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You searched for subject:(teachers ). Showing records 1 – 30 of 348 total matches.

[1] [2] [3] [4] [5] … [12]

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University of Canterbury

1. Murray, Megan Nicolle. Associate Teachers as Successful Mentors;Associate Teachers’ and Student Teachers’ Perspectives.

Degree: School of Educational Studies and Leadership, 2013, University of Canterbury

 This study investigated associate teachers and student teachers perspectives of ‘successful’ mentoring. It aimed to understand how a group of associate teachers, who had been… (more)

Subjects/Keywords: mentoring; student teachers; associate teachers

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APA (6th Edition):

Murray, M. N. (2013). Associate Teachers as Successful Mentors;Associate Teachers’ and Student Teachers’ Perspectives. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/7898

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):

Murray, Megan Nicolle. “Associate Teachers as Successful Mentors;Associate Teachers’ and Student Teachers’ Perspectives.” 2013. Thesis, University of Canterbury. Accessed October 22, 2019. http://hdl.handle.net/10092/7898.

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

MLA Handbook (7th Edition):

Murray, Megan Nicolle. “Associate Teachers as Successful Mentors;Associate Teachers’ and Student Teachers’ Perspectives.” 2013. Web. 22 Oct 2019.

Vancouver:

Murray MN. Associate Teachers as Successful Mentors;Associate Teachers’ and Student Teachers’ Perspectives. [Internet] [Thesis]. University of Canterbury; 2013. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10092/7898.

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

Council of Science Editors:

Murray MN. Associate Teachers as Successful Mentors;Associate Teachers’ and Student Teachers’ Perspectives. [Thesis]. University of Canterbury; 2013. Available from: http://hdl.handle.net/10092/7898

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


Massey University

2. Halliday, Terence Charles. Teacher interaction networks and system maintenance : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Education .

Degree: 1972, Massey University

 Theoretical Considerations Since the study of Hoppock in 1935 a great deal of attention has been shown In the analysis of job satisfaction of workers… (more)

Subjects/Keywords: Teachers

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APA (6th Edition):

Halliday, T. C. (1972). Teacher interaction networks and system maintenance : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Education . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/13904

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):

Halliday, Terence Charles. “Teacher interaction networks and system maintenance : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Education .” 1972. Thesis, Massey University. Accessed October 22, 2019. http://hdl.handle.net/10179/13904.

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

MLA Handbook (7th Edition):

Halliday, Terence Charles. “Teacher interaction networks and system maintenance : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Education .” 1972. Web. 22 Oct 2019.

Vancouver:

Halliday TC. Teacher interaction networks and system maintenance : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Education . [Internet] [Thesis]. Massey University; 1972. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10179/13904.

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

Council of Science Editors:

Halliday TC. Teacher interaction networks and system maintenance : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Education . [Thesis]. Massey University; 1972. Available from: http://hdl.handle.net/10179/13904

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


Victoria University of Wellington

3. Vaile, Shelley. Teachers' beliefs about the teaching, learning and assessment of mathematics and their relationships with both students' achievement, and teachers' summative judgments.

Degree: 2018, Victoria University of Wellington

Teachers in New Zealand are required to make judgments of students’ achievement in reading, writing and mathematics against the National Standards and to report these… (more)

Subjects/Keywords: Teachers; Beliefs; Mathematics

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APA (6th Edition):

Vaile, S. (2018). Teachers' beliefs about the teaching, learning and assessment of mathematics and their relationships with both students' achievement, and teachers' summative judgments. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/7736

Chicago Manual of Style (16th Edition):

Vaile, Shelley. “Teachers' beliefs about the teaching, learning and assessment of mathematics and their relationships with both students' achievement, and teachers' summative judgments.” 2018. Masters Thesis, Victoria University of Wellington. Accessed October 22, 2019. http://hdl.handle.net/10063/7736.

MLA Handbook (7th Edition):

Vaile, Shelley. “Teachers' beliefs about the teaching, learning and assessment of mathematics and their relationships with both students' achievement, and teachers' summative judgments.” 2018. Web. 22 Oct 2019.

Vancouver:

Vaile S. Teachers' beliefs about the teaching, learning and assessment of mathematics and their relationships with both students' achievement, and teachers' summative judgments. [Internet] [Masters thesis]. Victoria University of Wellington; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10063/7736.

Council of Science Editors:

Vaile S. Teachers' beliefs about the teaching, learning and assessment of mathematics and their relationships with both students' achievement, and teachers' summative judgments. [Masters Thesis]. Victoria University of Wellington; 2018. Available from: http://hdl.handle.net/10063/7736


Victoria University of Wellington

4. Taylor, Mike. Towards a Disciplinary-Conscious New Zealand School Geography.

Degree: 2019, Victoria University of Wellington

 This research sought to establish a dialogue between the academic discipline and school subject of geography, by exploring the potential of disciplinary-conscious teaching and learning.… (more)

Subjects/Keywords: Geography; Perspectives; Teachers

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APA (6th Edition):

Taylor, M. (2019). Towards a Disciplinary-Conscious New Zealand School Geography. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/8259

Chicago Manual of Style (16th Edition):

Taylor, Mike. “Towards a Disciplinary-Conscious New Zealand School Geography.” 2019. Doctoral Dissertation, Victoria University of Wellington. Accessed October 22, 2019. http://hdl.handle.net/10063/8259.

