Relevant bibliographies by topics / Preservice primary

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Preservice primary'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Preservice primary"

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Hudson, Peter. "Mentoring Preservice Teachers in Primary Mathematics." International Journal of Learning: Annual Review 16, no. 4 (2009): 119–32. http://dx.doi.org/10.18848/1447-9494/cgp/v16i04/46207.

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Delice, Ali, Erhan Ertekin, Ersen Yazici, and Emin Aydin. "Preservice primary teachers’ three dimensional thinking skills." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 2666–72. http://dx.doi.org/10.1016/j.sbspro.2009.01.471.

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Morowski, Deborah Lynn, and Theresa M. McCormick. "Did it count?: Preservice teachers’ reflections on teaching with primary sources." Social Studies Research and Practice 12, no. 3 (November 20, 2017): 280–94. http://dx.doi.org/10.1108/ssrp-05-2017-0020.

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Purpose During field experiences, preservice teachers often are asked plan and teach a lesson and then to reflect on their teaching. The purpose of this paper is to examine the guided reflections of 66 preservice teachers after they planned and implemented a primary source-based lesson in an elementary classroom. The project occurred during the preservice teachers’ enrollment in a social studies methods course. Design/methodology/approach This qualitative study utilized a fieldwork approach as the methodological framework. This approach provided data that allowed the researchers to develop a deeper understanding of the preservice teachers’ experiences. Data were analyzed using Bogdan and Biklen’s (1998) content unit of analysis. Descriptive and interpretive coding schemes were used to analyze data using a priori categories of successes and challenges. Findings The preservice teachers were able to engage in technical and practical reflection, considering strategies used in the classroom and their effects on student learning, but they were unable to reflect at the critical level, thinking about moral and ethical decisions. The themes and subthemes that many of the preservice teachers identified as successes, others identified as challenges. Originality/value This study highlights the importance of preservice teachers engaging with primary sources, as well as with frequent, meaningful, and ongoing field experiences. Teacher educators need to provide multiple opportunities for teacher candidates to reflect broadly and deeply on their teaching practice and student learning. Additional research needs to be conducted to assess the impact of preservice teachers use of primary sources in the elementary classroom.
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Bakırcı, Hasan, and Dilek Karışan. "Investigating the Preservice Primary School, Mathematics and Science Teachers’ STEM Awareness." Journal of Education and Training Studies 6, no. 1 (December 13, 2017): 32. http://dx.doi.org/10.11114/jets.v6i1.2807.

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Today’s life requires individuals to be prepared for complex world environment, to make complex decisions, and to have critical thinking skills related to everyday life issues at hand. STEM education is thought to be the glorious solution to thrive in a global knowledge driven world. Teachers are key elements for successful STEM education. Present study aims to investigate the preservice primary school, mathematics and science teachers STEM awareness. Quantitative research methodology guided the present study. Cross-sectional survey type which collects information from a sample that has been selected from a predetermined population was used. Stem Awareness Scale, a five point Likert type instrument developed by Buyruk and Korkmaz (2016), was used to measure preservice teachers STEM awareness. Data was collected from 558 (371 female, 187 male) preservice teachers enrolled in three different teacher preparation programs. The results of this research demonstrates that there is no significant interaction effect for gender and department variables however there is significant difference among different department students STEM awareness preservice science teachers’ and preservice primary school teachers STEM awareness scores have similar mean values and also outnumbers the preservice mathematics teachers’ STEM awareness.
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Simon, Jean. "Interest of Teaching Programming for Primary Preservice Teachers." Journal of Education in Black Sea Region 5, no. 1 (December 25, 2019): 52–68. http://dx.doi.org/10.31578/jebs.v5i1.188.

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In the teachers’ training schools of Reunion Island and Mayotte, we have been training primary pre-service teachers in programming for the past three years. Most trainees have not learned programming before during their school and university curriculum. As a result, this subject is new to them and they find themselves in the situation of their own pupils. This is why we asked them, during their learning, to produce a “feelings” notebook in which they explain their successes, their failures and what it brings to them for understanding their own pupils. We held two types of studies of these documents: quantitative and qualitative. The analysis shows that if on the whole, the group of trainees have globally identified the key aspects of a learning situation, it is not the case for each trainee.
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Hudson, Peter, and Suzanne Hudson. "Mentor Educators’ Understandings of Mentoring Preservice Primary Teachers." International Journal of Learning: Annual Review 17, no. 2 (2010): 157–70. http://dx.doi.org/10.18848/1447-9494/cgp/v17i02/46894.

