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You searched for subject:(teaching practices). Showing records 1 – 30 of 559 total matches.

[1] [2] [3] [4] [5] … [19]

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Boston College

1. Salomon, Yves P. Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?.

Degree: PhD, Educational Research, Measurement, and Evaluation, 2010, Boston College

 There is no question that teachers play an important role in student learning. In the last decade, researchers have shown evidence pointing to the prominence… (more)

Subjects/Keywords: Teaching practices; Teaching effectiveness

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

APA (6th Edition):

Salomon, Y. P. (2010). Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101836

Chicago Manual of Style (16th Edition):

Salomon, Yves P. “Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?.” 2010. Doctoral Dissertation, Boston College. Accessed April 26, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101836.

MLA Handbook (7th Edition):

Salomon, Yves P. “Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?.” 2010. Web. 26 Apr 2019.

Vancouver:

Salomon YP. Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2019 Apr 26]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101836.

Council of Science Editors:

Salomon YP. Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101836


University of Hawaii – Manoa

2. Mamangon, Danilo Austria. Selective use of culturally-based mathematics in a preservice teachers course at the college of Micronesia-FSM Chuuk campus.

Degree: 2015, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2014.

This qualitative case study explored the journey of six preservice teachers about using cultural practices and activities in… (more)

Subjects/Keywords: cultural practices; initial perceptions; teaching practices

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APA (6th Edition):

Mamangon, D. A. (2015). Selective use of culturally-based mathematics in a preservice teachers course at the college of Micronesia-FSM Chuuk campus. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/100447

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):

Mamangon, Danilo Austria. “Selective use of culturally-based mathematics in a preservice teachers course at the college of Micronesia-FSM Chuuk campus.” 2015. Thesis, University of Hawaii – Manoa. Accessed April 26, 2019. http://hdl.handle.net/10125/100447.

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

MLA Handbook (7th Edition):

Mamangon, Danilo Austria. “Selective use of culturally-based mathematics in a preservice teachers course at the college of Micronesia-FSM Chuuk campus.” 2015. Web. 26 Apr 2019.

Vancouver:

Mamangon DA. Selective use of culturally-based mathematics in a preservice teachers course at the college of Micronesia-FSM Chuuk campus. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10125/100447.

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

Council of Science Editors:

Mamangon DA. Selective use of culturally-based mathematics in a preservice teachers course at the college of Micronesia-FSM Chuuk campus. [Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/100447

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


Penn State University

3. Shimizu, Jeanne Keiko. The Nature of Secondary Mathematics Teachers' Efforts to Make Ideas of School Algebra Accessible.

Degree: PhD, Curriculum and Instruction, 2013, Penn State University

 This study was conducted to investigate and to understand secondary mathematics teachers’ efforts to make targeted mathematical ideas (TMIds) of school algebra accessible and comprehensible… (more)

Subjects/Keywords: teaching practices; quasi-teaching practices; teaching; accessible; framing; decompressing; trimming; bridging

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APA (6th Edition):

Shimizu, J. K. (2013). The Nature of Secondary Mathematics Teachers' Efforts to Make Ideas of School Algebra Accessible. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/19757

Chicago Manual of Style (16th Edition):

Shimizu, Jeanne Keiko. “The Nature of Secondary Mathematics Teachers' Efforts to Make Ideas of School Algebra Accessible.” 2013. Doctoral Dissertation, Penn State University. Accessed April 26, 2019. https://etda.libraries.psu.edu/catalog/19757.

MLA Handbook (7th Edition):

Shimizu, Jeanne Keiko. “The Nature of Secondary Mathematics Teachers' Efforts to Make Ideas of School Algebra Accessible.” 2013. Web. 26 Apr 2019.

Vancouver:

Shimizu JK. The Nature of Secondary Mathematics Teachers' Efforts to Make Ideas of School Algebra Accessible. [Internet] [Doctoral dissertation]. Penn State University; 2013. [cited 2019 Apr 26]. Available from: https://etda.libraries.psu.edu/catalog/19757.

Council of Science Editors:

Shimizu JK. The Nature of Secondary Mathematics Teachers' Efforts to Make Ideas of School Algebra Accessible. [Doctoral Dissertation]. Penn State University; 2013. Available from: https://etda.libraries.psu.edu/catalog/19757


Deakin University

4. Perger, Margaret. Settling teachers in multicultural classrooms: a critical response to inequality.

Degree: 2016, Deakin University

  Teachers working in multicultural classrooms represented non-prescriptive, learner- centred culturally responsive pedagogies that targeted shared goals of inclusion and academic achievement. Inconsistencies emerged in teachers'… (more)

Subjects/Keywords: teaching; multicultural classrooms; teachers' practices

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APA (6th Edition):

Perger, M. (2016). Settling teachers in multicultural classrooms: a critical response to inequality. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30101158

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):

Perger, Margaret. “Settling teachers in multicultural classrooms: a critical response to inequality.” 2016. Thesis, Deakin University. Accessed April 26, 2019. http://hdl.handle.net/10536/DRO/DU:30101158.

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

MLA Handbook (7th Edition):

Perger, Margaret. “Settling teachers in multicultural classrooms: a critical response to inequality.” 2016. Web. 26 Apr 2019.

Vancouver:

Perger M. Settling teachers in multicultural classrooms: a critical response to inequality. [Internet] [Thesis]. Deakin University; 2016. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10536/DRO/DU:30101158.

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

Council of Science Editors:

Perger M. Settling teachers in multicultural classrooms: a critical response to inequality. [Thesis]. Deakin University; 2016. Available from: http://hdl.handle.net/10536/DRO/DU:30101158

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


University of Southern California

5. Nordyke, Alison Michelle. Models of teaching: indicators influencing teachers' pedagogical choice.

Degree: EdD, Education, 2011, University of Southern California

 The models of teaching are systematic tools that allow teachers to vary their classroom pedagogical practices to meet the needs of all learners in their… (more)

Subjects/Keywords: models of teaching; pedagogical practices; teaching pedagogy

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

APA (6th Edition):

Nordyke, A. M. (2011). Models of teaching: indicators influencing teachers' pedagogical choice. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4155

Chicago Manual of Style (16th Edition):

Nordyke, Alison Michelle. “Models of teaching: indicators influencing teachers' pedagogical choice.” 2011. Doctoral Dissertation, University of Southern California. Accessed April 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4155.