MLA Handbook (7th Edition):

Taylor, Mike. “Towards a Disciplinary-Conscious New Zealand School Geography.” 2019. Web. 22 Oct 2019.

Vancouver:

Taylor M. Towards a Disciplinary-Conscious New Zealand School Geography. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2019. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10063/8259.

Council of Science Editors:

Taylor M. Towards a Disciplinary-Conscious New Zealand School Geography. [Doctoral Dissertation]. Victoria University of Wellington; 2019. Available from: http://hdl.handle.net/10063/8259


Massey University

5. Alsaleh, Fatimah Ibrahim. Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers.

Degree: PhD, Education, 2019, Massey University

 Being well prepared and experiencing a sense of preparedness for teaching is a key learning outcome of any initial teacher education (ITE) program. In order… (more)

Subjects/Keywords: Mathematics teachers; Training of; Saudi Arabia; Student teachers; Attitudes; Women teachers

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APA (6th Edition):

Alsaleh, F. I. (2019). Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/14975

Chicago Manual of Style (16th Edition):

Alsaleh, Fatimah Ibrahim. “Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers.” 2019. Doctoral Dissertation, Massey University. Accessed October 22, 2019. http://hdl.handle.net/10179/14975.

MLA Handbook (7th Edition):

Alsaleh, Fatimah Ibrahim. “Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers.” 2019. Web. 22 Oct 2019.

Vancouver:

Alsaleh FI. Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers. [Internet] [Doctoral dissertation]. Massey University; 2019. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10179/14975.

Council of Science Editors:

Alsaleh FI. Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers. [Doctoral Dissertation]. Massey University; 2019. Available from: http://hdl.handle.net/10179/14975


Massey University

6. Elliot, Anne-Grete Nøhr. From preservice teacher education to the primary classroom : an investigation into beginning teachers' experiences with information and communication technology.

Degree: EdD, 2011, Massey University

 This thesis investigates the conditions that may help or hinder beginning primary teachers in using information and communications technology (ICT) in the classroom. A dearth… (more)

Subjects/Keywords: First year teachers; Beginning teachers; Primary school teachers; Educational technology; Computer-assisted instruction; New Zealand

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APA (6th Edition):

Elliot, A. N. (2011). From preservice teacher education to the primary classroom : an investigation into beginning teachers' experiences with information and communication technology. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/2638

Chicago Manual of Style (16th Edition):

Elliot, Anne-Grete Nøhr. “From preservice teacher education to the primary classroom : an investigation into beginning teachers' experiences with information and communication technology.” 2011. Doctoral Dissertation, Massey University. Accessed October 22, 2019. http://hdl.handle.net/10179/2638.

MLA Handbook (7th Edition):

Elliot, Anne-Grete Nøhr. “From preservice teacher education to the primary classroom : an investigation into beginning teachers' experiences with information and communication technology.” 2011. Web. 22 Oct 2019.

Vancouver:

Elliot AN. From preservice teacher education to the primary classroom : an investigation into beginning teachers' experiences with information and communication technology. [Internet] [Doctoral dissertation]. Massey University; 2011. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10179/2638.

Council of Science Editors:

Elliot AN. From preservice teacher education to the primary classroom : an investigation into beginning teachers' experiences with information and communication technology. [Doctoral Dissertation]. Massey University; 2011. Available from: http://hdl.handle.net/10179/2638


University of Waikato

7. Maelagi, Edward E. R. Teachers in training: Their transition experiences and their perceptions of preparedness to teach in Solomon Islands schools .

Degree: 2011, University of Waikato

 This study examines the experiences of seven Solomon Islands teachers who completed the transition from being unqualified teachers (UQTs) to fully qualified professionals (FQPs) through… (more)

Subjects/Keywords: Solomon Islands; Transition; Developing countries; Preparedness; Teachers in Training; Unqualified teachers; Qualified teachers; Schools

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APA (6th Edition):

Maelagi, E. E. R. (2011). Teachers in training: Their transition experiences and their perceptions of preparedness to teach in Solomon Islands schools . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/5593

Chicago Manual of Style (16th Edition):

Maelagi, Edward E R. “Teachers in training: Their transition experiences and their perceptions of preparedness to teach in Solomon Islands schools .” 2011. Masters Thesis, University of Waikato. Accessed October 22, 2019. http://hdl.handle.net/10289/5593.

MLA Handbook (7th Edition):

Maelagi, Edward E R. “Teachers in training: Their transition experiences and their perceptions of preparedness to teach in Solomon Islands schools .” 2011. Web. 22 Oct 2019.

Vancouver:

Maelagi EER. Teachers in training: Their transition experiences and their perceptions of preparedness to teach in Solomon Islands schools . [Internet] [Masters thesis]. University of Waikato; 2011. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10289/5593.