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Altindag, Ahmet, and Hunkar Korkmaz Korkmaz. "Turkish Primary Science Teachers’ Views on An Ideal Teacher Education System." Cypriot Journal of Educational Sciences 12, no. 4 (December 30, 2017): 193–201. http://dx.doi.org/10.18844/cjes.v12i4.2794.

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The goals of this descriptive study were to determine Turkish preservice science teachers’ views on an ideal teacher education system. The sample consisted of 137 preservice teachers including 74 females and 63 males. The questionnaire was based on the open-ended questions and was developed to investigate an ideal teacher education system components as perceived by the preservice science teachers. Descriptive statistics were used to analyse the data. The results of this study shown that the Turkish preservice science teachers defined an ideal teacher education system components in the following: the personality of the teachers, the teacher educators as possessing professional knowledge, teacher education curriculum, and professional development process. These results and implications are discussed in the context of increasing expectations for demanded highly qualified teachers under provisions of the teacher education studies. Keywords: Teacher Education; Primary Science Teachers; Ideal Teacher Education
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KARTAL, Hülya. "Factors Affecting Preservice Primary Teachers’ Attitudes Towards Primary Read and Write Teaching." Kastamonu Eğitim Dergisi 26, no. 2 (March 15, 2018): 509–21. http://dx.doi.org/10.24106/kefdergi.389814.

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McRobbie, Campbell J., Ian S. Ginns, and Sarah J. Stein. "Preservice Primary Teachers' Thinking About Technology and Technology Education." International Journal of Technology and Design Education 10, no. 1 (January 2000): 81–101. http://dx.doi.org/10.1023/a:1008941520152.

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Lummis, Geoffrey, Graeme Lock, Clare Freeman, and Catherine Anne Ferguson. "Transformational Learning in First-Year Australian Preservice Primary Teacher." Journal of Transformative Education 17, no. 4 (May 28, 2019): 299–317. http://dx.doi.org/10.1177/1541344619849043.

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The early experience of commencing university students is an important precursor for retention and student success and involves a transformation in learning. This article reports the experiences of commencing students in an Australian Education (Primary) degree. Data were collected using a mixed methods approach, consisting of an online survey, and semistructured interviews. The data revealed that respondents experienced some phases of Mezirow’s transformational learning theory. Interviewees were enthusiastic about their future career with high scores in the online instrument for academic orientation and student identity, which indicated that they were experiencing the building of confidence and competence in new roles (Phase 7) and provisionally trying out new roles (Phase 8). Nevertheless, all respondents indicated being overwhelmed by the unexpectedly high academic study load, indicating a disorientating dilemma (Phase 1). These results are placed in the context of student retention and degree completion.
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Dissertations / Theses on the topic "Preservice primary"

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Hudson, Peter. "Mentoring for effective primary science teaching." Queensland University of Technology, 2004. http://eprints.qut.edu.au/16002/.

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Primary science education is a key area in the curriculum, yet primary science education is still less than adequate, both in the number of teachers implementing a primary science syllabus and the quality of primary science teaching. Mentoring may support both teachers in their roles as mentors and preservice teachers as mentees to develop their primary science teaching practices. This research investigated mentoring for developing preservice teachers of primary science, which was divided into two stages. Stage 1 was concerned with the development of an instrument aimed at measuring preservice teachers' perceptions of their mentoring in primary science teaching. Stage 2 involved developing a mentoring intervention based on the literature and the instrument developed from Stage 1 of this research, and further investigated the influence of the intervention on mentoring practices. Stage 1 involved a survey instrument developed from the literature and a small qualitative study. This instrument was refined after pilot testing and then administered to 331 final year preservice teachers. Stage 2 involved pilot testing a mentoring intervention, which was then implemented with 12 final year preservice teachers and their mentors over a four-week professional experience (practicum). Using a two-group posttest only design, these 12 final year preservice teachers (intervention group) and 60 final year preservice teachers (control group) from the same university were compared after their four-week professional experience program. The survey instrument developed from Stage 1 was used to measure both the control group's and intervention group's perceptions of their mentoring in primary science teaching. Stage 1 results indicated that five factors characterised effective mentoring practices in primary science teaching and were supported by Confirmatory Factor Analysis (CFA). The final CFA model was theoretically and statistically significant, that is, X2(513) = 1335, p < .001, CMIDF = 2.60, IFI = .922, CFI = .921, RMR = .066, RMSEA = .070. These factors were Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback, and had Cronbach alpha reliability coefficients of .93, .76, .94, .95, and .92, respectively. Stage 2 findings indicated that mentees involved in the intervention received statistically significant more mentoring experiences in primary science teaching on each of the 5 factors and on 31 of the 34 survey items. It was concluded that the mentoring intervention provided mentors and mentees with opportunities for developing their primary science teaching practices. Additionally, this approach simultaneously targets mentors and mentees' teaching practices and was considered economically viable.
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O'dell, Kathleen Alyce O'Dell. "HOW PRESERVICE TEACHERS EXPERIENCEBECOMING INTERNATIONALLY MINDEDTHROUGH PRIMARY YEARS PROGRAMME CERTIFICATION." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1502679007714987.

