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You searched for subject:(teacher beliefs). Showing records 1 – 30 of 392 total matches.

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1. Dashti, Shaima Mahmood. EFL Teachers' Beliefs and Practices about Classroom Assessment: A Multiple Case Study in the Context of Kuwait.

Degree: PhD, Linguistics and Applied Linguistics (Applied Linguistics), 2019, York University

 Classroom language assessment is a recent topic of interest in education research. Yet, few studies have examined teachers beliefs concerning language classroom assessment or the… (more)

Subjects/Keywords: Educational tests & measurements; EFL; assessment; ESL; educational assessment; language assessment; assessment practices; assessment beliefs; teacher education

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APA (6th Edition):

Dashti, S. M. (2019). EFL Teachers' Beliefs and Practices about Classroom Assessment: A Multiple Case Study in the Context of Kuwait. (Doctoral Dissertation). York University. Retrieved from https://yorkspace.library.yorku.ca/xmlui/handle/10315/36725

Chicago Manual of Style (16th Edition):

Dashti, Shaima Mahmood. “EFL Teachers' Beliefs and Practices about Classroom Assessment: A Multiple Case Study in the Context of Kuwait.” 2019. Doctoral Dissertation, York University. Accessed December 13, 2019. https://yorkspace.library.yorku.ca/xmlui/handle/10315/36725.

MLA Handbook (7th Edition):

Dashti, Shaima Mahmood. “EFL Teachers' Beliefs and Practices about Classroom Assessment: A Multiple Case Study in the Context of Kuwait.” 2019. Web. 13 Dec 2019.

Vancouver:

Dashti SM. EFL Teachers' Beliefs and Practices about Classroom Assessment: A Multiple Case Study in the Context of Kuwait. [Internet] [Doctoral dissertation]. York University; 2019. [cited 2019 Dec 13]. Available from: https://yorkspace.library.yorku.ca/xmlui/handle/10315/36725.

Council of Science Editors:

Dashti SM. EFL Teachers' Beliefs and Practices about Classroom Assessment: A Multiple Case Study in the Context of Kuwait. [Doctoral Dissertation]. York University; 2019. Available from: https://yorkspace.library.yorku.ca/xmlui/handle/10315/36725


University of Victoria

2. Vieira, Ana. Becoming a teacher of reading: preservice teachers develop their understanding of teaching reading.

Degree: Department of Curriculum and Instruction, 2019, University of Victoria

 Preservice teachers of reading develop their beliefs and understanding of reading pedagogy in diverse ways. While they do gather some knowledge and understanding from their… (more)

Subjects/Keywords: reading; beliefs; preservice teachers; teacher education; teacher preparation

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APA (6th Edition):

Vieira, A. (2019). Becoming a teacher of reading: preservice teachers develop their understanding of teaching reading. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/11195

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):

Vieira, Ana. “Becoming a teacher of reading: preservice teachers develop their understanding of teaching reading.” 2019. Thesis, University of Victoria. Accessed December 13, 2019. http://hdl.handle.net/1828/11195.

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

MLA Handbook (7th Edition):

Vieira, Ana. “Becoming a teacher of reading: preservice teachers develop their understanding of teaching reading.” 2019. Web. 13 Dec 2019.

Vancouver:

Vieira A. Becoming a teacher of reading: preservice teachers develop their understanding of teaching reading. [Internet] [Thesis]. University of Victoria; 2019. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1828/11195.

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

Council of Science Editors:

Vieira A. Becoming a teacher of reading: preservice teachers develop their understanding of teaching reading. [Thesis]. University of Victoria; 2019. Available from: http://hdl.handle.net/1828/11195

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


University of Oulu

3. Hasari, M. (Matti). Opettajan ammatti-identiteetin muotoutuminen matemaattisten aineiden opetusharjoittelussa.

Degree: 2019, University of Oulu

Abstract In this thesis, I will focus on the changes in the professional identity of pre-service teachers in mathematics, physics and chemistry during their teacher(more)

Subjects/Keywords: beliefs; emotions; guided teacher training; narrative; pre-service teacher; reflection; subject teacher education; teacher’s professional identity; aineenopettajakoulutus; narratiivisuus; opettajan ammatti-identiteetti; opettajaopiskelija; opetusharjoittelun ohjaus; reflektio; tunteet; uskomukset

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APA (6th Edition):

Hasari, M. (. (2019). Opettajan ammatti-identiteetin muotoutuminen matemaattisten aineiden opetusharjoittelussa. (Doctoral Dissertation). University of Oulu. Retrieved from http://urn.fi/urn:isbn:9789526223278

Chicago Manual of Style (16th Edition):

Hasari, M (Matti). “Opettajan ammatti-identiteetin muotoutuminen matemaattisten aineiden opetusharjoittelussa.” 2019. Doctoral Dissertation, University of Oulu. Accessed December 13, 2019. http://urn.fi/urn:isbn:9789526223278.

MLA Handbook (7th Edition):

Hasari, M (Matti). “Opettajan ammatti-identiteetin muotoutuminen matemaattisten aineiden opetusharjoittelussa.” 2019. Web. 13 Dec 2019.

Vancouver:

Hasari M(. Opettajan ammatti-identiteetin muotoutuminen matemaattisten aineiden opetusharjoittelussa. [Internet] [Doctoral dissertation]. University of Oulu; 2019. [cited 2019 Dec 13]. Available from: http://urn.fi/urn:isbn:9789526223278.

Council of Science Editors:

Hasari M(. Opettajan ammatti-identiteetin muotoutuminen matemaattisten aineiden opetusharjoittelussa. [Doctoral Dissertation]. University of Oulu; 2019. Available from: http://urn.fi/urn:isbn:9789526223278


University of Toledo

4. Rotshtein, Regina. Coordination of Theory and Evidence and the Role of Personal Epistemology and Prior Knowledge When Reading About the Controversial Topic of Vitamin Supplement Use.