MLA Handbook (7th Edition):

Nordyke, Alison Michelle. “Models of teaching: indicators influencing teachers' pedagogical choice.” 2011. Web. 26 Apr 2019.

Vancouver:

Nordyke AM. Models of teaching: indicators influencing teachers' pedagogical choice. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Apr 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4155.

Council of Science Editors:

Nordyke AM. Models of teaching: indicators influencing teachers' pedagogical choice. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4155


Penn State University

6. Gockley, Brian. A Study of Faculty Teaching Activities at the Undergraduate Level.

Degree: 2017, Penn State University

 Faculty at Bucknell, similar to those at most colleges and universities worldwide, have traditionally begun their careers with a limited understanding of the teaching practices(more)

Subjects/Keywords: teaching activities; adoption rates; undergraduate teaching; faculty teaching; teaching surveys; pedagogy; teaching methods; teaching practices; activities; adoption; teaching; faculty; methods; practices

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

APA (6th Edition):

Gockley, B. (2017). A Study of Faculty Teaching Activities at the Undergraduate Level. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13725bdg169

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):

Gockley, Brian. “A Study of Faculty Teaching Activities at the Undergraduate Level.” 2017. Thesis, Penn State University. Accessed April 26, 2019. https://etda.libraries.psu.edu/catalog/13725bdg169.

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

MLA Handbook (7th Edition):

Gockley, Brian. “A Study of Faculty Teaching Activities at the Undergraduate Level.” 2017. Web. 26 Apr 2019.

Vancouver:

Gockley B. A Study of Faculty Teaching Activities at the Undergraduate Level. [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Apr 26]. Available from: https://etda.libraries.psu.edu/catalog/13725bdg169.

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

Council of Science Editors:

Gockley B. A Study of Faculty Teaching Activities at the Undergraduate Level. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/13725bdg169

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


Université Toulouse II – Le Mirail

7. Bonnal, Karine. L'orthographe telle qu'elle s'enseigne : pratiques d'enseignement de l'accord sujet-verbe observées à la fin de l'école primaire : Spelling as it taught : ways of teaching subject-verb agreement as observed in class at the end of primary school.

Degree: Docteur es, Sciences du langage, 2016, Université Toulouse II – Le Mirail

Pour l’apprentissage de l’accord sujet-verbe, l’élève doit faire face à des difficultés tant linguistiques que psycholinguistiques. Pour pallier ces difficultés, des recherches en didactique font… (more)

Subjects/Keywords: Orthographe; Didactique; Pratiques observées; Enseignement; Spelling practices; Didactics practices; Observed practices; Teaching; 372.6

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APA (6th Edition):

Bonnal, K. (2016). L'orthographe telle qu'elle s'enseigne : pratiques d'enseignement de l'accord sujet-verbe observées à la fin de l'école primaire : Spelling as it taught : ways of teaching subject-verb agreement as observed in class at the end of primary school. (Doctoral Dissertation). Université Toulouse II – Le Mirail. Retrieved from http://www.theses.fr/2016TOU20087

Chicago Manual of Style (16th Edition):

Bonnal, Karine. “L'orthographe telle qu'elle s'enseigne : pratiques d'enseignement de l'accord sujet-verbe observées à la fin de l'école primaire : Spelling as it taught : ways of teaching subject-verb agreement as observed in class at the end of primary school.” 2016. Doctoral Dissertation, Université Toulouse II – Le Mirail. Accessed April 26, 2019. http://www.theses.fr/2016TOU20087.

MLA Handbook (7th Edition):

Bonnal, Karine. “L'orthographe telle qu'elle s'enseigne : pratiques d'enseignement de l'accord sujet-verbe observées à la fin de l'école primaire : Spelling as it taught : ways of teaching subject-verb agreement as observed in class at the end of primary school.” 2016. Web. 26 Apr 2019.

Vancouver:

Bonnal K. L'orthographe telle qu'elle s'enseigne : pratiques d'enseignement de l'accord sujet-verbe observées à la fin de l'école primaire : Spelling as it taught : ways of teaching subject-verb agreement as observed in class at the end of primary school. [Internet] [Doctoral dissertation]. Université Toulouse II – Le Mirail; 2016. [cited 2019 Apr 26]. Available from: http://www.theses.fr/2016TOU20087.

Council of Science Editors:

Bonnal K. L'orthographe telle qu'elle s'enseigne : pratiques d'enseignement de l'accord sujet-verbe observées à la fin de l'école primaire : Spelling as it taught : ways of teaching subject-verb agreement as observed in class at the end of primary school. [Doctoral Dissertation]. Université Toulouse II – Le Mirail; 2016. Available from: http://www.theses.fr/2016TOU20087


Liberty University

8. Sites, Elizabeth Canby. Separate Threads or a Single Woven Piece? A Phenomenology of the Integration of Faith and Learning.

Degree: 2008, Liberty University

 This phenomenology investigated integration of faith and learning among eight Liberty University faculty members. Criterion sampling was used by asking 150 randomly selected graduate students… (more)

Subjects/Keywords: phenomenology, worldview, faculty, teaching practices; Education, Religious

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APA (6th Edition):

Sites, E. C. (2008). Separate Threads or a Single Woven Piece? A Phenomenology of the Integration of Faith and Learning. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/100 ; http://digitalcommons.liberty.edu/context/doctoral/article/1119/type/native/viewcontent

Chicago Manual of Style (16th Edition):

Sites, Elizabeth Canby. “Separate Threads or a Single Woven Piece? A Phenomenology of the Integration of Faith and Learning.” 2008. Doctoral Dissertation, Liberty University. Accessed April 26, 2019. http://digitalcommons.liberty.edu/doctoral/100 ; http://digitalcommons.liberty.edu/context/doctoral/article/1119/type/native/viewcontent.

MLA Handbook (7th Edition):

Sites, Elizabeth Canby. “Separate Threads or a Single Woven Piece? A Phenomenology of the Integration of Faith and Learning.” 2008. Web. 26 Apr 2019.

Vancouver:

Sites EC. Separate Threads or a Single Woven Piece? A Phenomenology of the Integration of Faith and Learning. [Internet] [Doctoral dissertation]. Liberty University; 2008. [cited 2019 Apr 26]. Available from: http://digitalcommons.liberty.edu/doctoral/100 ; http://digitalcommons.liberty.edu/context/doctoral/article/1119/type/native/viewcontent.