Council of Science Editors:

Maelagi EER. Teachers in training: Their transition experiences and their perceptions of preparedness to teach in Solomon Islands schools . [Masters Thesis]. University of Waikato; 2011. Available from: http://hdl.handle.net/10289/5593


Victoria University of Wellington

8. Bowell, Ian. Developing Confidence: Visual Art Teaching in a Primary School.

Degree: 2009, Victoria University of Wellington

 In New Zealand specialist courses in the arts at undergraduate level, and one year diplomas in teaching have been reduced. Visual art advisory time allocated… (more)

Subjects/Keywords: Education; Visual art; Primary teachers

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APA (6th Edition):

Bowell, I. (2009). Developing Confidence: Visual Art Teaching in a Primary School. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/878

Chicago Manual of Style (16th Edition):

Bowell, Ian. “Developing Confidence: Visual Art Teaching in a Primary School.” 2009. Masters Thesis, Victoria University of Wellington. Accessed October 22, 2019. http://hdl.handle.net/10063/878.

MLA Handbook (7th Edition):

Bowell, Ian. “Developing Confidence: Visual Art Teaching in a Primary School.” 2009. Web. 22 Oct 2019.

Vancouver:

Bowell I. Developing Confidence: Visual Art Teaching in a Primary School. [Internet] [Masters thesis]. Victoria University of Wellington; 2009. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10063/878.

Council of Science Editors:

Bowell I. Developing Confidence: Visual Art Teaching in a Primary School. [Masters Thesis]. Victoria University of Wellington; 2009. Available from: http://hdl.handle.net/10063/878


Victoria University of Wellington

9. Yates, Anne. Something Old, Something New: Initial Teacher Education in the Online Mode.

Degree: 2011, Victoria University of Wellington

 Access to the internet has allowed online learning to become widespread. However, online learning can be met with scepticism and is often seen as second… (more)

Subjects/Keywords: E-learning; Beginning teachers

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APA (6th Edition):

Yates, A. (2011). Something Old, Something New: Initial Teacher Education in the Online Mode. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1567

Chicago Manual of Style (16th Edition):

Yates, Anne. “Something Old, Something New: Initial Teacher Education in the Online Mode.” 2011. Masters Thesis, Victoria University of Wellington. Accessed October 22, 2019. http://hdl.handle.net/10063/1567.

MLA Handbook (7th Edition):

Yates, Anne. “Something Old, Something New: Initial Teacher Education in the Online Mode.” 2011. Web. 22 Oct 2019.

Vancouver:

Yates A. Something Old, Something New: Initial Teacher Education in the Online Mode. [Internet] [Masters thesis]. Victoria University of Wellington; 2011. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10063/1567.

Council of Science Editors:

Yates A. Something Old, Something New: Initial Teacher Education in the Online Mode. [Masters Thesis]. Victoria University of Wellington; 2011. Available from: http://hdl.handle.net/10063/1567


Victoria University of Wellington

10. Stannard, D. Kaye. Investigating educative mentoring for provisionally certificated teachers in the New Zealand primary school.

Degree: 2016, Victoria University of Wellington

 The Guidelines for Induction and Mentoring and Mentor Teachers were published in 2011 by the New Zealand Teachers Council. The Guidelines signalled a shift from… (more)

Subjects/Keywords: Educative mentoring; Beginning teachers; Primary

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APA (6th Edition):

Stannard, D. K. (2016). Investigating educative mentoring for provisionally certificated teachers in the New Zealand primary school. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/5155

Chicago Manual of Style (16th Edition):

Stannard, D Kaye. “Investigating educative mentoring for provisionally certificated teachers in the New Zealand primary school.” 2016. Masters Thesis, Victoria University of Wellington. Accessed October 22, 2019. http://hdl.handle.net/10063/5155.

MLA Handbook (7th Edition):

Stannard, D Kaye. “Investigating educative mentoring for provisionally certificated teachers in the New Zealand primary school.” 2016. Web. 22 Oct 2019.

Vancouver:

Stannard DK. Investigating educative mentoring for provisionally certificated teachers in the New Zealand primary school. [Internet] [Masters thesis]. Victoria University of Wellington; 2016. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10063/5155.

Council of Science Editors:

Stannard DK. Investigating educative mentoring for provisionally certificated teachers in the New Zealand primary school. [Masters Thesis]. Victoria University of Wellington; 2016. Available from: http://hdl.handle.net/10063/5155


University of Otago

11. Duncan, Judith Maree. Restructuring lives : kindergarten teachers and the education reforms 1984-1996 .

Degree: 2011, University of Otago

 This research examines how eight New Zealand women kindergarten teachers experienced their lives, personally and professionally, in relation to the restructuring of education that took… (more)

Subjects/Keywords: kindergarten teachers; educational change

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APA (6th Edition):

Duncan, J. M. (2011). Restructuring lives : kindergarten teachers and the education reforms 1984-1996 . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/594

Chicago Manual of Style (16th Edition):

Duncan, Judith Maree. “Restructuring lives : kindergarten teachers and the education reforms 1984-1996 .” 2011. Doctoral Dissertation, University of Otago. Accessed October 22, 2019. http://hdl.handle.net/10523/594.

MLA Handbook (7th Edition):

Duncan, Judith Maree. “Restructuring lives : kindergarten teachers and the education reforms 1984-1996 .” 2011. Web. 22 Oct 2019.

Vancouver:

Duncan JM. Restructuring lives : kindergarten teachers and the education reforms 1984-1996 . [Internet] [Doctoral dissertation]. University of Otago; 2011. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10523/594.

