019.

Vancouver:

Mittapalli K. What Makes Public School Teachers Stay, Leave or become Non-teachers? An In-depth Understanding of their Personal Characteristics, Beliefs and Perceptions . [Internet] [Thesis]. George Mason University; 2008. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/1920/3079.

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

Council of Science Editors:

Mittapalli K. What Makes Public School Teachers Stay, Leave or become Non-teachers? An In-depth Understanding of their Personal Characteristics, Beliefs and Perceptions . [Thesis]. George Mason University; 2008. Available from: http://hdl.handle.net/1920/3079

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

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