Council of Science Editors:

Sites EC. Separate Threads or a Single Woven Piece? A Phenomenology of the Integration of Faith and Learning. [Doctoral Dissertation]. Liberty University; 2008. Available from: http://digitalcommons.liberty.edu/doctoral/100 ; http://digitalcommons.liberty.edu/context/doctoral/article/1119/type/native/viewcontent


Universiteit Utrecht

9. Tompazi, K. Teachers' Professional Development of IBL skills in science through PRIMAS project.

Degree: 2014, Universiteit Utrecht

 Inquiry-based learning (IBL) promotes student learning and the development of competencies like self-directed learning and exploring new knowledge areas. Unfortunately, many teachers lack experience in… (more)

Subjects/Keywords: Inquiry-based learning; Professional Development; teaching practices

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APA (6th Edition):

Tompazi, K. (2014). Teachers' Professional Development of IBL skills in science through PRIMAS project. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/298074

Chicago Manual of Style (16th Edition):

Tompazi, K. “Teachers' Professional Development of IBL skills in science through PRIMAS project.” 2014. Masters Thesis, Universiteit Utrecht. Accessed April 26, 2019. http://dspace.library.uu.nl:8080/handle/1874/298074.

MLA Handbook (7th Edition):

Tompazi, K. “Teachers' Professional Development of IBL skills in science through PRIMAS project.” 2014. Web. 26 Apr 2019.

Vancouver:

Tompazi K. Teachers' Professional Development of IBL skills in science through PRIMAS project. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2019 Apr 26]. Available from: http://dspace.library.uu.nl:8080/handle/1874/298074.

Council of Science Editors:

Tompazi K. Teachers' Professional Development of IBL skills in science through PRIMAS project. [Masters Thesis]. Universiteit Utrecht; 2014. Available from: http://dspace.library.uu.nl:8080/handle/1874/298074


University of Missouri – Columbia

10. Peck, Barbara A. Postmodern art education: voices and practices of select secondary teachers.

Degree: 2013, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This dissertation examined current postmodern art teaching practices in select secondary art classrooms in Missouri… (more)

Subjects/Keywords: art education; secondary education; teaching practices

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APA (6th Edition):

Peck, B. A. (2013). Postmodern art education: voices and practices of select secondary teachers. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/37866

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):

Peck, Barbara A. “Postmodern art education: voices and practices of select secondary teachers.” 2013. Thesis, University of Missouri – Columbia. Accessed April 26, 2019. http://hdl.handle.net/10355/37866.

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

MLA Handbook (7th Edition):

Peck, Barbara A. “Postmodern art education: voices and practices of select secondary teachers.” 2013. Web. 26 Apr 2019.

Vancouver:

Peck BA. Postmodern art education: voices and practices of select secondary teachers. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10355/37866.

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

Council of Science Editors:

Peck BA. Postmodern art education: voices and practices of select secondary teachers. [Thesis]. University of Missouri – Columbia; 2013. Available from: http://hdl.handle.net/10355/37866

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


University of Minnesota

11. Henning-Smith, Jeff. Inquiring into the Unknown: Reconstructing Classroom Contexts through Mediated Discourse Analysis.

Degree: PhD, Education, Curriculum and Instruction, 2018, University of Minnesota

 Inquiry is often seen as a good thing, whose place in education both appears with increasing frequency and simultaneously seems elemental to learning (Anderson, 2002;… (more)

Subjects/Keywords: Inquiry; Instructional Practices; Mediated Discourse Analysis; Teaching

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APA (6th Edition):

Henning-Smith, J. (2018). Inquiring into the Unknown: Reconstructing Classroom Contexts through Mediated Discourse Analysis. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/200173

Chicago Manual of Style (16th Edition):

Henning-Smith, Jeff. “Inquiring into the Unknown: Reconstructing Classroom Contexts through Mediated Discourse Analysis.” 2018. Doctoral Dissertation, University of Minnesota. Accessed April 26, 2019. http://hdl.handle.net/11299/200173.

MLA Handbook (7th Edition):

Henning-Smith, Jeff. “Inquiring into the Unknown: Reconstructing Classroom Contexts through Mediated Discourse Analysis.” 2018. Web. 26 Apr 2019.

Vancouver:

Henning-Smith J. Inquiring into the Unknown: Reconstructing Classroom Contexts through Mediated Discourse Analysis. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/11299/200173.

Council of Science Editors:

Henning-Smith J. Inquiring into the Unknown: Reconstructing Classroom Contexts through Mediated Discourse Analysis. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/200173


Kansas State University

12. Vaca-Cárdenas, Mónica Elva. Experiences and pedagogy: a qualitative case study that examines teaching experiences, philosophies, and best practices of University Distinguished Teaching Scholars at Kansas State University.

Degree: PhD, Curriculum and Instruction, 2017, Kansas State University

 This qualitative case study examined how successful professors who were awarded the Coffman Chair for University Distinguished Teaching Scholars at Kansas State University describe their… (more)

Subjects/Keywords: Teaching and learning; Teaching experiences; Teaching philosophies; Teaching best practices; Pedagogy; Undergraduate

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APA (6th Edition):

Vaca-Cárdenas, M. E. (2017). Experiences and pedagogy: a qualitative case study that examines teaching experiences, philosophies, and best practices of University Distinguished Teaching Scholars at Kansas State University. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/38422

Chicago Manual of Style (16th Edition):

Vaca-Cárdenas, Mónica Elva. “Experiences and pedagogy: a qualitative case study that examines teaching experiences, philosophies, and best practices of University Distinguished Teaching Scholars at Kansas State University.” 2017. Doctoral Dissertation, Kansas State University. Accessed April 26, 2019. http://hdl.handle.net/2097/38422.

MLA Handbook (7th Edition):

Vaca-Cárdenas, Mónica Elva. “Experiences and pedagogy: a qualitative case study that examines teaching experiences, philosophies, and best practices of University Distinguished Teaching Scholars at Kansas State University.” 2017. Web. 26 Apr 2019.

Vancouver:

Vaca-Cárdenas ME. Experiences and pedagogy: a qualitative case study that examines teaching experiences, philosophies, and best practices of University Distinguished Teaching Scholars at Kansas State University. [Internet] [Doctoral dissertation]. Kansas State University; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/2097/38422.