Council of Science Editors:

Duncan JM. Restructuring lives : kindergarten teachers and the education reforms 1984-1996 . [Doctoral Dissertation]. University of Otago; 2011. Available from: http://hdl.handle.net/10523/594


Massey University

12. Brownie, Dennis Edward. Principles for teaching practicum and their particularization by associate teachers.

Degree: MEd, 1990, Massey University

 An apparent lack of substantiated guide-lines for carrying out school based teacher education sessions was perceived by this author. This concern motivated the present investigation… (more)

Subjects/Keywords: Teachers Training

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APA (6th Edition):

Brownie, D. E. (1990). Principles for teaching practicum and their particularization by associate teachers. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/11395

Chicago Manual of Style (16th Edition):

Brownie, Dennis Edward. “Principles for teaching practicum and their particularization by associate teachers.” 1990. Masters Thesis, Massey University. Accessed October 22, 2019. http://hdl.handle.net/10179/11395.

MLA Handbook (7th Edition):

Brownie, Dennis Edward. “Principles for teaching practicum and their particularization by associate teachers.” 1990. Web. 22 Oct 2019.

Vancouver:

Brownie DE. Principles for teaching practicum and their particularization by associate teachers. [Internet] [Masters thesis]. Massey University; 1990. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10179/11395.

Council of Science Editors:

Brownie DE. Principles for teaching practicum and their particularization by associate teachers. [Masters Thesis]. Massey University; 1990. Available from: http://hdl.handle.net/10179/11395


University of Otago

13. Comerford, Christine Alison. Creativity: Teachers' Beliefs and Practices .

Degree: 2012, University of Otago

 This study explored teachers’ implicit theories of creativity and how it is fostered in the classroom. There were two studies, the preliminary study and the… (more)

Subjects/Keywords: Creativity; Teachers; Beliefs; Practices

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APA (6th Edition):

Comerford, C. A. (2012). Creativity: Teachers' Beliefs and Practices . (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/2256

Chicago Manual of Style (16th Edition):

Comerford, Christine Alison. “Creativity: Teachers' Beliefs and Practices .” 2012. Masters Thesis, University of Otago. Accessed October 22, 2019. http://hdl.handle.net/10523/2256.

MLA Handbook (7th Edition):

Comerford, Christine Alison. “Creativity: Teachers' Beliefs and Practices .” 2012. Web. 22 Oct 2019.

Vancouver:

Comerford CA. Creativity: Teachers' Beliefs and Practices . [Internet] [Masters thesis]. University of Otago; 2012. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10523/2256.

Council of Science Editors:

Comerford CA. Creativity: Teachers' Beliefs and Practices . [Masters Thesis]. University of Otago; 2012. Available from: http://hdl.handle.net/10523/2256


University of Waikato

14. van der Merwe, Suskia. An Investigation into Secondary Science Teachers' Use of Research to Inform Their Science Teaching .

Degree: 2012, University of Waikato

 The perceived irrelevance and lack of accessibility of academic research for science teachers has long been recognised as a significant problem in much educational literature.… (more)

Subjects/Keywords: science teachers; research findings

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APA (6th Edition):

van der Merwe, S. (2012). An Investigation into Secondary Science Teachers' Use of Research to Inform Their Science Teaching . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/7943

Chicago Manual of Style (16th Edition):

van der Merwe, Suskia. “An Investigation into Secondary Science Teachers' Use of Research to Inform Their Science Teaching .” 2012. Masters Thesis, University of Waikato. Accessed October 22, 2019. http://hdl.handle.net/10289/7943.

MLA Handbook (7th Edition):

van der Merwe, Suskia. “An Investigation into Secondary Science Teachers' Use of Research to Inform Their Science Teaching .” 2012. Web. 22 Oct 2019.

Vancouver:

van der Merwe S. An Investigation into Secondary Science Teachers' Use of Research to Inform Their Science Teaching . [Internet] [Masters thesis]. University of Waikato; 2012. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10289/7943.

Council of Science Editors:

van der Merwe S. An Investigation into Secondary Science Teachers' Use of Research to Inform Their Science Teaching . [Masters Thesis]. University of Waikato; 2012. Available from: http://hdl.handle.net/10289/7943


University of Waikato

15. Coffin, Rachel Marie. Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools .

Degree: 2013, University of Waikato

 The achievement levels between Māori and non-Māori students remains increasingly wide within a westernised education system. This system has continued to perpetuate the ongoing failure… (more)

Subjects/Keywords: Māori teachers; Māori students

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APA (6th Edition):

Coffin, R. M. (2013). Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/7854

Chicago Manual of Style (16th Edition):

Coffin, Rachel Marie. “Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools .” 2013. Masters Thesis, University of Waikato. Accessed October 22, 2019. http://hdl.handle.net/10289/7854.

MLA Handbook (7th Edition):

Coffin, Rachel Marie. “Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools .” 2013. Web. 22 Oct 2019.

Vancouver:

Coffin RM. Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools . [Internet] [Masters thesis]. University of Waikato; 2013. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10289/7854.

Council of Science Editors:

Coffin RM. Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools . [Masters Thesis]. University of Waikato; 2013. Available from: http://hdl.handle.net/10289/7854


Victoria University of Wellington

16. Hassan, Wagheeh Shukry. Teachers' Adoption of Information and Communication Technology for Learning in Malaysia: an Ecological-Complexity Analysis of a Professional Development Innovation.