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Uusimaki, Sirkka-Liisa Marjatta. "Addressing Preservice Student Teachers' Negative Beliefs And Anxieties About Mathematics." Queensland University of Technology, 2004. http://eprints.qut.edu.au/15921/.

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More than half of Australian primary teachers have negative feelings about mathematics (Carroll, 1998). This research study investigates whether it is possible to change negative beliefs and anxieties about mathematics in preservice student teachers so that they can perceive mathematics as a subject that is creative and where discourse is possible (Ernest, 1991). In this study, sixteen maths-anxious preservice primary education student teachers were engaged in computer-mediated collaborative open-ended mathematical activities and discourse. Prior to, and after their mathematical activity, the students participated in a short thirty-second Online Anxiety Survey based on ideas by Ainley and Hidi (2002) and Boekaerts (2002), to ascertain changes to their beliefs about the various mathematical activities. The analysis of this data facilitated the identification of key episodes that led to the changes in beliefs. The findings from this study provide teacher educators with a better understanding of what changes need to occur in pre-service mathematics education programs, so as to improve perceptions about mathematics in maths-anxious pre-service education students and subsequently primary mathematics teachers.
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Archibald, Douglas Elijah. "Validating a Blended Teaching Readiness Instrument for Primary/Secondary Preservice Teachers." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8970.

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Blended learning is the fastest-growing modality in North America and much of the world. However, research and training in blended learning is far outpaced by its usage. To remedy this gap, we developed a competency framework and self-survey instrument to help teachers and researchers evaluate teacher readiness for blended environments. The purpose of this research is to prove that the model and accompanying survey instrument are reliable for use with teacher candidates both before and after going through a blended teaching course. To accomplish this, we sent out a survey instrument to 326 teacher candidates studying in a blended teaching course at a university in the western United States. The teachers took the survey at the beginning of class, and then once again, three months later. Using confirmatory factor analysis, we determined that the pre-class survey results fell within the range of the four fit statistics cutoffs (RMSEA=.056, CFI=.906, TLI=0.900, SRMR=.04). And with slight modification, the post-class survey results did as well (RMSEA=.052, CFI=.914, TLI=.907, and SRMR .058). We also showed that the factor loadings and communalities were statistically significant. By testing the factors in this way, we make a case for the survey to be a valid and reliable instrument in assessing teacher competency, and make a case for thinking of blended teaching competencies in terms of our model. We then tested for measurement invariance, but were unsuccessful in making a case for it. The results of our findings provide teacher educators, teacher candidates, and researchers a new pedagogically-oriented framework and scientifically validated self-survey to use in order to improve and personalize teacher education and professional development for blended settings.
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Mayer, Diane E., and n/a. "Perceptions of a microteaching program by preservice primary teachers and their university tutors." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060907.133436.

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This thesis reports on the perceptions held by second year preservice primary teachers and their tutors/supervisors of a 1990 microteaching program at a regional university in Queensland. Perceptions were ascertained on (a) the skills addressed, (b) peer and tutor feedback, (c) the self evaluation techniques used, (d) the content level taught, (e) the videotaping of the sessions, and (f) the effectiveness of the program in the continuing development of teaching skills for preservice teachers. Perceptions were collected using a questionnaire designed for the purpose. The questionnaire incorporates fixed response options, for which percentages of those agreeing with each response are presented in tabular form. It also invites open ended responses which are coded according to the areas designated of interest for the study. A Likert type rating scale is used to ascertain opinions on the effectiveness of the program for developing particular classroom teaching skills. Results of the study indicate that for the participants, microteaching is appropriate and effective in helping to provide prospective teachers with experiences that complement practice teaching in schools, but that the actual structure and components of any such program requires some discussion. Analysis indicates a need to vary microteaching programs from those of many traditional approaches based on the early Stanford model. The writer suggests the concept of a teaching-learning laboratory based on a macro teaching skill approach with peers as more appropriate for current preservice teacher education.
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Major, Thenjiwe E. "Perceptions of preservice primary student teachers of their preparatory program the case of Botswana /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/762.