Degree: PhD, Foundations of Education: Educational Psychology, 2019, University of Toledo

 This qualitative multiple case study examined the ways in which undergraduate and graduate students coordinate theory and evidence on the controversial topic of vitamin supplement… (more)

Subjects/Keywords: Adult Education; Education; Educational Psychology; Higher Education; Teacher Education; coordination of theory and evidence; personal epistemology; prior knowledge; reasoning; epistemic beliefs; evidence evaluation; multiple texts; qualitative research; multiple case study

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APA (6th Edition):

Rotshtein, R. (2019). Coordination of Theory and Evidence and the Role of Personal Epistemology and Prior Knowledge When Reading About the Controversial Topic of Vitamin Supplement Use. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo156104274336628

Chicago Manual of Style (16th Edition):

Rotshtein, Regina. “Coordination of Theory and Evidence and the Role of Personal Epistemology and Prior Knowledge When Reading About the Controversial Topic of Vitamin Supplement Use.” 2019. Doctoral Dissertation, University of Toledo. Accessed December 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo156104274336628.

MLA Handbook (7th Edition):

Rotshtein, Regina. “Coordination of Theory and Evidence and the Role of Personal Epistemology and Prior Knowledge When Reading About the Controversial Topic of Vitamin Supplement Use.” 2019. Web. 13 Dec 2019.

Vancouver:

Rotshtein R. Coordination of Theory and Evidence and the Role of Personal Epistemology and Prior Knowledge When Reading About the Controversial Topic of Vitamin Supplement Use. [Internet] [Doctoral dissertation]. University of Toledo; 2019. [cited 2019 Dec 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo156104274336628.

Council of Science Editors:

Rotshtein R. Coordination of Theory and Evidence and the Role of Personal Epistemology and Prior Knowledge When Reading About the Controversial Topic of Vitamin Supplement Use. [Doctoral Dissertation]. University of Toledo; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo156104274336628


Leiden University

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

Degree: 2019, Leiden University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Vossen, T E. “Research and design in STEM education: What do students and teachers think about the connection?.” 2019. Doctoral Dissertation, Leiden University. Accessed December 13, 2019. http://hdl.handle.net/1887/77518.

MLA Handbook (7th Edition):

Vossen, T E. “Research and design in STEM education: What do students and teachers think about the connection?.” 2019. Web. 13 Dec 2019.

Vancouver:

Vossen TE. Research and design in STEM education: What do students and teachers think about the connection?. [Internet] [Doctoral dissertation]. Leiden University; 2019. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1887/77518.

Council of Science Editors:

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


Pontifical Catholic University of Rio de Janeiro

6. ELIS RENATA DE BRITTO SANTOS. [en] SELF-EFFICACY: THE GUIDING THREAD BETWEEN PEDAGOGICAL PRACTICES AND DIGITAL TECHNOLOGIES.

Degree: 2019, Pontifical Catholic University of Rio de Janeiro

[pt] As tecnologias digitais estão promovendo várias transformações na sociedade, mas na educação essas ferramentas não ressignificaram as práticas pedagógicas. Este estudo entende as tecnologias… (more)

Subjects/Keywords: [pt] PRATICA PEDAGOGICA; [en] CLASSROOM PRACTICE; [pt] CRENCA; [en] BELIEFS; [pt] TECNOLOGIA DIGITAL; [en] DIGITAL TECHNOLOGY; [pt] AUTO EFICACIA COMPUTACIONAL DOCENTE; [en] SELF COMPUTATIONAL EFFICIENCY TEACHER

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APA (6th Edition):

SANTOS, E. R. D. B. (2019). [en] SELF-EFFICACY: THE GUIDING THREAD BETWEEN PEDAGOGICAL PRACTICES AND DIGITAL TECHNOLOGIES. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=43825

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):

SANTOS, ELIS RENATA DE BRITTO. “[en] SELF-EFFICACY: THE GUIDING THREAD BETWEEN PEDAGOGICAL PRACTICES AND DIGITAL TECHNOLOGIES.” 2019. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed December 13, 2019. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=43825.

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

MLA Handbook (7th Edition):

SANTOS, ELIS RENATA DE BRITTO. “[en] SELF-EFFICACY: THE GUIDING THREAD BETWEEN PEDAGOGICAL PRACTICES AND DIGITAL TECHNOLOGIES.” 2019. Web. 13 Dec 2019.

Vancouver:

SANTOS ERDB. [en] SELF-EFFICACY: THE GUIDING THREAD BETWEEN PEDAGOGICAL PRACTICES AND DIGITAL TECHNOLOGIES. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2019. [cited 2019 Dec 13]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=43825.

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

Council of Science Editors:

SANTOS ERDB. [en] SELF-EFFICACY: THE GUIDING THREAD BETWEEN PEDAGOGICAL PRACTICES AND DIGITAL TECHNOLOGIES. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2019. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=43825

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

7. Ahmed, Farhana. Examining the Potential of Technology-Enhanced Language Learning and Teaching in English for Academic Purposes: Learner Voices.

Degree: PhD, Linguistics and Applied Linguistics (Applied Linguistics), 2019, York University

 The growth of post-secondary English for Academic purposes (EAP) programs along with researchers awareness and interest in leveraging technological tools in support of student-centered learning… (more)

Subjects/Keywords: Teacher education; TELL; CALL; EAP; Potentials of CALL; Learner Beliefs; Learner Perspectives; Learner Voices; EAP Learner Beliefs; Learner experience in TELL; Learner Practices in TELL; Blended Learning; Learner Beliefs towards Educational Technology; Technology-enhanced Language Learning; Computer Assisted Language Learning; English for Academic Purposes.

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APA (6th Edition):

Ahmed, F. (2019). Examining the Potential of Technology-Enhanced Language Learning and Teaching in English for Academic Purposes: Learner Voices. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/36297

Chicago Manual of Style (16th Edition):

Ahmed, Farhana. “Examining the Potential of Technology-Enhanced Language Learning and Teaching in English for Academic Purposes: Learner Voices.” 2019. Doctoral Dissertation, York University. Accessed December 13, 2019. http://hdl.handle.net/10315/36297.

MLA Handbook (7th Edition):

Ahmed, Farhana. “Examining the Potential of Technology-Enhanced Language Learning and Teaching in English for Academic Purposes: Learner Voices.” 2019. Web. 13 Dec 2019.

Vancouver:

Ahmed F. Examining the Potential of Technology-Enhanced Language Learning and Teaching in English for Academic Purposes: Learner Voices. [Internet] [Doctoral dissertation]. York University; 2019. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10315/36297.

Council of Science Editors:

Ahmed F. Examining the Potential of Technology-Enhanced Language Learning and Teaching in English for Academic Purposes: Learner Voices. [Doctoral Dissertation]. York University; 2019. Available from: http://hdl.handle.net/10315/36297


University of South Carolina

8. Peney, Kristin Elizabeth. A Phenomenological Look at What Motivates and Challenges Teachers to Use Outdoor Learning Activities.