Degree: 2010, Victoria University of Wellington

 This study explored the factors that influenced teachers' Information Communications Technology (ICT) adoption in teaching and learning, and the adoption of an ICTPD innovation by… (more)

Subjects/Keywords: Teachers; ICT adoption; Professional development

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APA (6th Edition):

Hassan, W. S. (2010). Teachers' Adoption of Information and Communication Technology for Learning in Malaysia: an Ecological-Complexity Analysis of a Professional Development Innovation. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1580

Chicago Manual of Style (16th Edition):

Hassan, Wagheeh Shukry. “Teachers' Adoption of Information and Communication Technology for Learning in Malaysia: an Ecological-Complexity Analysis of a Professional Development Innovation.” 2010. Doctoral Dissertation, Victoria University of Wellington. Accessed October 22, 2019. http://hdl.handle.net/10063/1580.

MLA Handbook (7th Edition):

Hassan, Wagheeh Shukry. “Teachers' Adoption of Information and Communication Technology for Learning in Malaysia: an Ecological-Complexity Analysis of a Professional Development Innovation.” 2010. Web. 22 Oct 2019.

Vancouver:

Hassan WS. Teachers' Adoption of Information and Communication Technology for Learning in Malaysia: an Ecological-Complexity Analysis of a Professional Development Innovation. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2010. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10063/1580.

Council of Science Editors:

Hassan WS. Teachers' Adoption of Information and Communication Technology for Learning in Malaysia: an Ecological-Complexity Analysis of a Professional Development Innovation. [Doctoral Dissertation]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1580


Victoria University of Wellington

17. Cerrato Corrales, Maria Auxiliadora. Teachers' Beliefs and Practices Regarding Young Children's Leadership: A Comparison Between New Zealand and Honduras.

Degree: 2012, Victoria University of Wellington

 The main purpose of this comparative study was to explore how teachers of four to five year old children in New Zealand and Honduras translate… (more)

Subjects/Keywords: Young children; Leadership; Teachers

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APA (6th Edition):

Cerrato Corrales, M. A. (2012). Teachers' Beliefs and Practices Regarding Young Children's Leadership: A Comparison Between New Zealand and Honduras. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2387

Chicago Manual of Style (16th Edition):

Cerrato Corrales, Maria Auxiliadora. “Teachers' Beliefs and Practices Regarding Young Children's Leadership: A Comparison Between New Zealand and Honduras.” 2012. Masters Thesis, Victoria University of Wellington. Accessed October 22, 2019. http://hdl.handle.net/10063/2387.

MLA Handbook (7th Edition):

Cerrato Corrales, Maria Auxiliadora. “Teachers' Beliefs and Practices Regarding Young Children's Leadership: A Comparison Between New Zealand and Honduras.” 2012. Web. 22 Oct 2019.

Vancouver:

Cerrato Corrales MA. Teachers' Beliefs and Practices Regarding Young Children's Leadership: A Comparison Between New Zealand and Honduras. [Internet] [Masters thesis]. Victoria University of Wellington; 2012. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10063/2387.

Council of Science Editors:

Cerrato Corrales MA. Teachers' Beliefs and Practices Regarding Young Children's Leadership: A Comparison Between New Zealand and Honduras. [Masters Thesis]. Victoria University of Wellington; 2012. Available from: http://hdl.handle.net/10063/2387


Victoria University of Wellington

18. Mom, Pheng. The Benefits and Challenges for Cambodian Teachers Implementing Peer Coaching.

Degree: 2012, Victoria University of Wellington

 In Cambodia, the professional development of teachers is a priority. Although many training programmes and workshops are provided for teachers to learn new skills and… (more)

Subjects/Keywords: Peer coaching; Cambodian teachers

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APA (6th Edition):

Mom, P. (2012). The Benefits and Challenges for Cambodian Teachers Implementing Peer Coaching. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2412

Chicago Manual of Style (16th Edition):

Mom, Pheng. “The Benefits and Challenges for Cambodian Teachers Implementing Peer Coaching.” 2012. Masters Thesis, Victoria University of Wellington. Accessed October 22, 2019. http://hdl.handle.net/10063/2412.

MLA Handbook (7th Edition):

Mom, Pheng. “The Benefits and Challenges for Cambodian Teachers Implementing Peer Coaching.” 2012. Web. 22 Oct 2019.

Vancouver:

Mom P. The Benefits and Challenges for Cambodian Teachers Implementing Peer Coaching. [Internet] [Masters thesis]. Victoria University of Wellington; 2012. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10063/2412.

Council of Science Editors:

Mom P. The Benefits and Challenges for Cambodian Teachers Implementing Peer Coaching. [Masters Thesis]. Victoria University of Wellington; 2012. Available from: http://hdl.handle.net/10063/2412


Massey University

19. Booth, Ingrid. Primary school teachers [sic] perceptions of gender-based differences.

Degree: Master of Educational Psychology, 2014, Massey University

 This study explores primary school teachers [i.e. teachers'] perceptions of gender-based differences in primary school in New Zealand. In this mixed-method study, the research utilised… (more)

Subjects/Keywords: Primary school teachers; Gender differences in education; Male primary school teachers

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APA (6th Edition):

Booth, I. (2014). Primary school teachers [sic] perceptions of gender-based differences. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/6335

Chicago Manual of Style (16th Edition):

Booth, Ingrid. “Primary school teachers [sic] perceptions of gender-based differences.” 2014. Masters Thesis, Massey University. Accessed October 22, 2019. http://hdl.handle.net/10179/6335.