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Wardlaw, Carole, and n/a. "An investigation of preservice teachers' relational understanding of mathematics." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050816.145921.

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This study investigates the nature of the mathematical understanding possessed by preservice teachers as they enter Early Childhood and Primary Teacher Education Programmes. The subjects comprised thirty students divided into groups of ten to represent three levels of mathematics competency as measured on a mathematics competency test. Evidence of mathematical understanding was gathered from videotaped interviews in which students were required to provide solutions for a set of six tasks. The analysis of student performance included monitoring students' ability to provide multiple representations for tasks as well as the students' demonstration of connections between mathematical ideas. The results show that preservice teachers entering the Early Childhood and Primary Teacher Education Programmes at the University of Canberra do so with weak understanding of many of the mathematical concepts that are fundamental to primary level mathematics curricula. The type of understanding demonstrated by these students was predominantly instrumental in nature. Differences between groups were found with reference to the amount of confidence and interest displayed during tasks. The implications of these results on mathematics teacher education are discussed. The study identifies the need for alternative assessment protocol for mathematics screening of preservice teachers. Discussion of appropriate techniques for the reconstruction of mathematical understanding is also considered.
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OLIVEIRA, ANA TERESA DE CARVALHO CORREA DE. "KNOWLEDGES AND PRACTICES OF PRESERVICE PRIMARY TEACHERS´EDUCATORS FOR THE MATHEMATICS TEACHING IN THE ELEMENTARY SCHOOL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10516@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
O estudo insere-se no amplo campo de debate a respeito da formação de professores. A pesquisa tem como sujeitos os formadores de professores que vão ensinar matemática nos anos iniciais, bem como os assuntos relacionados a seus saberes e práticas. Buscou-se conhecer quem são os formadores, como se organizam os espaços de formação inicial de professores para o ensino de matemática e como desenvolvem o trabalho formador. Foram realizadas entrevistas semi-estruturadas com dezoito formadores, que ministram aulas de matemática ou metodologia de matemática, em três diferentes níveis: cursos normais em nível médio, cursos normais superiores e cursos de pedagogia. Discutem-se práticas formadoras, identificando conteúdos selecionados, objetivos pretendidos e metodologias desenvolvidas. Como principais resultados, destacam-se a inexistência da formação pedagógica para o ensino de matemática nos anos iniciais, nas escolas normais, e alguns problemas decorrentes. Nas demais modalidades de formação, observam-se a ênfase em conteúdos de números e operações e a abordagem insuficiente de conteúdos geométricos, dos conteúdos relativos ao tratamento da informação e das grandezas e das medidas; a insuficiência da formação pedagógica, entendida freqüentemente, e de forma limitadora, como sendo o conhecimento relativo aos materiais concretos e seu uso. As práticas formadoras parecem ser influenciadas pelo tempo de aulas, pelo (des) conhecimento dos formadores acerca das questões do ensino e aprendizagem de matemática dos anos iniciais, pelo que entendem ser importante abordar no curso e pelas experiências dos formadores como ex-alunos e professores da educação básica. Extraem-se e discutem-se as contribuições de boas práticas formadoras, no âmbito da amostra estudada.
This study is included in the wide field of discussion as far as teachers education is concerned. The research´s subjects under debate are the educators preservice teachers actions, the knowledge these educators are acquainted with and the way they conduce their practices. It was investigated the educators´ main features, how their spaces are organized and how they develop their work. Semi-structured interviews were accomplished with eighteen educators of preservice teachers who instruct mathematics and mathematics methodology in three different levels: medium level normal courses, superior normal courses and pedagogy courses. The study also discusses the practices used by the educators of preservice teachers, identifying the selected contents, the objectives they aim to reach and the methodologies which are developed in their practices. The main results of the research have pointed out some problems, such as the lack of a special pedagogical way of thinking how to teach mathematics in elementary classes in normal courses, considering, also, the respective consequences of this problem. In relation the others preservice teacher education´s modalities, it was possible identify the emphasis on some kind of contents and activities, such as: the priority attributed to the numbers and operations contents; the insufficient approach of geometric contents, statistics contents and greatness and measures contents; the inadequacy of the pedagogic knowledge developed, which is frequently developed in a restricted way, as the knowledge might be related to the concrete materials and their employment. It seems that the educator´s practices are influenced by a series of questions such as the classes durability, the lack of knowledge as far as questions related to teach and learning initial classes concerned, their understanding about the approach since the understand be important to approach contents in their courses as educators, and on the experiences they have had as students and teachers of initial classes and secondary classes. The study also has brought the teachers´ education contributions, in accordance with the sample possible to be organized.
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Sexton, Steven S. "Teacher Coginition: The effects of prior experience on becoming a teacher." University of Sydney, 2007. http://hdl.handle.net/2123/1864.