Degree: Doctor of Education in Curriculum and Instruction, Educational Studies, 2019, University of South Carolina

  The specific problem of practice on which this study is focused is the lack of opportunities for students to engage in outdoor learning experiences… (more)

Subjects/Keywords: Curriculum and Instruction; Education; outdoor learning experience; effective professional development; teacher beliefs; situated learning

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APA (6th Edition):

Peney, K. E. (2019). A Phenomenological Look at What Motivates and Challenges Teachers to Use Outdoor Learning Activities. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5420

Chicago Manual of Style (16th Edition):

Peney, Kristin Elizabeth. “A Phenomenological Look at What Motivates and Challenges Teachers to Use Outdoor Learning Activities.” 2019. Doctoral Dissertation, University of South Carolina. Accessed December 13, 2019. https://scholarcommons.sc.edu/etd/5420.

MLA Handbook (7th Edition):

Peney, Kristin Elizabeth. “A Phenomenological Look at What Motivates and Challenges Teachers to Use Outdoor Learning Activities.” 2019. Web. 13 Dec 2019.

Vancouver:

Peney KE. A Phenomenological Look at What Motivates and Challenges Teachers to Use Outdoor Learning Activities. [Internet] [Doctoral dissertation]. University of South Carolina; 2019. [cited 2019 Dec 13]. Available from: https://scholarcommons.sc.edu/etd/5420.

Council of Science Editors:

Peney KE. A Phenomenological Look at What Motivates and Challenges Teachers to Use Outdoor Learning Activities. [Doctoral Dissertation]. University of South Carolina; 2019. Available from: https://scholarcommons.sc.edu/etd/5420


Liberty University

9. McHargue, Keisha M. The Relationship between Teacher Experience and Teacher Attitude toward Attention Deficit Hyperactivity Disorder (ADHD).

Degree: 2019, Liberty University

 This study examined the strength and direction of the relationship between teachers’ years of experience and their attitudes toward attention deficit hyperactivity disorder (ADHD). A… (more)

Subjects/Keywords: ADHD; Attitude; Teacher Experience; Self-efficacy; Beliefs; Education; Teacher Education and Professional Development

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APA (6th Edition):

McHargue, K. M. (2019). The Relationship between Teacher Experience and Teacher Attitude toward Attention Deficit Hyperactivity Disorder (ADHD). (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2132

Chicago Manual of Style (16th Edition):

McHargue, Keisha M. “The Relationship between Teacher Experience and Teacher Attitude toward Attention Deficit Hyperactivity Disorder (ADHD).” 2019. Doctoral Dissertation, Liberty University. Accessed December 13, 2019. https://digitalcommons.liberty.edu/doctoral/2132.

MLA Handbook (7th Edition):

McHargue, Keisha M. “The Relationship between Teacher Experience and Teacher Attitude toward Attention Deficit Hyperactivity Disorder (ADHD).” 2019. Web. 13 Dec 2019.

Vancouver:

McHargue KM. The Relationship between Teacher Experience and Teacher Attitude toward Attention Deficit Hyperactivity Disorder (ADHD). [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Dec 13]. Available from: https://digitalcommons.liberty.edu/doctoral/2132.

Council of Science Editors:

McHargue KM. The Relationship between Teacher Experience and Teacher Attitude toward Attention Deficit Hyperactivity Disorder (ADHD). [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2132


Georgia State University

10. Myers, Kayla. A Different Story of Beliefs: Preparing Elementary Mathematics Specialists (as-Subjects) and Reconceptualizing Teacher Beliefs(-Entangled).

Degree: PhD, Early Childhood Education, 2019, Georgia State University

Teacher beliefs have long been a focus in mathematics education research as well as the broader field of education. One basic rationale for this… (more)

Subjects/Keywords: Elementary Mathematics Specialists; teacher beliefs; poststructuralism; subjectivity; teacher education; mathematics teacher education

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APA (6th Edition):

Myers, K. (2019). A Different Story of Beliefs: Preparing Elementary Mathematics Specialists (as-Subjects) and Reconceptualizing Teacher Beliefs(-Entangled). (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/46

Chicago Manual of Style (16th Edition):

Myers, Kayla. “A Different Story of Beliefs: Preparing Elementary Mathematics Specialists (as-Subjects) and Reconceptualizing Teacher Beliefs(-Entangled).” 2019. Doctoral Dissertation, Georgia State University. Accessed December 13, 2019. https://scholarworks.gsu.edu/ece_diss/46.

MLA Handbook (7th Edition):

Myers, Kayla. “A Different Story of Beliefs: Preparing Elementary Mathematics Specialists (as-Subjects) and Reconceptualizing Teacher Beliefs(-Entangled).” 2019. Web. 13 Dec 2019.

Vancouver:

Myers K. A Different Story of Beliefs: Preparing Elementary Mathematics Specialists (as-Subjects) and Reconceptualizing Teacher Beliefs(-Entangled). [Internet] [Doctoral dissertation]. Georgia State University; 2019. [cited 2019 Dec 13]. Available from: https://scholarworks.gsu.edu/ece_diss/46.

Council of Science Editors:

Myers K. A Different Story of Beliefs: Preparing Elementary Mathematics Specialists (as-Subjects) and Reconceptualizing Teacher Beliefs(-Entangled). [Doctoral Dissertation]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/ece_diss/46


Liberty University

11. Dunker, Virginia Elizabeth. Case Study of High School Math and Science Teachers' Beliefs about Using Writing to Learn and Their Beliefs about Themselves as Writing-to-Learn Practitioners.

Degree: 2019, Liberty University

 The purpose of this qualitative case study was to document and explore high school math and science teachers’ beliefs and instructional practices concerning Writing-to-learn (WTL),… (more)

Subjects/Keywords: Teacher Efficacy; Writing-to-Learn; Writing in Content Areas; Teacher Beliefs about Content Area Writing; Curriculum and Instruction; Education

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

APA (6th Edition):

Dunker, V. E. (2019). Case Study of High School Math and Science Teachers' Beliefs about Using Writing to Learn and Their Beliefs about Themselves as Writing-to-Learn Practitioners. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2098

Chicago Manual of Style (16th Edition):

Dunker, Virginia Elizabeth. “Case Study of High School Math and Science Teachers' Beliefs about Using Writing to Learn and Their Beliefs about Themselves as Writing-to-Learn Practitioners.” 2019. Doctoral Dissertation, Liberty University. Accessed December 13, 2019. https://digitalcommons.liberty.edu/doctoral/2098.