MLA Handbook (7th Edition):

Booth, Ingrid. “Primary school teachers [sic] perceptions of gender-based differences.” 2014. Web. 22 Oct 2019.

Vancouver:

Booth I. Primary school teachers [sic] perceptions of gender-based differences. [Internet] [Masters thesis]. Massey University; 2014. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10179/6335.

Council of Science Editors:

Booth I. Primary school teachers [sic] perceptions of gender-based differences. [Masters Thesis]. Massey University; 2014. Available from: http://hdl.handle.net/10179/6335


University of Waikato

20. McClunie, Adrienne Heeni. Examining the Professional Learning and Development of Principals and Teachers in Maori Medium.

Degree: 2013, University of Waikato

 The Resource Teacher Māori service (RTM) has been working to lift the performance of principals and teachers of Māori medium schools for over 25 years… (more)

Subjects/Keywords: Professional Development; Maori medium; Teachers; Resource Teachers Maori

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APA (6th Edition):

McClunie, A. H. (2013). Examining the Professional Learning and Development of Principals and Teachers in Maori Medium. (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/8651

Chicago Manual of Style (16th Edition):

McClunie, Adrienne Heeni. “Examining the Professional Learning and Development of Principals and Teachers in Maori Medium. ” 2013. Masters Thesis, University of Waikato. Accessed October 22, 2019. http://hdl.handle.net/10289/8651.

MLA Handbook (7th Edition):

McClunie, Adrienne Heeni. “Examining the Professional Learning and Development of Principals and Teachers in Maori Medium. ” 2013. Web. 22 Oct 2019.

Vancouver:

McClunie AH. Examining the Professional Learning and Development of Principals and Teachers in Maori Medium. [Internet] [Masters thesis]. University of Waikato; 2013. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10289/8651.

Council of Science Editors:

McClunie AH. Examining the Professional Learning and Development of Principals and Teachers in Maori Medium. [Masters Thesis]. University of Waikato; 2013. Available from: http://hdl.handle.net/10289/8651


University of Otago

21. Veloo, Palanisamy Kowndar. The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam .

Degree: 2010, University of Otago

 This thesis reports on the development of number sense and mental computation proficiencies and their relationship to selected affective variables of Secondary 1 students, following… (more)

Subjects/Keywords: instructional interventions; number sense; mental computation proficiencies; Brunei Darussalam; government secondary schools; mathematics teachers; Primary mathematics teachers; Secondary mathematics teachers

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APA (6th Edition):

Veloo, P. K. (2010). The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/411

Chicago Manual of Style (16th Edition):

Veloo, Palanisamy Kowndar. “The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam .” 2010. Doctoral Dissertation, University of Otago. Accessed October 22, 2019. http://hdl.handle.net/10523/411.

MLA Handbook (7th Edition):

Veloo, Palanisamy Kowndar. “The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam .” 2010. Web. 22 Oct 2019.

Vancouver:

Veloo PK. The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam . [Internet] [Doctoral dissertation]. University of Otago; 2010. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10523/411.

Council of Science Editors:

Veloo PK. The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam . [Doctoral Dissertation]. University of Otago; 2010. Available from: http://hdl.handle.net/10523/411


Massey University

22. Wong, Kin Wah. Women teachers and professionalism : a Singapore case study .

Degree: 1982, Massey University

 This paper explores women teachers' professionalism in Singapore schools. Based on the premise that a woman's professionalism will depend largely on the degree to which… (more)

Subjects/Keywords: Singapore; Women teachers; Teachers  – Attitudes; Professional ethics for teachers

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APA (6th Edition):

Wong, K. W. (1982). Women teachers and professionalism : a Singapore case study . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/13966

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):

Wong, Kin Wah. “Women teachers and professionalism : a Singapore case study .” 1982. Thesis, Massey University. Accessed October 22, 2019. http://hdl.handle.net/10179/13966.

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

MLA Handbook (7th Edition):

Wong, Kin Wah. “Women teachers and professionalism : a Singapore case study .” 1982. Web. 22 Oct 2019.

Vancouver:

Wong KW. Women teachers and professionalism : a Singapore case study . [Internet] [Thesis]. Massey University; 1982. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10179/13966.

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

Council of Science Editors:

Wong KW. Women teachers and professionalism : a Singapore case study . [Thesis]. Massey University; 1982. Available from: http://hdl.handle.net/10179/13966

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


Victoria University of Wellington

23. Granshaw, Bruce. How Does Teacher Professional Development Support and Improve Technology Teacher Practice?.

Degree: 2010, Victoria University of Wellington

 The development and implementation of the New Zealand Curriculum in 2007 and the introduction of standards-based assessment, in the form of achievement standards, has necessitated… (more)

Subjects/Keywords: Technology teacher; Professional development; Career development; Teachers

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APA (6th Edition):

Granshaw, B. (2010). How Does Teacher Professional Development Support and Improve Technology Teacher Practice?. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1582

Chicago Manual of Style (16th Edition):

Granshaw, Bruce. “How Does Teacher Professional Development Support and Improve Technology Teacher Practice?.” 2010. Masters Thesis, Victoria University of Wellington. Accessed October 22, 2019. http://hdl.handle.net/10063/1582.