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Doctor of Philosophy (PhD)
Teachers are unique when compared to most other professionals, as pre-service teachers spend more than a decade observing teachers in practice before entering their own professional training. This study investigated teacher candidates at the earliest point of their teacher training, entry into a teacher certification program, at the University of Sydney and University of Auckland in 2005. Specifically, this study sought to address how prior experiences informed the teacher role identity of male primary, female secondary and non-traditional student teachers. These three teacher candidate groups emerged from a previous study (Sexton, 2002) which explored post-graduate teacher candidates’ beliefs with the most vivid and articulate prior experiences. The study used a mixed-model research design to explore the research question, How do pre-service teacher candidates interpret prior teacher experiences as to the type of teacher they do and do not want to become? 354 entry-level teacher candidates were surveyed using both closed item and open-ended responses. From these participants, 35 were then interviewed before their course commencement and then again after their first teaching practicum. The study showed that there were differences as to how prior teachers informed the teacher role identity of entry-level student teachers. Male primary candidates were more influenced by their positive primary experiences of role model teachers. Female secondary participants remembered those secondary teachers who encouraged the development of critical thinking and they now wish to emulate this in their practice. Non-traditional student teachers remembered a wider range of educational experiences and entered into their teaching program to make a difference in both their and their students’ lives. The study highlights how in-service teachers play an important role in not only who will become teachers but also what subjects and school level future teachers will teach.
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McDonald, Christine. "Exploring the influence of a science content course incorporating explicit nature of science and argumentation instruction on preservice primary teachers' views of nature of science." Queensland University of Technology, 2008. http://eprints.qut.edu.au/26330/.

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There exists a general consensus in the science education literature around the goal of enhancing students. and teachers. views of nature of science (NOS). An emerging area of research in science education explores NOS and argumentation, and the aim of this study was to explore the effectiveness of a science content course incorporating explicit NOS and argumentation instruction on preservice primary teachers. views of NOS. A constructivist perspective guided the study, and the research strategy employed was case study research. Five preservice primary teachers were selected for intensive investigation in the study, which incorporated explicit NOS and argumentation instruction, and utilised scientific and socioscientific contexts for argumentation to provide opportunities for participants to apply their NOS understandings to their arguments. Four primary sources of data were used to provide evidence for the interpretations, recommendations, and implications that emerged from the study. These data sources included questionnaires and surveys, interviews, audio- and video-taped class sessions, and written artefacts. Data analysis involved the formation of various assertions that informed the major findings of the study, and a variety of validity and ethical protocols were considered during the analysis to ensure the findings and interpretations emerging from the data were valid. Results indicated that the science content course was effective in enabling four of the five participants. views of NOS to be changed. All of the participants expressed predominantly limited views of the majority of the examined NOS aspects at the commencement of the study. Many positive changes were evident at the end of the study with four of the five participants expressing partially informed and/or informed views of the majority of the examined NOS aspects. A critical analysis of the effectiveness of the various course components designed to facilitate the development of participants‟ views of NOS in the study, led to the identification of three factors that mediated the development of participants‟ NOS views: (a) contextual factors (including context of argumentation, and mode of argumentation), (b) task-specific factors (including argumentation scaffolds, epistemological probes, and consideration of alternative data and explanations), and (c) personal factors (including perceived previous knowledge about NOS, appreciation of the importance and utility value of NOS, and durability and persistence of pre-existing beliefs). A consideration of the above factors informs recommendations for future studies that seek to incorporate explicit NOS and argumentation instruction as a context for learning about NOS.
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Books on the topic "Preservice primary"

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Thomas, Kellaghan, ed. Preparing teachers for the 21st century: Report of the Working Group on Primary Preservice Teacher Education. Dublin: Stationery Office, 2002.