MLA Handbook (7th Edition):

Dunker, Virginia Elizabeth. “Case Study of High School Math and Science Teachers' Beliefs about Using Writing to Learn and Their Beliefs about Themselves as Writing-to-Learn Practitioners.” 2019. Web. 13 Dec 2019.

Vancouver:

Dunker VE. Case Study of High School Math and Science Teachers' Beliefs about Using Writing to Learn and Their Beliefs about Themselves as Writing-to-Learn Practitioners. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Dec 13]. Available from: https://digitalcommons.liberty.edu/doctoral/2098.

Council of Science Editors:

Dunker VE. Case Study of High School Math and Science Teachers' Beliefs about Using Writing to Learn and Their Beliefs about Themselves as Writing-to-Learn Practitioners. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2098


University of Western Ontario

12. Charles, Evan. Contributors of Pre-Service Teachers’ Self-Efficacy for Teaching in Inclusive Classrooms: How Predictors of Self-Efficacy Change Over Time.

Degree: 2019, University of Western Ontario

 This study investigated the extent to which demographic, experiential, and belief factors at two points in time predict pre-service teachers’ self-efficacy for teaching in inclusive… (more)

Subjects/Keywords: Inclusive education; pre-service teacher; self-efficacy; teacher education; inclusive beliefs; Educational Psychology

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APA (6th Edition):

Charles, E. (2019). Contributors of Pre-Service Teachers’ Self-Efficacy for Teaching in Inclusive Classrooms: How Predictors of Self-Efficacy Change Over Time. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/6178

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):

Charles, Evan. “Contributors of Pre-Service Teachers’ Self-Efficacy for Teaching in Inclusive Classrooms: How Predictors of Self-Efficacy Change Over Time.” 2019. Thesis, University of Western Ontario. Accessed December 13, 2019. https://ir.lib.uwo.ca/etd/6178.

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

MLA Handbook (7th Edition):

Charles, Evan. “Contributors of Pre-Service Teachers’ Self-Efficacy for Teaching in Inclusive Classrooms: How Predictors of Self-Efficacy Change Over Time.” 2019. Web. 13 Dec 2019.

Vancouver:

Charles E. Contributors of Pre-Service Teachers’ Self-Efficacy for Teaching in Inclusive Classrooms: How Predictors of Self-Efficacy Change Over Time. [Internet] [Thesis]. University of Western Ontario; 2019. [cited 2019 Dec 13]. Available from: https://ir.lib.uwo.ca/etd/6178.

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

Council of Science Editors:

Charles E. Contributors of Pre-Service Teachers’ Self-Efficacy for Teaching in Inclusive Classrooms: How Predictors of Self-Efficacy Change Over Time. [Thesis]. University of Western Ontario; 2019. Available from: https://ir.lib.uwo.ca/etd/6178

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


Université de Sherbrooke

13. Mesquita, Alexandre Alves. The evolution of fourth year BEALS students’ beliefs and practices when teaching ESL related to formative assessment .

Degree: 2019, Université de Sherbrooke

 Abstract: This qualitative exploratory study investigates the evolution of pre-service teachers’ beliefs and practices of formative assessment when teaching English as a Second language (ESL)… (more)

Subjects/Keywords: Formative assessment; Pre-service teachers' beliefs and practices; Teacher education; Évaluation formative; Croyances des futurs enseignants; Formation initiale

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APA (6th Edition):

Mesquita, A. A. (2019). The evolution of fourth year BEALS students’ beliefs and practices when teaching ESL related to formative assessment . (Doctoral Dissertation). Université de Sherbrooke. Retrieved from http://hdl.handle.net/11143/14926

Chicago Manual of Style (16th Edition):

Mesquita, Alexandre Alves. “The evolution of fourth year BEALS students’ beliefs and practices when teaching ESL related to formative assessment .” 2019. Doctoral Dissertation, Université de Sherbrooke. Accessed December 13, 2019. http://hdl.handle.net/11143/14926.

MLA Handbook (7th Edition):

Mesquita, Alexandre Alves. “The evolution of fourth year BEALS students’ beliefs and practices when teaching ESL related to formative assessment .” 2019. Web. 13 Dec 2019.

Vancouver:

Mesquita AA. The evolution of fourth year BEALS students’ beliefs and practices when teaching ESL related to formative assessment . [Internet] [Doctoral dissertation]. Université de Sherbrooke; 2019. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/11143/14926.

Council of Science Editors:

Mesquita AA. The evolution of fourth year BEALS students’ beliefs and practices when teaching ESL related to formative assessment . [Doctoral Dissertation]. Université de Sherbrooke; 2019. Available from: http://hdl.handle.net/11143/14926


Wayne State University

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Hardamon, Kaili Takiyah. “Teachers' Reflection On Their Beliefs And Question-Asking Practices During Mathematics Instruction.” 2019. Doctoral Dissertation, Wayne State University. Accessed December 13, 2019. https://digitalcommons.wayne.edu/oa_dissertations/2162.

MLA Handbook (7th Edition):

Hardamon, Kaili Takiyah. “Teachers' Reflection On Their Beliefs And Question-Asking Practices During Mathematics Instruction.” 2019. Web. 13 Dec 2019.

Vancouver:

Hardamon KT. Teachers' Reflection On Their Beliefs And Question-Asking Practices During Mathematics Instruction. [Internet] [Doctoral dissertation]. Wayne State University; 2019. [cited 2019 Dec 13]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/2162.

Council of Science Editors:

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

15. Hallanger, Sharron. Exploring Early Childhood Teachers' Beliefs and Perceptions About the Use of Technology in the Classroom.