Council of Science Editors:

Vaca-Cárdenas ME. Experiences and pedagogy: a qualitative case study that examines teaching experiences, philosophies, and best practices of University Distinguished Teaching Scholars at Kansas State University. [Doctoral Dissertation]. Kansas State University; 2017. Available from: http://hdl.handle.net/2097/38422


University of Georgia

13. Donaldson, Sarah Elizabeth. Teaching through problem solving: practices of four high school mathematics teachers.

Degree: PhD, Mathematics Education, 2011, University of Georgia

 If problem solving is what mathematics is all about, then mathematics teachers should be in the business of helping students develop their problem-solving abilities. One… (more)

Subjects/Keywords: problem solving; teaching through problem solving; teaching practices; metacognition

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APA (6th Edition):

Donaldson, S. E. (2011). Teaching through problem solving: practices of four high school mathematics teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/donaldson_sarah_e_201105_phd

Chicago Manual of Style (16th Edition):

Donaldson, Sarah Elizabeth. “Teaching through problem solving: practices of four high school mathematics teachers.” 2011. Doctoral Dissertation, University of Georgia. Accessed April 26, 2019. http://purl.galileo.usg.edu/uga_etd/donaldson_sarah_e_201105_phd.

MLA Handbook (7th Edition):

Donaldson, Sarah Elizabeth. “Teaching through problem solving: practices of four high school mathematics teachers.” 2011. Web. 26 Apr 2019.

Vancouver:

Donaldson SE. Teaching through problem solving: practices of four high school mathematics teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Apr 26]. Available from: http://purl.galileo.usg.edu/uga_etd/donaldson_sarah_e_201105_phd.

Council of Science Editors:

Donaldson SE. Teaching through problem solving: practices of four high school mathematics teachers. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/donaldson_sarah_e_201105_phd


Universidade do Rio Grande do Norte

14. Guimarães, Fibia Brito. Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará .

Degree: 2013, Universidade do Rio Grande do Norte

 This work addresses the study of interdisciplinarity in higher administration education, a topic of great relevance in the present context, due to guidelines issued by… (more)

Subjects/Keywords: Ensino de administração. Interdisciplinaridade. Práticas docentes; Teaching administration. Interdisciplinarity. Teaching practices

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APA (6th Edition):

Guimarães, F. B. (2013). Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará . (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/12236

Chicago Manual of Style (16th Edition):

Guimarães, Fibia Brito. “Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará .” 2013. Masters Thesis, Universidade do Rio Grande do Norte. Accessed April 26, 2019. http://repositorio.ufrn.br/handle/123456789/12236.

MLA Handbook (7th Edition):

Guimarães, Fibia Brito. “Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará .” 2013. Web. 26 Apr 2019.

Vancouver:

Guimarães FB. Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2013. [cited 2019 Apr 26]. Available from: http://repositorio.ufrn.br/handle/123456789/12236.

Council of Science Editors:

Guimarães FB. Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará . [Masters Thesis]. Universidade do Rio Grande do Norte; 2013. Available from: http://repositorio.ufrn.br/handle/123456789/12236


Universidade do Rio Grande do Norte

15. Guimarães, Fibia Brito. Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará .

Degree: 2013, Universidade do Rio Grande do Norte

 This work addresses the study of interdisciplinarity in higher administration education, a topic of great relevance in the present context, due to guidelines issued by… (more)

Subjects/Keywords: Ensino de administração. Interdisciplinaridade. Práticas docentes; Teaching administration. Interdisciplinarity. Teaching practices

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APA (6th Edition):

Guimarães, F. B. (2013). Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/12236

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):

Guimarães, Fibia Brito. “Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará .” 2013. Thesis, Universidade do Rio Grande do Norte. Accessed April 26, 2019. http://repositorio.ufrn.br/handle/123456789/12236.

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

MLA Handbook (7th Edition):

Guimarães, Fibia Brito. “Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará .” 2013. Web. 26 Apr 2019.

Vancouver:

Guimarães FB. Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2013. [cited 2019 Apr 26]. Available from: http://repositorio.ufrn.br/handle/123456789/12236.

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

Council of Science Editors:

Guimarães FB. Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará . [Thesis]. Universidade do Rio Grande do Norte; 2013. Available from: http://repositorio.ufrn.br/handle/123456789/12236

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


University of California – San Diego

16. Rattner, Mariette. Teaching in Context: Exploring the Factors that Influence Community College Faculty Teaching Practices.

Degree: Education Studies, 2018, University of California – San Diego

 In the current climate of accountability that characterizes public higher education in the U.S., policymakers rely heavily on institutional performance outcome measures such as retention… (more)

Subjects/Keywords: Education; Higher education teaching; Higher education teaching methods; Higher education teaching practices

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

APA (6th Edition):

Rattner, M. (2018). Teaching in Context: Exploring the Factors that Influence Community College Faculty Teaching Practices. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/6x6423bd

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):

Rattner, Mariette. “Teaching in Context: Exploring the Factors that Influence Community College Faculty Teaching Practices.” 2018. Thesis, University of California – San Diego. Accessed April 26, 2019. http://www.escholarship.org/uc/item/6x6423bd.

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

MLA Handbook (7th Edition):

Rattner, Mariette. “Teaching in Context: Exploring the Factors that Influence Community College Faculty Teaching Practices.” 2018. Web. 26 Apr 2019.

Vancouver:

Rattner M. Teaching in Context: Exploring the Factors that Influence Community College Faculty Teaching Practices. [Internet] [Thesis]. University of California – San Diego; 2018. [cited 2019 Apr 26]. Available from: http://www.escholarship.org/uc/item/6x6423bd.

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

Council of Science Editors:

Rattner M. Teaching in Context: Exploring the Factors that Influence Community College Faculty Teaching Practices. [Thesis]. University of California – San Diego; 2018. Available from: http://www.escholarship.org/uc/item/6x6423bd

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


Pontifícia Universidade Católica de São Paulo

17. Solange Maria dos Santos. Práticas avaliativas desenvolvidas por professores de matemática: novos desafios frente aos resultados da avaliação externa na rede de ensino SESI/SP.

Degree: 2010, Pontifícia Universidade Católica de São Paulo

The Social Service of Industry São Paulo - SESI/SP, as a teaching institution to improve the educational quality of its students in elementary and secondary… (more)

Subjects/Keywords: Avaliação externa; Práticas avaliativas; Práticas pedagógicas; MATEMATICA; External evaluation; Assessment practices; Teaching practices; Mathematics

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

APA (6th Edition):

Santos, S. M. d. (2010). Práticas avaliativas desenvolvidas por professores de matemática: novos desafios frente aos resultados da avaliação externa na rede de ensino SESI/SP. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=12217

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, Solange Maria dos. “Práticas avaliativas desenvolvidas por professores de matemática: novos desafios frente aos resultados da avaliação externa na rede de ensino SESI/SP.” 2010. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed April 26, 2019. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=12217.