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Roger, Verhey, ed. What expert teachers say about teaching mathematics, grades K-8: A resource and discussion book for preservice and inservice teachers. Palo Alto, CA: Dale Seymour Publications, 1986.

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P, Hawk Parmalee, ed. Developing a teaching portfolio: A guide for preservice and practicing teachers. 2nd ed. Upper Saddle River, N.J: Merrill Prentice Hall, 2005.

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P, Hawk Parmalee, ed. Developing a teaching portfolio: A guide for preservice and practicing teachers. Upper Saddle River, N.J: Merrill Prentice Hall, 2001.

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P, Hawk Parmalee, ed. Developing a teaching portfolio: A guide for preservice and practicing teachers. 3rd ed. Upper Saddle River, N.J: Prentice Hall, 2010.

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L, Zimpher Nancy, ed. Profiles of preservice teacher education: Inquiry into the nature of programs. Albany: State University of New York Press, 1989.

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Waring, Scott Monroe. Preserving history: The construction of history in the K-16 classroom. Charlotte, N.C: Information Age Pub., 2011.

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Dessì, Giuseppe. Per le riviste di Vecchietti negli anni ’30-’40. Edited by Francesca Bartolini. Florence: Firenze University Press, 2017. http://dx.doi.org/10.36253/978-88-6453-398-8.

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Ripercorrere la collaborazione di Dessí alle riviste «L’Orto», «Primato» e «Cronache» dirette da Giorgio Vecchietti, tra racconti, saggi e recensioni in gran parte inediti, significa approfondire il percorso di formazione dello scrittore scavando nella laboratorio creativo dei suoi esordi. I 36 testi raccolti e commentati da Francesca Bartolini permettono di analizzare predilezioni tematiche e stilistiche poi sviluppate e approfondite nella produzione successiva. Al tempo stesso consentono di indagare il costituirsi, durante gli anni della dittatura fascista, di una coscienza intellettuale impegnata in un antifascismo di fronda tipico di molti scrittori di quella generazione. Intessendo il discorso critico con la lettura dell’epistolario si dà nota dei complessi rapporti che legarono Dessí alle tre redazioni, a testimonianza della passione di un giovane artista desideroso di seguire la propria inclinazione, ma anche cosciente della difficoltà di preservare la propria libertà e identità nelle limitazioni del regime.
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Harlen, Wynne. Making Progress in Primary Science: A Handbook for Inservice and Preservice Course Leaders. RoutledgeFalmer, 2003.

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Wynne, Harlen, ed. Making progress in primary science: A handbook for inservice and preservice course leaders. 2nd ed. London: RoutledgeFalmer, 2003.

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Book chapters on the topic "Preservice primary"

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Wilde, Johan P. de, Ellen Sjoer, and Marc J. de Vries. "Preservice Primary Teachers’ Image of and Attitude Towards Science and Technology." In Professional Development for Primary Teachers in Science and Technology, 145–55. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-713-4_11.

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Bąk-Średnicka, Anna. "A Literature Review on Preparing Preservice Primary Foreign Language Teachers for Diversity via the Practicum." In Second Language Learning and Teaching, 237–52. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66022-2_13.

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Toledo, Yeraldine, and Alan W. Heldman. "Therapies Targeted at Preserving Microvascular Integrity and Preventing Reperfusion Injury." In Primary Angioplasty in Acute Myocardial Infarction, 135–67. Totowa, NJ: Humana Press, 2008. http://dx.doi.org/10.1007/978-1-60327-497-5_9.

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Saigal, Saurabh, and Manal M. Khan. "Primary Assessment and Care in Maxillofacial Trauma." In Oral and Maxillofacial Surgery for the Clinician, 983–95. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-1346-6_48.

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AbstractThe patient with maxillofacial trauma presents with serious challenges and requires the rapid assessment of injuries and institution of life-preserving therapy. It is essential to apply rapid and accurate systematic approach because the timing is crucial. This chapter highlights the correct sequence of priorities for assessment (primary and secondary surveys) and management of severely injured patients and also recognizes patients who will require transfer for definitive management.
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Sun, Hao, Jinshu Su, Xiaofeng Wang, Rongmao Chen, Yujing Liu, and Qiaolin Hu. "PriMal: Cloud-Based Privacy-Preserving Malware Detection." In Information Security and Privacy, 153–72. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59870-3_9.