MLA Handbook (7th Edition):

Granshaw, Bruce. “How Does Teacher Professional Development Support and Improve Technology Teacher Practice?.” 2010. Web. 22 Oct 2019.

Vancouver:

Granshaw B. How Does Teacher Professional Development Support and Improve Technology Teacher Practice?. [Internet] [Masters thesis]. Victoria University of Wellington; 2010. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10063/1582.

Council of Science Editors:

Granshaw B. How Does Teacher Professional Development Support and Improve Technology Teacher Practice?. [Masters Thesis]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1582


Victoria University of Wellington

24. McCausland, Frederick John. Teachers' Predictions and Pupil Achievement in School Certificate.

Degree: 1981, Victoria University of Wellington

 This thesis examines the estimates of pupils' performances in School Certificate made by teachers at Hutt Valley High School over a six year period. It… (more)

Subjects/Keywords: Assessment; Teachers; Pupil

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APA (6th Edition):

McCausland, F. J. (1981). Teachers' Predictions and Pupil Achievement in School Certificate. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1779

Chicago Manual of Style (16th Edition):

McCausland, Frederick John. “Teachers' Predictions and Pupil Achievement in School Certificate.” 1981. Masters Thesis, Victoria University of Wellington. Accessed October 22, 2019. http://hdl.handle.net/10063/1779.

MLA Handbook (7th Edition):

McCausland, Frederick John. “Teachers' Predictions and Pupil Achievement in School Certificate.” 1981. Web. 22 Oct 2019.

Vancouver:

McCausland FJ. Teachers' Predictions and Pupil Achievement in School Certificate. [Internet] [Masters thesis]. Victoria University of Wellington; 1981. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10063/1779.

Council of Science Editors:

McCausland FJ. Teachers' Predictions and Pupil Achievement in School Certificate. [Masters Thesis]. Victoria University of Wellington; 1981. Available from: http://hdl.handle.net/10063/1779


Victoria University of Wellington

25. Stanyon, Celia Elaine. Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand.

Degree: 2013, Victoria University of Wellington

 New Zealand-trained teachers have good reasons to teach abroad, change careers or retire and there are sound reasons to hire overseas-trained teachers (OTTs) to fill… (more)

Subjects/Keywords: Overseas trained teachers; Secondary education; Teaching career

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APA (6th Edition):

Stanyon, C. E. (2013). Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/3082

Chicago Manual of Style (16th Edition):

Stanyon, Celia Elaine. “Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand.” 2013. Masters Thesis, Victoria University of Wellington. Accessed October 22, 2019. http://hdl.handle.net/10063/3082.

MLA Handbook (7th Edition):

Stanyon, Celia Elaine. “Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand.” 2013. Web. 22 Oct 2019.

Vancouver:

Stanyon CE. Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand. [Internet] [Masters thesis]. Victoria University of Wellington; 2013. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10063/3082.

Council of Science Editors:

Stanyon CE. Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand. [Masters Thesis]. Victoria University of Wellington; 2013. Available from: http://hdl.handle.net/10063/3082


Massey University

26. Ruhen, Douglas Eric. The influence of an open method of mathematics instruction upon the attitude and comprehension of first year students in a primary teachers college : presented in partial fulfilment of the degree of Master of Education in the Department of Education, Massey University .

Degree: 1977, Massey University

 This investigation reports an experimental study of the influence of two methods of intruction (open and conventional) upon the mathematics attitude and mathematics comprehension of… (more)

Subjects/Keywords: Mathematics teachers; Training

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APA (6th Edition):

Ruhen, D. E. (1977). The influence of an open method of mathematics instruction upon the attitude and comprehension of first year students in a primary teachers college : presented in partial fulfilment of the degree of Master of Education in the Department of Education, Massey University . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/12570

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):

Ruhen, Douglas Eric. “The influence of an open method of mathematics instruction upon the attitude and comprehension of first year students in a primary teachers college : presented in partial fulfilment of the degree of Master of Education in the Department of Education, Massey University .” 1977. Thesis, Massey University. Accessed October 22, 2019. http://hdl.handle.net/10179/12570.

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

MLA Handbook (7th Edition):

Ruhen, Douglas Eric. “The influence of an open method of mathematics instruction upon the attitude and comprehension of first year students in a primary teachers college : presented in partial fulfilment of the degree of Master of Education in the Department of Education, Massey University .” 1977. Web. 22 Oct 2019.

Vancouver:

Ruhen DE. The influence of an open method of mathematics instruction upon the attitude and comprehension of first year students in a primary teachers college : presented in partial fulfilment of the degree of Master of Education in the Department of Education, Massey University . [Internet] [Thesis]. Massey University; 1977. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10179/12570.

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

Council of Science Editors:

Ruhen DE. The influence of an open method of mathematics instruction upon the attitude and comprehension of first year students in a primary teachers college : presented in partial fulfilment of the degree of Master of Education in the Department of Education, Massey University . [Thesis]. Massey University; 1977. Available from: http://hdl.handle.net/10179/12570

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


Massey University

27. Offen, Bilinda. Factors that influence teacher appraisal in primary schools : making appraisal meaningful for teachers.