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

MLA Handbook (7th Edition):

Santos, Solange Maria dos. “Práticas avaliativas desenvolvidas por professores de matemática: novos desafios frente aos resultados da avaliação externa na rede de ensino SESI/SP.” 2010. Web. 26 Apr 2019.

Vancouver:

Santos SMd. Práticas avaliativas desenvolvidas por professores de matemática: novos desafios frente aos resultados da avaliação externa na rede de ensino SESI/SP. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2010. [cited 2019 Apr 26]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=12217.

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

Council of Science Editors:

Santos SMd. Práticas avaliativas desenvolvidas por professores de matemática: novos desafios frente aos resultados da avaliação externa na rede de ensino SESI/SP. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2010. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=12217

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


University of Technology, Sydney

18. Dreyer, Anne-Maré. Lecturers' experiences of computers in everyday academic practice : a phenomenological study.

Degree: 2015, University of Technology, Sydney

 Although higher education teaching and learning practices have undergone many transformations through computers and their related technologies, the human dimension in lecturers’ everyday work at… (more)

Subjects/Keywords: Higher education teaching and learning practices.; Lecturers’ experiences of computers.; Routine practices.; Poïesis.

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

APA (6th Edition):

Dreyer, A. (2015). Lecturers' experiences of computers in everyday academic practice : a phenomenological study. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/44197

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):

Dreyer, Anne-Maré. “Lecturers' experiences of computers in everyday academic practice : a phenomenological study.” 2015. Thesis, University of Technology, Sydney. Accessed April 26, 2019. http://hdl.handle.net/10453/44197.

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

MLA Handbook (7th Edition):

Dreyer, Anne-Maré. “Lecturers' experiences of computers in everyday academic practice : a phenomenological study.” 2015. Web. 26 Apr 2019.

Vancouver:

Dreyer A. Lecturers' experiences of computers in everyday academic practice : a phenomenological study. [Internet] [Thesis]. University of Technology, Sydney; 2015. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10453/44197.

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

Council of Science Editors:

Dreyer A. Lecturers' experiences of computers in everyday academic practice : a phenomenological study. [Thesis]. University of Technology, Sydney; 2015. Available from: http://hdl.handle.net/10453/44197

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


Université Toulouse II – Le Mirail

19. Dupuy, Claire. Pratiques d'enseignement et pratiques collectives d'élaboration d'un projet "vie scolaire" : Teaching practices and collective practices when developing a project "school life".

Degree: Docteur es, Sciences de l'éducation, 2015, Université Toulouse II – Le Mirail

La thèse étudie les liens entre les pratiques d’enseignement et les pratiques collectives des enseignants, au sein de l’établissement, lors de l’élaboration d’un projet «… (more)

Subjects/Keywords: Pratiques d'enseignement; Pratiques collectives; Projet; Ordre scolaire; Récit des pratiques; Teaching practices; Group practices; Project; School order; Narrative practices

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

APA (6th Edition):

Dupuy, C. (2015). Pratiques d'enseignement et pratiques collectives d'élaboration d'un projet "vie scolaire" : Teaching practices and collective practices when developing a project "school life". (Doctoral Dissertation). Université Toulouse II – Le Mirail. Retrieved from http://www.theses.fr/2015TOU20113

Chicago Manual of Style (16th Edition):

Dupuy, Claire. “Pratiques d'enseignement et pratiques collectives d'élaboration d'un projet "vie scolaire" : Teaching practices and collective practices when developing a project "school life".” 2015. Doctoral Dissertation, Université Toulouse II – Le Mirail. Accessed April 26, 2019. http://www.theses.fr/2015TOU20113.

MLA Handbook (7th Edition):

Dupuy, Claire. “Pratiques d'enseignement et pratiques collectives d'élaboration d'un projet "vie scolaire" : Teaching practices and collective practices when developing a project "school life".” 2015. Web. 26 Apr 2019.

Vancouver:

Dupuy C. Pratiques d'enseignement et pratiques collectives d'élaboration d'un projet "vie scolaire" : Teaching practices and collective practices when developing a project "school life". [Internet] [Doctoral dissertation]. Université Toulouse II – Le Mirail; 2015. [cited 2019 Apr 26]. Available from: http://www.theses.fr/2015TOU20113.

Council of Science Editors:

Dupuy C. Pratiques d'enseignement et pratiques collectives d'élaboration d'un projet "vie scolaire" : Teaching practices and collective practices when developing a project "school life". [Doctoral Dissertation]. Université Toulouse II – Le Mirail; 2015. Available from: http://www.theses.fr/2015TOU20113


Universidade do Rio Grande do Sul

20. Lauxen, Sirlei de Lourdes. Docência no ensino superior : revelando saberes dos professores da área da saúde da UNICRUZ/RS.

Degree: 2009, Universidade do Rio Grande do Sul

Esta tese, intitulada Docência no Ensino Superior: revelando saberes dos professores da área da saúde da Unicruz, trata do papel exercido do papel exercido pelas… (more)

Subjects/Keywords: Ensino superior; Graduate teaching; Professor; Teaching knowledges; Formação profissional; Pedagogical practices; Universidade de Cruz Alta.

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

APA (6th Edition):

Lauxen, S. d. L. (2009). Docência no ensino superior : revelando saberes dos professores da área da saúde da UNICRUZ/RS. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/24164

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):

Lauxen, Sirlei de Lourdes. “Docência no ensino superior : revelando saberes dos professores da área da saúde da UNICRUZ/RS.” 2009. Thesis, Universidade do Rio Grande do Sul. Accessed April 26, 2019. http://hdl.handle.net/10183/24164.

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

MLA Handbook (7th Edition):

Lauxen, Sirlei de Lourdes. “Docência no ensino superior : revelando saberes dos professores da área da saúde da UNICRUZ/RS.” 2009. Web. 26 Apr 2019.

Vancouver:

Lauxen SdL. Docência no ensino superior : revelando saberes dos professores da área da saúde da UNICRUZ/RS. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2009. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10183/24164.