Degree: MEd, Education, 2019, Central Washington University

  The purpose of this qualitative study was to explore how the professional beliefs and perceptions of teachers in early childhood education (ECE) influenced their… (more)

Subjects/Keywords: technology in education; primary school; early childhood education; teacher beliefs and perceptions; Early Childhood Education; Educational Technology; Other Teacher Education and Professional Development; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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

APA (6th Edition):

Hallanger, S. (2019). Exploring Early Childhood Teachers' Beliefs and Perceptions About the Use of Technology in the Classroom. (Thesis). Central Washington University. Retrieved from https://digitalcommons.cwu.edu/etd/1217

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):

Hallanger, Sharron. “Exploring Early Childhood Teachers' Beliefs and Perceptions About the Use of Technology in the Classroom.” 2019. Thesis, Central Washington University. Accessed December 13, 2019. https://digitalcommons.cwu.edu/etd/1217.

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

MLA Handbook (7th Edition):

Hallanger, Sharron. “Exploring Early Childhood Teachers' Beliefs and Perceptions About the Use of Technology in the Classroom.” 2019. Web. 13 Dec 2019.

Vancouver:

Hallanger S. Exploring Early Childhood Teachers' Beliefs and Perceptions About the Use of Technology in the Classroom. [Internet] [Thesis]. Central Washington University; 2019. [cited 2019 Dec 13]. Available from: https://digitalcommons.cwu.edu/etd/1217.

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

Council of Science Editors:

Hallanger S. Exploring Early Childhood Teachers' Beliefs and Perceptions About the Use of Technology in the Classroom. [Thesis]. Central Washington University; 2019. Available from: https://digitalcommons.cwu.edu/etd/1217

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


Northeastern University

16. O'Rourke, Emily. Examining Teacher Perspective Of Relational Pedagogy In The Middle School Classroom.

Degree: EdD, School of Education, 2019, Northeastern University

 A teacher that applies the theory and practice of relational pedagogy can provide the optimal learning environment that meets the instructional and emotional needs of… (more)

Subjects/Keywords: goal structure; relational pedagogy; rural education; self-beliefs; student-centered learning; teacher support; Pedagogy; Education; Teacher education

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

APA (6th Edition):

O'Rourke, E. (2019). Examining Teacher Perspective Of Relational Pedagogy In The Middle School Classroom. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20317928

Chicago Manual of Style (16th Edition):

O'Rourke, Emily. “Examining Teacher Perspective Of Relational Pedagogy In The Middle School Classroom.” 2019. Doctoral Dissertation, Northeastern University. Accessed December 13, 2019. http://hdl.handle.net/2047/D20317928.

MLA Handbook (7th Edition):

O'Rourke, Emily. “Examining Teacher Perspective Of Relational Pedagogy In The Middle School Classroom.” 2019. Web. 13 Dec 2019.

Vancouver:

O'Rourke E. Examining Teacher Perspective Of Relational Pedagogy In The Middle School Classroom. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/2047/D20317928.

Council of Science Editors:

O'Rourke E. Examining Teacher Perspective Of Relational Pedagogy In The Middle School Classroom. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20317928


University of Exeter

17. Yigit, V. Understanding early writing : pre-school and primary teachers' beliefs about writing development and the relationship between espoused beliefs, classroom practice and young writers.

Degree: PhD, 2019, University of Exeter

 This thesis presents an understanding of early writing development in pre-school and first year classrooms through teachers' beliefs, classroom practices and children's reflections. The study… (more)

Subjects/Keywords: early years writing; early writing instruction; preschool teaching; primary teaching; transition; early writing development; teacher beliefs; early years writing practices; young writers

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

APA (6th Edition):

Yigit, V. (2019). Understanding early writing : pre-school and primary teachers' beliefs about writing development and the relationship between espoused beliefs, classroom practice and young writers. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/36717

Chicago Manual of Style (16th Edition):

Yigit, V. “Understanding early writing : pre-school and primary teachers' beliefs about writing development and the relationship between espoused beliefs, classroom practice and young writers.” 2019. Doctoral Dissertation, University of Exeter. Accessed December 13, 2019. http://hdl.handle.net/10871/36717.

MLA Handbook (7th Edition):

Yigit, V. “Understanding early writing : pre-school and primary teachers' beliefs about writing development and the relationship between espoused beliefs, classroom practice and young writers.” 2019. Web. 13 Dec 2019.

Vancouver:

Yigit V. Understanding early writing : pre-school and primary teachers' beliefs about writing development and the relationship between espoused beliefs, classroom practice and young writers. [Internet] [Doctoral dissertation]. University of Exeter; 2019. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10871/36717.

Council of Science Editors:

Yigit V. Understanding early writing : pre-school and primary teachers' beliefs about writing development and the relationship between espoused beliefs, classroom practice and young writers. [Doctoral Dissertation]. University of Exeter; 2019. Available from: http://hdl.handle.net/10871/36717


University of Exeter

18. Sari, F. An exploration of Indonesian EFL trainee teachers' beliefs and their teaching practice about facilitating learners' willingness to communicate (WTC).

Degree: PhD, 2019, University of Exeter

 The main purpose of this research is to investigate the beliefs of trainee teachers regarding generating English language learners' Willingness to Communicate (WTC), the relationship… (more)

Subjects/Keywords: teachers' beliefs; trainee teachers; teacher education; willingness to communicate; EFL; ELT

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

APA (6th Edition):

Sari, F. (2019). An exploration of Indonesian EFL trainee teachers' beliefs and their teaching practice about facilitating learners' willingness to communicate (WTC). (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/36302

Chicago Manual of Style (16th Edition):

Sari, F. “An exploration of Indonesian EFL trainee teachers' beliefs and their teaching practice about facilitating learners' willingness to communicate (WTC).” 2019. Doctoral Dissertation, University of Exeter. Accessed December 13, 2019. http://hdl.handle.net/10871/36302.

MLA Handbook (7th Edition):

Sari, F. “An exploration of Indonesian EFL trainee teachers' beliefs and their teaching practice about facilitating learners' willingness to communicate (WTC).” 2019. Web. 13 Dec 2019.

Vancouver:

Sari F. An exploration of Indonesian EFL trainee teachers' beliefs and their teaching practice about facilitating learners' willingness to communicate (WTC). [Internet] [Doctoral dissertation]. University of Exeter; 2019. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10871/36302.

Council of Science Editors:

Sari F. An exploration of Indonesian EFL trainee teachers' beliefs and their teaching practice about facilitating learners' willingness to communicate (WTC). [Doctoral Dissertation]. University of Exeter; 2019. Available from: http://hdl.handle.net/10871/36302


Northeastern University

19. Caccavella, Elizabeth. Mathematics Teacher Perceptions Of Conceptually Based Teaching After Participation In Hackathon Style Professional Development.