Degree: Doctorate, Education, 2015, Massey University

 Research from a range of countries revealed commonalities in how teachers perceived appraisal. It was common that teachers viewed appraisal negatively, and that appraisal was… (more)

Subjects/Keywords: Elementary school teachers; Rating of; New Zealand

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APA (6th Edition):

Offen, B. (2015). Factors that influence teacher appraisal in primary schools : making appraisal meaningful for teachers. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/7749

Chicago Manual of Style (16th Edition):

Offen, Bilinda. “Factors that influence teacher appraisal in primary schools : making appraisal meaningful for teachers.” 2015. Doctoral Dissertation, Massey University. Accessed October 22, 2019. http://hdl.handle.net/10179/7749.

MLA Handbook (7th Edition):

Offen, Bilinda. “Factors that influence teacher appraisal in primary schools : making appraisal meaningful for teachers.” 2015. Web. 22 Oct 2019.

Vancouver:

Offen B. Factors that influence teacher appraisal in primary schools : making appraisal meaningful for teachers. [Internet] [Doctoral dissertation]. Massey University; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10179/7749.

Council of Science Editors:

Offen B. Factors that influence teacher appraisal in primary schools : making appraisal meaningful for teachers. [Doctoral Dissertation]. Massey University; 2015. Available from: http://hdl.handle.net/10179/7749


Massey University

28. Wilson, Claire Maree. Creating effective invited spaces : putting the lens on early childhood teacher education practica.

Degree: MEd, 2016, Massey University

 The teaching practicum offers many opportunities for growth of knowledge, practice and development of new understandings and competencies for student teachers. However, student teachers who… (more)

Subjects/Keywords: Student teaching; Early childhood teachers; Training of

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APA (6th Edition):

Wilson, C. M. (2016). Creating effective invited spaces : putting the lens on early childhood teacher education practica. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/10265

Chicago Manual of Style (16th Edition):

Wilson, Claire Maree. “Creating effective invited spaces : putting the lens on early childhood teacher education practica.” 2016. Masters Thesis, Massey University. Accessed October 22, 2019. http://hdl.handle.net/10179/10265.

MLA Handbook (7th Edition):

Wilson, Claire Maree. “Creating effective invited spaces : putting the lens on early childhood teacher education practica.” 2016. Web. 22 Oct 2019.

Vancouver:

Wilson CM. Creating effective invited spaces : putting the lens on early childhood teacher education practica. [Internet] [Masters thesis]. Massey University; 2016. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10179/10265.

Council of Science Editors:

Wilson CM. Creating effective invited spaces : putting the lens on early childhood teacher education practica. [Masters Thesis]. Massey University; 2016. Available from: http://hdl.handle.net/10179/10265


Massey University

29. Scott, Adele Jeannette. Teachers of additional languages in New Zealand schools : a national survey and case studies.

Degree: PhD, Applied Linguistics, 2014, Massey University

 While languages additional to the language of instruction have long been an established, non-compulsory part of the New Zealand secondary school curriculum, it was only… (more)

Subjects/Keywords: Language teachers, New Zealand; Language teaching

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APA (6th Edition):

Scott, A. J. (2014). Teachers of additional languages in New Zealand schools : a national survey and case studies. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/5972

Chicago Manual of Style (16th Edition):

Scott, Adele Jeannette. “Teachers of additional languages in New Zealand schools : a national survey and case studies.” 2014. Doctoral Dissertation, Massey University. Accessed October 22, 2019. http://hdl.handle.net/10179/5972.

MLA Handbook (7th Edition):

Scott, Adele Jeannette. “Teachers of additional languages in New Zealand schools : a national survey and case studies.” 2014. Web. 22 Oct 2019.

Vancouver:

Scott AJ. Teachers of additional languages in New Zealand schools : a national survey and case studies. [Internet] [Doctoral dissertation]. Massey University; 2014. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10179/5972.

Council of Science Editors:

Scott AJ. Teachers of additional languages in New Zealand schools : a national survey and case studies. [Doctoral Dissertation]. Massey University; 2014. Available from: http://hdl.handle.net/10179/5972


Massey University

30. Soykan, Andrea. Subjective well-being in New Zealand teachers : an examination of the role of psychological capital : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand .

Degree: 2015, Massey University

 This study examines the relationship between psychological capital and well-being in a sample of 1,502 teachers. Teaching has been consistently identified as one of the… (more)

Subjects/Keywords: Teachers; Psychology; Well-being; Wellbeing; New Zealand

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APA (6th Edition):

Soykan, A. (2015). Subjective well-being in New Zealand teachers : an examination of the role of psychological capital : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/7543

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):

Soykan, Andrea. “Subjective well-being in New Zealand teachers : an examination of the role of psychological capital : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand .” 2015. Thesis, Massey University. Accessed October 22, 2019. http://hdl.handle.net/10179/7543.

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

MLA Handbook (7th Edition):

Soykan, Andrea. “Subjective well-being in New Zealand teachers : an examination of the role of psychological capital : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand .” 2015. Web. 22 Oct 2019.

Vancouver:

Soykan A. Subjective well-being in New Zealand teachers : an examination of the role of psychological capital : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand . [Internet] [Thesis]. Massey University; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10179/7543.

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

Council of Science Editors:

Soykan A. Subjective well-being in New Zealand teachers : an examination of the role of psychological capital : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand . [Thesis]. Massey University; 2015. Available from: http://hdl.handle.net/10179/7543

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

[1] [2] [3] [4] [5] … [12]

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