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

Council of Science Editors:

Lauxen SdL. Docência no ensino superior : revelando saberes dos professores da área da saúde da UNICRUZ/RS. [Thesis]. Universidade do Rio Grande do Sul; 2009. Available from: http://hdl.handle.net/10183/24164

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

21. Tatiane Rousseau Machado. A docÃncia e suas prÃticas a partir da inserÃÃo dos computadores mÃveis do projeto um computador por aluno na Grande FlorianÃpolis : trÃs realidades, um estudo.

Degree: 2013, Universidade do Estado de Santa Catarina

Diante do contexto informacional vigente à cada vez mais comum que as Tecnologias Digitais de InformaÃÃo e ComunicaÃÃo (TDIC) estejam presentes em todos os setores… (more)

Subjects/Keywords: PrÃtica de ensino; Computadores portateis; Teaching; Teaching Practices; Web Curriculum; EDUCACAO; Mobile Computers; UCA Projects

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APA (6th Edition):

Machado, T. R. (2013). A docÃncia e suas prÃticas a partir da inserÃÃo dos computadores mÃveis do projeto um computador por aluno na Grande FlorianÃpolis : trÃs realidades, um estudo. (Thesis). Universidade do Estado de Santa Catarina. Retrieved from http://www.tede.udesc.br/tde_busca/arquivo.php?codArquivo=3403

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):

Machado, Tatiane Rousseau. “A docÃncia e suas prÃticas a partir da inserÃÃo dos computadores mÃveis do projeto um computador por aluno na Grande FlorianÃpolis : trÃs realidades, um estudo.” 2013. Thesis, Universidade do Estado de Santa Catarina. Accessed April 26, 2019. http://www.tede.udesc.br/tde_busca/arquivo.php?codArquivo=3403.

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

MLA Handbook (7th Edition):

Machado, Tatiane Rousseau. “A docÃncia e suas prÃticas a partir da inserÃÃo dos computadores mÃveis do projeto um computador por aluno na Grande FlorianÃpolis : trÃs realidades, um estudo.” 2013. Web. 26 Apr 2019.

Vancouver:

Machado TR. A docÃncia e suas prÃticas a partir da inserÃÃo dos computadores mÃveis do projeto um computador por aluno na Grande FlorianÃpolis : trÃs realidades, um estudo. [Internet] [Thesis]. Universidade do Estado de Santa Catarina; 2013. [cited 2019 Apr 26]. Available from: http://www.tede.udesc.br/tde_busca/arquivo.php?codArquivo=3403.

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

Council of Science Editors:

Machado TR. A docÃncia e suas prÃticas a partir da inserÃÃo dos computadores mÃveis do projeto um computador por aluno na Grande FlorianÃpolis : trÃs realidades, um estudo. [Thesis]. Universidade do Estado de Santa Catarina; 2013. Available from: http://www.tede.udesc.br/tde_busca/arquivo.php?codArquivo=3403

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

22. MORAES, Daisinalva Amorim. Construção de práticas de alfabetização no contexto dos Programas Alfa e Beto e PNAIC .

Degree: 2015, Universidade Federal de Pernambuco

 Este trabalho teve como objetivo compreender a construção das práticas de alfabetização de um professor alfabetizador de uma escola de um município de Pernambuco no… (more)

Subjects/Keywords: Alfabetização; Letramento; Práticas docentes; Saberes docentes; Alphabetization; Literacy; Teaching practices; Teaching knowledges

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

APA (6th Edition):

MORAES, D. A. (2015). Construção de práticas de alfabetização no contexto dos Programas Alfa e Beto e PNAIC . (Thesis). Universidade Federal de Pernambuco. Retrieved from http://repositorio.ufpe.br/handle/123456789/16016

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):

MORAES, Daisinalva Amorim. “Construção de práticas de alfabetização no contexto dos Programas Alfa e Beto e PNAIC .” 2015. Thesis, Universidade Federal de Pernambuco. Accessed April 26, 2019. http://repositorio.ufpe.br/handle/123456789/16016.

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

MLA Handbook (7th Edition):

MORAES, Daisinalva Amorim. “Construção de práticas de alfabetização no contexto dos Programas Alfa e Beto e PNAIC .” 2015. Web. 26 Apr 2019.

Vancouver:

MORAES DA. Construção de práticas de alfabetização no contexto dos Programas Alfa e Beto e PNAIC . [Internet] [Thesis]. Universidade Federal de Pernambuco; 2015. [cited 2019 Apr 26]. Available from: http://repositorio.ufpe.br/handle/123456789/16016.

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

Council of Science Editors:

MORAES DA. Construção de práticas de alfabetização no contexto dos Programas Alfa e Beto e PNAIC . [Thesis]. Universidade Federal de Pernambuco; 2015. Available from: http://repositorio.ufpe.br/handle/123456789/16016

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


Université Toulouse II – Le Mirail

23. Hanafi, Abir. Virtualisation des pratiques d’enseignement en FOAD entre contexte et média : le cas du réseau Pyramide : Virtualization of the FOAD teaching practices between context and media : the case of Pyramide network.

Degree: Docteur es, Sciences de l'éducation, 2011, Université Toulouse II – Le Mirail

Cette thèse doctorale est une étude descriptive de type mixte qui articule à la fois des données qualitatives et quantitatives. Dans un objectif heuristique de… (more)

Subjects/Keywords: Réseau Pyramide; Pratiques d'enseignement; Médiation des pratiques; E-teaching practices; Continuing education; Teaching-learning

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

APA (6th Edition):

Hanafi, A. (2011). Virtualisation des pratiques d’enseignement en FOAD entre contexte et média : le cas du réseau Pyramide : Virtualization of the FOAD teaching practices between context and media : the case of Pyramide network. (Doctoral Dissertation). Université Toulouse II – Le Mirail. Retrieved from http://www.theses.fr/2011TOU20052

Chicago Manual of Style (16th Edition):

Hanafi, Abir. “Virtualisation des pratiques d’enseignement en FOAD entre contexte et média : le cas du réseau Pyramide : Virtualization of the FOAD teaching practices between context and media : the case of Pyramide network.” 2011. Doctoral Dissertation, Université Toulouse II – Le Mirail. Accessed April 26, 2019. http://www.theses.fr/2011TOU20052.