Degree: EdD, School of Education, 2019, Northeastern University

 The purpose of this inquiry is to learn more about the perceptions of mathematics teachers regarding conceptually based mathematics instruction (CBMI). The literature is clear… (more)

Subjects/Keywords: conceptually based mathematics; growth mindset; hackathon; PLCs; professional learning communities; teacher beliefs; Mathematics education; Teacher education; Pedagogy

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

APA (6th Edition):

Caccavella, E. (2019). Mathematics Teacher Perceptions Of Conceptually Based Teaching After Participation In Hackathon Style Professional Development. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20327461

Chicago Manual of Style (16th Edition):

Caccavella, Elizabeth. “Mathematics Teacher Perceptions Of Conceptually Based Teaching After Participation In Hackathon Style Professional Development.” 2019. Doctoral Dissertation, Northeastern University. Accessed December 13, 2019. http://hdl.handle.net/2047/D20327461.

MLA Handbook (7th Edition):

Caccavella, Elizabeth. “Mathematics Teacher Perceptions Of Conceptually Based Teaching After Participation In Hackathon Style Professional Development.” 2019. Web. 13 Dec 2019.

Vancouver:

Caccavella E. Mathematics Teacher Perceptions Of Conceptually Based Teaching After Participation In Hackathon Style Professional Development. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/2047/D20327461.

Council of Science Editors:

Caccavella E. Mathematics Teacher Perceptions Of Conceptually Based Teaching After Participation In Hackathon Style Professional Development. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20327461


Universitat Pompeu Fabra

20. Li, Zhiying. Creencias de profesores chinos respecto a la enseñanza del español como lengua extranjera en China.

Degree: Departament de Traducció i Ciències del llenguatge, 2018, Universitat Pompeu Fabra

 The main objective of this research is to study the beliefs of Chinese ELE teachers regarding the teaching methodology and contrast them with their teaching… (more)

Subjects/Keywords: Creencia; Profesor chino de español; Métodos de enseñanza; Análisis cualitativo; Beliefs; Chinese teacher of spanish; Teaching methods; Qualitative analysis; 81

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APA (6th Edition):

Li, Z. (2018). Creencias de profesores chinos respecto a la enseñanza del español como lengua extranjera en China. (Thesis). Universitat Pompeu Fabra. Retrieved from http://hdl.handle.net/10803/664232

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):

Li, Zhiying. “Creencias de profesores chinos respecto a la enseñanza del español como lengua extranjera en China.” 2018. Thesis, Universitat Pompeu Fabra. Accessed December 13, 2019. http://hdl.handle.net/10803/664232.

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

MLA Handbook (7th Edition):

Li, Zhiying. “Creencias de profesores chinos respecto a la enseñanza del español como lengua extranjera en China.” 2018. Web. 13 Dec 2019.

Vancouver:

Li Z. Creencias de profesores chinos respecto a la enseñanza del español como lengua extranjera en China. [Internet] [Thesis]. Universitat Pompeu Fabra; 2018. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10803/664232.

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

Council of Science Editors:

Li Z. Creencias de profesores chinos respecto a la enseñanza del español como lengua extranjera en China. [Thesis]. Universitat Pompeu Fabra; 2018. Available from: http://hdl.handle.net/10803/664232

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


University of Sydney

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

Degree: 2018, University of Sydney

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Rose, Angela Julia. “An Exploration of Teachers' Beliefs Towards Refugee Students .” 2018. Thesis, University of Sydney. Accessed December 13, 2019. http://hdl.handle.net/2123/20802.

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

MLA Handbook (7th Edition):

Rose, Angela Julia. “An Exploration of Teachers' Beliefs Towards Refugee Students .” 2018. Web. 13 Dec 2019.

Vancouver:

Rose AJ. An Exploration of Teachers' Beliefs Towards Refugee Students . [Internet] [Thesis]. University of Sydney; 2018. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/2123/20802.

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

Council of Science Editors:

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

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


Florida International University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Coccaro-Pons, Jennifer. “A Mixed Method Study of Prospective Teachers' Epistemic Beliefs and Web Evaluation Strategies Concerning Hoax Websites.” 2018. Doctoral Dissertation, Florida International University. Accessed December 13, 2019. https://digitalcommons.fiu.edu/etd/3911 ; FIDC006996.

MLA Handbook (7th Edition):

Coccaro-Pons, Jennifer. “A Mixed Method Study of Prospective Teachers' Epistemic Beliefs and Web Evaluation Strategies Concerning Hoax Websites.” 2018. Web. 13 Dec 2019.

Vancouver:

Coccaro-Pons J. A Mixed Method Study of Prospective Teachers' Epistemic Beliefs and Web Evaluation Strategies Concerning Hoax Websites. [Internet] [Doctoral dissertation]. Florida International University; 2018. [cited 2019 Dec 13]. Available from: https://digitalcommons.fiu.edu/etd/3911 ; FIDC006996.

Council of Science Editors:

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

23. McGaughey, John Edward. Native English-Speaking Teachers Using Korean to Teach EFL in South Korea: A Sociocultural Analysis of Teachers' Beliefs and Practices.

Degree: PhD, Linguistics and Applied Linguistics (Applied Linguistics), 2018, York University

 The use of learners first languages (L1) in second and foreign language teaching is a practice that is empirically supported and its inclusion is increasingly… (more)

Subjects/Keywords: Higher education; Translanguaging; Emergent bilingual; Code switching; Sociocultural theory; Activity theory; Teacher identity; Teacher beliefs; Korea; EFL; English language teaching; Ideology; Language policy; Teacher practice; Genetic analysis; Teacher cognition; Applied linguistics

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APA (6th Edition):

McGaughey, J. E. (2018). Native English-Speaking Teachers Using Korean to Teach EFL in South Korea: A Sociocultural Analysis of Teachers' Beliefs and Practices. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/34977

Chicago Manual of Style (16th Edition):

McGaughey, John Edward. “Native English-Speaking Teachers Using Korean to Teach EFL in South Korea: A Sociocultural Analysis of Teachers' Beliefs and Practices.” 2018. Doctoral Dissertation, York University. Accessed December 13, 2019. http://hdl.handle.net/10315/34977.

MLA Handbook (7th Edition):

McGaughey, John Edward. “Native English-Speaking Teachers Using Korean to Teach EFL in South Korea: A Sociocultural Analysis of Teachers' Beliefs and Practices.” 2018. Web. 13 Dec 2019.