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Baron, Joshua. "Preserving Peace in the 21st Century: Thought and Action in a Newly Ordered World." In Great Power Peace and American Primacy, 188–206. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137299482_9.

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Parnham, Arie Stewart, Gideon Adam Blecher, and Suks Minhas. "Treatment of the Primary Tumor: Role of Organ-Preserving Surgery in Penile Cancer." In Urologic Oncology, 1–13. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-42603-7_35-1.

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Parnham, Arie Stewart, Gideon Adam Blecher, and Suks Minhas. "Treatment of the Primary Tumor: Role of Organ-Preserving Surgery in Penile Cancer." In Urologic Oncology, 817–31. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-42623-5_35.

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Aydoğan, Reyhan, Pinar Øzturk, and Yousef Razeghi. "Negotiation for Incentive Driven Privacy-Preserving Information Sharing." In PRIMA 2017: Principles and Practice of Multi-Agent Systems, 486–94. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69131-2_31.

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Kiriyanthan, Silja, Ketut Fundana, Tahir Majeed, and Philippe C. Cattin. "A Landmark-Based Primal-Dual Approach for Discontinuity Preserving Registration." In Lecture Notes in Computer Science, 137–46. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33612-6_15.

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Conference papers on the topic "Preservice primary"

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Siliņa-Jasjukeviča, Gunta, and Ilze Briška. "Reflection of Preservice Teacher Professional Performance for Promoting Transdisciplinary Learning in Primary School Education." In ATEE Spring Conference in Riga. LU Akadēmiskais apgāds, 2019. http://dx.doi.org/10.22364/atee.2019.itre.20.

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Suryandari, Kartika, Prof Sajidan, Sentot Budi, and Zuhdan Kun. "Effectiveness of Project Based Learning on Empowerment Critical Thinking Skill toward Preservice Teacher on Primary Teacher Education Program." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.58.

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Sun, Yimin, and Tong W. Fei. "Flank-preserving de-primary reverse time migration." In SEG Technical Program Expanded Abstracts 2019. Society of Exploration Geophysicists, 2019. http://dx.doi.org/10.1190/segam2019-3215575.1.

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Sablon, Ronan, Celine Lacombe, and Jean-Michel Deprey. "Primary-preserving multiple attenuation for broadband data." In SEG Technical Program Expanded Abstracts 2016. Society of Exploration Geophysicists, 2016. http://dx.doi.org/10.1190/segam2016-13951360.1.

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Zhu, Dan, Hui Zhu, Ximeng Liu, Hui Li, Fengwei Wang, and Hao Li. "Achieve Efficient and Privacy-Preserving Medical Primary Diagnosis Based on kNN." In 2018 27th International Conference on Computer Communication and Networks (ICCCN). IEEE, 2018. http://dx.doi.org/10.1109/icccn.2018.8487422.

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Balukh, Mykola. "FORMATION OF HEALTH PRESERVING COMPETENCES OF THE FUTURE PRIMARY SCHOOL TEACHER: EUROPEAN EXPERIENCE." In PARADIGMATIC VIEW ON THE CONCEPT OF WORLD SCIENCE. European Scientific Platform, 2020. http://dx.doi.org/10.36074/21.08.2020.v2.03.

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Kiriyanthan, Silja, Ketut Fundana, Tahir Majeed, and Philippe C. Cattin. "A primal-dual approach for discontinuity preserving registration." In 2012 IEEE 9th International Symposium on Biomedical Imaging (ISBI 2012). IEEE, 2012. http://dx.doi.org/10.1109/isbi.2012.6235556.

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Adobes, Andre´, Joe¨l Pillet, Franck David, and Michae¨l Gaudin. "Influence of Steam Generator Tube Bundle Vibrations on the Operating Diagram of a Nuclear Plant During Stretch Out." In ASME 2006 Pressure Vessels and Piping/ICPVT-11 Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/pvp2006-icpvt-11-93239.