MLA Handbook (7th Edition):

Hanafi, Abir. “Virtualisation des pratiques d’enseignement en FOAD entre contexte et média : le cas du réseau Pyramide : Virtualization of the FOAD teaching practices between context and media : the case of Pyramide network.” 2011. Web. 26 Apr 2019.

Vancouver:

Hanafi A. Virtualisation des pratiques d’enseignement en FOAD entre contexte et média : le cas du réseau Pyramide : Virtualization of the FOAD teaching practices between context and media : the case of Pyramide network. [Internet] [Doctoral dissertation]. Université Toulouse II – Le Mirail; 2011. [cited 2019 Apr 26]. Available from: http://www.theses.fr/2011TOU20052.

Council of Science Editors:

Hanafi A. Virtualisation des pratiques d’enseignement en FOAD entre contexte et média : le cas du réseau Pyramide : Virtualization of the FOAD teaching practices between context and media : the case of Pyramide network. [Doctoral Dissertation]. Université Toulouse II – Le Mirail; 2011. Available from: http://www.theses.fr/2011TOU20052


SUNY College at Brockport

24. Mooney, Danielle Marie. Interactive Whiteboards: Impact on Fifth-Grade Writing Skills.

Degree: MSEd, Education and Human Development, 2011, SUNY College at Brockport

  Given current societal emphasis on technology mixed with the community pressures to succeed in an increasingly technological world, teachers and school districts find themselves… (more)

Subjects/Keywords: technology; SMART boards; writing; teaching practices; elementary education; Education; Elementary Education and Teaching

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

APA (6th Edition):

Mooney, D. M. (2011). Interactive Whiteboards: Impact on Fifth-Grade Writing Skills. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/397

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):

Mooney, Danielle Marie. “Interactive Whiteboards: Impact on Fifth-Grade Writing Skills.” 2011. Thesis, SUNY College at Brockport. Accessed April 26, 2019. https://digitalcommons.brockport.edu/ehd_theses/397.

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

MLA Handbook (7th Edition):

Mooney, Danielle Marie. “Interactive Whiteboards: Impact on Fifth-Grade Writing Skills.” 2011. Web. 26 Apr 2019.

Vancouver:

Mooney DM. Interactive Whiteboards: Impact on Fifth-Grade Writing Skills. [Internet] [Thesis]. SUNY College at Brockport; 2011. [cited 2019 Apr 26]. Available from: https://digitalcommons.brockport.edu/ehd_theses/397.

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

Council of Science Editors:

Mooney DM. Interactive Whiteboards: Impact on Fifth-Grade Writing Skills. [Thesis]. SUNY College at Brockport; 2011. Available from: https://digitalcommons.brockport.edu/ehd_theses/397

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


George Mason University

25. Takacs, Shanna E. A Critical Look at Co-teaching Practices at the Secondary Level .

Degree: 2015, George Mason University

 The purpose of special education is to ensure that students with disabilities are provided a free appropriate public education, while accessing the general education curriculum… (more)

Subjects/Keywords: Special education; Educational leadership; collaboration; co-teaching; inclusion; inclusive practices; special education; team teaching

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

APA (6th Edition):

Takacs, S. E. (2015). A Critical Look at Co-teaching Practices at the Secondary Level . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/9673

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):

Takacs, Shanna E. “A Critical Look at Co-teaching Practices at the Secondary Level .” 2015. Thesis, George Mason University. Accessed April 26, 2019. http://hdl.handle.net/1920/9673.

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

MLA Handbook (7th Edition):

Takacs, Shanna E. “A Critical Look at Co-teaching Practices at the Secondary Level .” 2015. Web. 26 Apr 2019.

Vancouver:

Takacs SE. A Critical Look at Co-teaching Practices at the Secondary Level . [Internet] [Thesis]. George Mason University; 2015. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1920/9673.

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

Council of Science Editors:

Takacs SE. A Critical Look at Co-teaching Practices at the Secondary Level . [Thesis]. George Mason University; 2015. Available from: http://hdl.handle.net/1920/9673

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


University of Minnesota

26. Brennan, Melody. “Can I tell you something?” Intentionally Listening to Expressions of Third Grade Children’s Social Identities As a Means to Make Classrooms More Culturally Responsive.

Degree: PhD, Teaching and Learning, 2016, University of Minnesota

 A large amount of research has been directed at culturally responsive teaching. This thread of educational research to date has largely focused on teachers who… (more)

Subjects/Keywords: Culturally Responsive Teaching; Diverse Learners; Instructional Strategies; Multimodal Teaching Practices; Phenomenology; Social Identities

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

APA (6th Edition):

Brennan, M. (2016). “Can I tell you something?” Intentionally Listening to Expressions of Third Grade Children’s Social Identities As a Means to Make Classrooms More Culturally Responsive. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/182728

Chicago Manual of Style (16th Edition):

Brennan, Melody. ““Can I tell you something?” Intentionally Listening to Expressions of Third Grade Children’s Social Identities As a Means to Make Classrooms More Culturally Responsive.” 2016. Doctoral Dissertation, University of Minnesota. Accessed April 26, 2019. http://hdl.handle.net/11299/182728.

MLA Handbook (7th Edition):

Brennan, Melody. ““Can I tell you something?” Intentionally Listening to Expressions of Third Grade Children’s Social Identities As a Means to Make Classrooms More Culturally Responsive.” 2016. Web. 26 Apr 2019.

Vancouver:

Brennan M. “Can I tell you something?” Intentionally Listening to Expressions of Third Grade Children’s Social Identities As a Means to Make Classrooms More Culturally Responsive. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/11299/182728.

Council of Science Editors:

Brennan M. “Can I tell you something?” Intentionally Listening to Expressions of Third Grade Children’s Social Identities As a Means to Make Classrooms More Culturally Responsive. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/182728


University of South Carolina

27. Hartman III, James Dry. Interactive Whiteboard Impact On Algebra Teachers’ Implementation Of Selected Mathematics Teaching Practices.

Degree: PhD, 2018, University of South Carolina

  This study investigated the use of the interactive white board (IWB) and the impact the technology had on mathematics teaching practices for algebra teachers.… (more)

Subjects/Keywords: Scholarship of Teaching and Learning; Interactive Whiteboard; Algebra Teachers; Selected Mathematics; Teaching Practices

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

APA (6th Edition):

Hartman III, J. D. (2018). Interactive Whiteboard Impact On Algebra Teachers’ Implementation Of Selected Mathematics Teaching Practices. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4987

Chicago Manual of Style (16th Edition):

Hartman III, James Dry. “Interactive Whiteboard Impact On Algebra Teachers’ Implementation Of Selected Mathematics Teaching Practices.” 2018. Doctoral Dissertation, University of South Carolina. Accessed April 26, 2019. https://scholarcommons.sc.edu/etd/4987.