Vancouver:

McGaughey JE. Native English-Speaking Teachers Using Korean to Teach EFL in South Korea: A Sociocultural Analysis of Teachers' Beliefs and Practices. [Internet] [Doctoral dissertation]. York University; 2018. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10315/34977.

Council of Science Editors:

McGaughey JE. Native English-Speaking Teachers Using Korean to Teach EFL in South Korea: A Sociocultural Analysis of Teachers' Beliefs and Practices. [Doctoral Dissertation]. York University; 2018. Available from: http://hdl.handle.net/10315/34977


Kent State University

24. Gao, Yang. An Exploratory Sequential Study of Chinese EFL Teachers' Beliefs and Practices in Reading and Teaching Reading.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies, 2018, Kent State University

 This mixed-methods study explored characteristics of Chinese EFL teachers’ beliefs of reading and teaching reading. In addition, it investigated the relationship between English as a… (more)

Subjects/Keywords: English As A Second Language; Education; Language; Linguistics; EFL; teacher beliefs and practices; consistency and inconsistency; theoretical orientations

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APA (6th Edition):

Gao, Y. (2018). An Exploratory Sequential Study of Chinese EFL Teachers' Beliefs and Practices in Reading and Teaching Reading. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1530466162080381

Chicago Manual of Style (16th Edition):

Gao, Yang. “An Exploratory Sequential Study of Chinese EFL Teachers' Beliefs and Practices in Reading and Teaching Reading.” 2018. Doctoral Dissertation, Kent State University. Accessed December 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1530466162080381.

MLA Handbook (7th Edition):

Gao, Yang. “An Exploratory Sequential Study of Chinese EFL Teachers' Beliefs and Practices in Reading and Teaching Reading.” 2018. Web. 13 Dec 2019.

Vancouver:

Gao Y. An Exploratory Sequential Study of Chinese EFL Teachers' Beliefs and Practices in Reading and Teaching Reading. [Internet] [Doctoral dissertation]. Kent State University; 2018. [cited 2019 Dec 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1530466162080381.

Council of Science Editors:

Gao Y. An Exploratory Sequential Study of Chinese EFL Teachers' Beliefs and Practices in Reading and Teaching Reading. [Doctoral Dissertation]. Kent State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1530466162080381


Youngstown State University

25. Zitnik, Ruth E. Disproportionate Disciplinary Outcomes for African American Males: How Teacher Beliefs Impact the Point of Entry into the Disciplinary System.

Degree: Doctor of Education (Educational Leadership), Department of Counseling, School Psychology and Educational Leadership, 2018, Youngstown State University

 This research study, utilizing Q Methodology, supplements understanding the subjective perspective of secondary urban educators regarding disciplinary practices in their classrooms. The mixed methods’ approach… (more)

Subjects/Keywords: Education; disproportionate; race; teacher beliefs; discipline; African American males

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APA (6th Edition):

Zitnik, R. E. (2018). Disproportionate Disciplinary Outcomes for African American Males: How Teacher Beliefs Impact the Point of Entry into the Disciplinary System. (Doctoral Dissertation). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1532983206699568

Chicago Manual of Style (16th Edition):

Zitnik, Ruth E. “Disproportionate Disciplinary Outcomes for African American Males: How Teacher Beliefs Impact the Point of Entry into the Disciplinary System.” 2018. Doctoral Dissertation, Youngstown State University. Accessed December 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1532983206699568.

MLA Handbook (7th Edition):

Zitnik, Ruth E. “Disproportionate Disciplinary Outcomes for African American Males: How Teacher Beliefs Impact the Point of Entry into the Disciplinary System.” 2018. Web. 13 Dec 2019.

Vancouver:

Zitnik RE. Disproportionate Disciplinary Outcomes for African American Males: How Teacher Beliefs Impact the Point of Entry into the Disciplinary System. [Internet] [Doctoral dissertation]. Youngstown State University; 2018. [cited 2019 Dec 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1532983206699568.

Council of Science Editors:

Zitnik RE. Disproportionate Disciplinary Outcomes for African American Males: How Teacher Beliefs Impact the Point of Entry into the Disciplinary System. [Doctoral Dissertation]. Youngstown State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1532983206699568


University of Washington

26. Blum, Avram Stanley. Brazilian University English Professors’ Translingual Orientations to Language: Complexities of a Developing Paradigm Shift.

Degree: PhD, 2018, University of Washington

 In this ethnographic research project, I explore beliefs of two Brazilian university English professors about language variation and language learning in response to developments in… (more)

Subjects/Keywords: Beliefs; Emotions; English teaching; Language teacher identity; Negotiation; Translingual practice; Language; Rhetoric; English

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APA (6th Edition):

Blum, A. S. (2018). Brazilian University English Professors’ Translingual Orientations to Language: Complexities of a Developing Paradigm Shift. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/42312

Chicago Manual of Style (16th Edition):

Blum, Avram Stanley. “Brazilian University English Professors’ Translingual Orientations to Language: Complexities of a Developing Paradigm Shift.” 2018. Doctoral Dissertation, University of Washington. Accessed December 13, 2019. http://hdl.handle.net/1773/42312.

MLA Handbook (7th Edition):

Blum, Avram Stanley. “Brazilian University English Professors’ Translingual Orientations to Language: Complexities of a Developing Paradigm Shift.” 2018. Web. 13 Dec 2019.

Vancouver:

Blum AS. Brazilian University English Professors’ Translingual Orientations to Language: Complexities of a Developing Paradigm Shift. [Internet] [Doctoral dissertation]. University of Washington; 2018. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1773/42312.

Council of Science Editors:

Blum AS. Brazilian University English Professors’ Translingual Orientations to Language: Complexities of a Developing Paradigm Shift. [Doctoral Dissertation]. University of Washington; 2018. Available from: http://hdl.handle.net/1773/42312


Vrije Universiteit Amsterdam

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

Degree: 2018, Vrije Universiteit Amsterdam

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Kraker-Pauw, E de. “Beliefs Behind Behaviour: A mixed methods approach to study explicit and implicit beliefs of teachers and students .” 2018. Doctoral Dissertation, Vrije Universiteit Amsterdam. Accessed December 13, 2019. http://hdl.handle.net/1871/55644.