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During the normal cycle of a pressurized water reactor, boron concentration is reduced in the core until fuel burns up. A stretch out of the normal cycle is however possible afterwards, provided primary coolant temperature is reduced. In those stretch out periods, nuclear operators want to keep constant thermal power exchanged in the steam generator, in order to preserve its performances. Under that constraint, the required reduction in primary coolant temperature involves both a decrease of secondary cooling system pressure and an increase of tube bundle vibrations. Since neither pressure nor vibrations should exceed some given thresholds in order to preserve component integrity, the reduction of primary coolant temperature has to be limited. Nuclear plant operators thereafter need an operating diagram, i.e. a diagram that provides minimum allowed primary coolant temperature versus power rate. In that context, we propose a method to derive such a diagram, by combining, on the one hand a code for simulating primary and secondary fluid flows in steam generators and, on the other hand, a software that allows one to predict fluid elastic tube bundle instabilities. That method allows one to take into account both tube fouling and plugging. It is now used by French utility “Electricite´ De France”, in order to check or supplement the analysis that are provided by steam generator manufacturers.
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Wang, Zhenchen, Puja Myles, and Allan Tucker. "Generating and Evaluating Synthetic UK Primary Care Data: Preserving Data Utility & Patient Privacy." In 2019 IEEE 32nd International Symposium on Computer-Based Medical Systems (CBMS). IEEE, 2019. http://dx.doi.org/10.1109/cbms.2019.00036.

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Liu, Jianqing, Chi Zhang, Haichuan Ding, Hao Yue, and Yuguang Fang. "Policy-Based Privacy-Preserving Scheme for Primary Users in Database-Driven Cognitive Radio Networks." In GLOBECOM 2016 - 2016 IEEE Global Communications Conference. IEEE, 2016. http://dx.doi.org/10.1109/glocom.2016.7842151.

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Reports on the topic "Preservice primary"

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Tooker, Megan, and Adam Smith. Historic landscape management plan for the Fort Huachuca Historic District National Historic Landmark and supplemental areas. Engineer Research and Development Center (U.S.), June 2021. http://dx.doi.org/10.21079/11681/41025.

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The U.S. Congress codified the National Historic Preservation Act of 1966 (NHPA) to provide guidelines and requirements for preserving tangible elements of our nation’s past. This preservation was done primarily through creation of the National Register of Historic Places (NRHP), which contains requirements for federal agencies to address, inventory, and evaluate their cultural resources, and to determine the effect of federal undertakings on properties deemed eligible or potentially eligible for the NRHP. This work inventoried and evaluated the historic landscapes within the National Landmark District at Fort Huachuca, Arizona. A historic landscape context was developed; an inventory of all landscapes and landscape features within the historic district was completed; and these landscapes and features were evaluated using methods established in the Guidelines for Identifying and Evaluating Historic Military Landscapes (ERDC-CERL 2008) and their significance and integrity were determined. Photographic and historic documentation was completed for significant landscapes. Lastly, general management recommendations were provided to help preserve and/or protect these resources in the future.
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Pavlyuk, Ihor. MEDIACULTURE AS A NECESSARY FACTOR OF THE CONSERVATION, DEVELOPMENT AND TRANSFORMATION OF ETHNIC AND NATIONAL IDENTITY. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11071.

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The article deals with the mental-existential relationship between ethnoculture, national identity and media culture as a necessary factor for their preservation, transformation, on the example of national original algorithms, matrix models, taking into account global tendencies and Ukrainian archetypal-specific features in Ukraine. the media actively serve the domestic oligarchs in their information-virtual and real wars among themselves and the same expansive alien humanitarian acts by curtailing ethno-cultural programs-projects on national radio, on television, in the press, or offering the recipient instead of a pop pointer, without even communicating to the audience the information stipulated in the media laws − information support-protection-development of ethno-culture national product in the domestic and foreign/diaspora mass media, the support of ethnoculture by NGOs and the state institutions themselves. In the context of the study of the cultural national socio-humanitarian space, the article diagnoses and predicts the model of creating and preserving in it the dynamic equilibrium of the ethno-cultural space, in which the nation must remember the struggle for access to information and its primary sources both as an individual and the state as a whole, culture the transfer of information, which in the process of globalization is becoming a paramount commodity, an egregore, and in the post-traumatic, interrupted-compensatory cultural-information space close rehabilitation mechanisms for national identity to become a real factor in strengthening the state − and vice versa in the context of adequate laws («Law about press and other mass media», Law «About printed media (press) in Ukraine», Law «About Information», «Law about Languages», etc.) and their actual effect in creating motivational mechanisms for preserving/protecting the Ukrainian language, as one of the main identifiers of national identity, information support for its expansion as labels cultural and geostrategic areas.
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