MLA Handbook (7th Edition):

Hartman III, James Dry. “Interactive Whiteboard Impact On Algebra Teachers’ Implementation Of Selected Mathematics Teaching Practices.” 2018. Web. 26 Apr 2019.

Vancouver:

Hartman III JD. Interactive Whiteboard Impact On Algebra Teachers’ Implementation Of Selected Mathematics Teaching Practices. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Apr 26]. Available from: https://scholarcommons.sc.edu/etd/4987.

Council of Science Editors:

Hartman III JD. Interactive Whiteboard Impact On Algebra Teachers’ Implementation Of Selected Mathematics Teaching Practices. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4987

28. Olisangele Cristine Duarte Bonifácio Dantas. Em direção a uma didática inovadora e inclusiva : estudo de caso das práticas pedagógicas no projeto educar na diversidade.

Degree: 2011, Universidade Federal da Paraíba

Este estudo tem como foco práticas pedagógicas consideradas inovadoras porque favorecem a participação de todos/as o(a)s aluno(a)s nas atividades realizadas em sala de aula e… (more)

Subjects/Keywords: Teaching Practices; Inclusion; Innovation; Didática; EDUCACAO; Didactic; Inclusão; Inovação; Práticas Pedagógicas

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

APA (6th Edition):

Dantas, O. C. D. B. (2011). Em direção a uma didática inovadora e inclusiva : estudo de caso das práticas pedagógicas no projeto educar na diversidade. (Thesis). Universidade Federal da Paraíba. Retrieved from http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1558

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):

Dantas, Olisangele Cristine Duarte Bonifácio. “Em direção a uma didática inovadora e inclusiva : estudo de caso das práticas pedagógicas no projeto educar na diversidade.” 2011. Thesis, Universidade Federal da Paraíba. Accessed April 26, 2019. http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1558.

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

MLA Handbook (7th Edition):

Dantas, Olisangele Cristine Duarte Bonifácio. “Em direção a uma didática inovadora e inclusiva : estudo de caso das práticas pedagógicas no projeto educar na diversidade.” 2011. Web. 26 Apr 2019.

Vancouver:

Dantas OCDB. Em direção a uma didática inovadora e inclusiva : estudo de caso das práticas pedagógicas no projeto educar na diversidade. [Internet] [Thesis]. Universidade Federal da Paraíba; 2011. [cited 2019 Apr 26]. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1558.

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

Council of Science Editors:

Dantas OCDB. Em direção a uma didática inovadora e inclusiva : estudo de caso das práticas pedagógicas no projeto educar na diversidade. [Thesis]. Universidade Federal da Paraíba; 2011. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1558

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

29. Lucimar Manzoli de Albuquerque Lima. Uma História que não se conta na Escola: uma reflexão necessária.

Degree: 2010, HACKEADO! By @PACKETXGROUP

Esta pesquisa objetivou investigar as práticas pedagógicas desenvolvidas no cotidiano da sala de aula, com relação ao ensino de História na série final (4 série… (more)

Subjects/Keywords: Pedagogical Practices; EDUCACAO; Ensino; História; Práticas Pedagógicas; PCNs; Teaching; History; NCP

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

APA (6th Edition):

Lima, L. M. d. A. (2010). Uma História que não se conta na Escola: uma reflexão necessária. (Thesis). HACKEADO! By @PACKETXGROUP. Retrieved from http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=241

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):

Lima, Lucimar Manzoli de Albuquerque. “Uma História que não se conta na Escola: uma reflexão necessária.” 2010. Thesis, HACKEADO! By @PACKETXGROUP. Accessed April 26, 2019. http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=241.

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

MLA Handbook (7th Edition):

Lima, Lucimar Manzoli de Albuquerque. “Uma História que não se conta na Escola: uma reflexão necessária.” 2010. Web. 26 Apr 2019.

Vancouver:

Lima LMdA. Uma História que não se conta na Escola: uma reflexão necessária. [Internet] [Thesis]. HACKEADO! By @PACKETXGROUP; 2010. [cited 2019 Apr 26]. Available from: http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=241.

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

Council of Science Editors:

Lima LMdA. Uma História que não se conta na Escola: uma reflexão necessária. [Thesis]. HACKEADO! By @PACKETXGROUP; 2010. Available from: http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=241

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


University of New Orleans

30. McKenzie Lowery, Nancy Ellen. The Relationship Between National Board Certification and Teachers' Perceived Use of Developmentally Appropriate Practices.

Degree: PhD, Curriculum and Instruction, 2010, University of New Orleans

 This study utilized a causal-comparative design to investigate a relationship between the independent variable, National Board certification, and the dependent variable, perceived use of developmentally… (more)

Subjects/Keywords: National Board for Professional Teaching Standards; teacher quality; Developmentally Appropriate Practices

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

APA (6th Edition):

McKenzie Lowery, N. E. (2010). The Relationship Between National Board Certification and Teachers' Perceived Use of Developmentally Appropriate Practices. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1158

Chicago Manual of Style (16th Edition):

McKenzie Lowery, Nancy Ellen. “The Relationship Between National Board Certification and Teachers' Perceived Use of Developmentally Appropriate Practices.” 2010. Doctoral Dissertation, University of New Orleans. Accessed April 26, 2019. https://scholarworks.uno.edu/td/1158.

MLA Handbook (7th Edition):

McKenzie Lowery, Nancy Ellen. “The Relationship Between National Board Certification and Teachers' Perceived Use of Developmentally Appropriate Practices.” 2010. Web. 26 Apr 2019.

Vancouver:

McKenzie Lowery NE. The Relationship Between National Board Certification and Teachers' Perceived Use of Developmentally Appropriate Practices. [Internet] [Doctoral dissertation]. University of New Orleans; 2010. [cited 2019 Apr 26]. Available from: https://scholarworks.uno.edu/td/1158.

Council of Science Editors:

McKenzie Lowery NE. The Relationship Between National Board Certification and Teachers' Perceived Use of Developmentally Appropriate Practices. [Doctoral Dissertation]. University of New Orleans; 2010. Available from: https://scholarworks.uno.edu/td/1158

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