MLA Handbook (7th Edition):

Kraker-Pauw, E de. “Beliefs Behind Behaviour: A mixed methods approach to study explicit and implicit beliefs of teachers and students .” 2018. Web. 13 Dec 2019.

Vancouver:

Kraker-Pauw Ed. Beliefs Behind Behaviour: A mixed methods approach to study explicit and implicit beliefs of teachers and students . [Internet] [Doctoral dissertation]. Vrije Universiteit Amsterdam; 2018. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1871/55644.

Council of Science Editors:

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


Georgia State University

28. Sengul, Ozden. SCIENCE TEACHERS’ EPISTEMOLOGICAL BELIEFS, PCK of ARGUMENTATION, and IMPLEMENTATION: AN EXPLORATORY STUDY.

Degree: PhD, Middle and Secondary Education, 2018, Georgia State University

  Science teachers’ pedagogical content knowledge (PCK) of argumentation, epistemological beliefs, and personal or external factors may influence how they integrated argumentation instruction. The present… (more)

Subjects/Keywords: Pedagogical content knowledge of argumentation; epistemological beliefs; argumentation instruction; science teacher; in-service

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

APA (6th Edition):

Sengul, O. (2018). SCIENCE TEACHERS’ EPISTEMOLOGICAL BELIEFS, PCK of ARGUMENTATION, and IMPLEMENTATION: AN EXPLORATORY STUDY. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/53

Chicago Manual of Style (16th Edition):

Sengul, Ozden. “SCIENCE TEACHERS’ EPISTEMOLOGICAL BELIEFS, PCK of ARGUMENTATION, and IMPLEMENTATION: AN EXPLORATORY STUDY.” 2018. Doctoral Dissertation, Georgia State University. Accessed December 13, 2019. https://scholarworks.gsu.edu/mse_diss/53.

MLA Handbook (7th Edition):

Sengul, Ozden. “SCIENCE TEACHERS’ EPISTEMOLOGICAL BELIEFS, PCK of ARGUMENTATION, and IMPLEMENTATION: AN EXPLORATORY STUDY.” 2018. Web. 13 Dec 2019.

Vancouver:

Sengul O. SCIENCE TEACHERS’ EPISTEMOLOGICAL BELIEFS, PCK of ARGUMENTATION, and IMPLEMENTATION: AN EXPLORATORY STUDY. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2019 Dec 13]. Available from: https://scholarworks.gsu.edu/mse_diss/53.

Council of Science Editors:

Sengul O. SCIENCE TEACHERS’ EPISTEMOLOGICAL BELIEFS, PCK of ARGUMENTATION, and IMPLEMENTATION: AN EXPLORATORY STUDY. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/53


Georgia State University

29. McFaddin, Julie. COGNITIVE DISSONANCE AND TEACHERS: WHEN BELIEFS AND MANDATES COLLIDE.

Degree: Doctor of Education (EdD), Early Childhood Education, 2018, Georgia State University

  High stakes tests are used to make important decisions for schools, teachers and students in the United States. Despite research that shows high stakes… (more)

Subjects/Keywords: High-stakes testing; Elementary mathematics; Teacher beliefs; Teacher decision-making; Narrative Inquiry

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

APA (6th Edition):

McFaddin, J. (2018). COGNITIVE DISSONANCE AND TEACHERS: WHEN BELIEFS AND MANDATES COLLIDE. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/40

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):

McFaddin, Julie. “COGNITIVE DISSONANCE AND TEACHERS: WHEN BELIEFS AND MANDATES COLLIDE.” 2018. Thesis, Georgia State University. Accessed December 13, 2019. https://scholarworks.gsu.edu/ece_diss/40.

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

MLA Handbook (7th Edition):

McFaddin, Julie. “COGNITIVE DISSONANCE AND TEACHERS: WHEN BELIEFS AND MANDATES COLLIDE.” 2018. Web. 13 Dec 2019.

Vancouver:

McFaddin J. COGNITIVE DISSONANCE AND TEACHERS: WHEN BELIEFS AND MANDATES COLLIDE. [Internet] [Thesis]. Georgia State University; 2018. [cited 2019 Dec 13]. Available from: https://scholarworks.gsu.edu/ece_diss/40.

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

Council of Science Editors:

McFaddin J. COGNITIVE DISSONANCE AND TEACHERS: WHEN BELIEFS AND MANDATES COLLIDE. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/ece_diss/40

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


East Tennessee State University

30. Wohlford, Gina Joe. The Effects of an Observation and Interpretation Intervention (COI/PALS) on Teachers’ Productive and Nonproductive Conversations with Preschool Children.

Degree: PhD, Early Childhood Education, 2018, East Tennessee State University

  This multiple baseline single-case design study explored the influence that training in observation and interpretation had on teachers’ meaningful conversations with children. Three preschool… (more)

Subjects/Keywords: Observation; Documentation; Interpretation; Conversation; Teacher Beliefs; Early Childhood Education; Education

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

APA (6th Edition):

Wohlford, G. J. (2018). The Effects of an Observation and Interpretation Intervention (COI/PALS) on Teachers’ Productive and Nonproductive Conversations with Preschool Children. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3352

Chicago Manual of Style (16th Edition):

Wohlford, Gina Joe. “The Effects of an Observation and Interpretation Intervention (COI/PALS) on Teachers’ Productive and Nonproductive Conversations with Preschool Children.” 2018. Doctoral Dissertation, East Tennessee State University. Accessed December 13, 2019. https://dc.etsu.edu/etd/3352.

MLA Handbook (7th Edition):

Wohlford, Gina Joe. “The Effects of an Observation and Interpretation Intervention (COI/PALS) on Teachers’ Productive and Nonproductive Conversations with Preschool Children.” 2018. Web. 13 Dec 2019.

Vancouver:

Wohlford GJ. The Effects of an Observation and Interpretation Intervention (COI/PALS) on Teachers’ Productive and Nonproductive Conversations with Preschool Children. [Internet] [Doctoral dissertation]. East Tennessee State University; 2018. [cited 2019 Dec 13]. Available from: https://dc.etsu.edu/etd/3352.

Council of Science Editors:

Wohlford GJ. The Effects of an Observation and Interpretation Intervention (COI/PALS) on Teachers’ Productive and Nonproductive Conversations with Preschool Children. [Doctoral Dissertation]. East Tennessee State University; 2018. Available from: https://dc.etsu.edu/etd/3352

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