Rozprawy doktorskie na temat „Classroom practice”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych rozpraw doktorskich naukowych na temat „Classroom practice”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
Chumun, Seeookumar. "Classroom assessment in Mauritian primary schools". Thesis, Brunel University, 2002. http://bura.brunel.ac.uk/handle/2438/5154.
Pełny tekst źródłaRobbins, Sheri, i Sheri Robbins. "Translating Theoretical Principles to Classroom Practice". Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625843.
Pełny tekst źródłaCarneson, John. "Investigating the evolution of classroom practice". Thesis, University of Sunderland, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307963.
Pełny tekst źródłaSwann, J. "How can classroom practice be improved? : An investigation of the logic of learning in the classroom practice". Thesis, London South Bank University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383758.
Pełny tekst źródłaJakobsson-Åhl, Teresia. "Empowering Mathematics Students in Inclusive Classroom Practice : Ideas in policymaking practice". Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-68869.
Pełny tekst źródłaJensen, Marilyn Duckworth. "Courting Serendipity: Constructivist Theory and Classroom Practice". UNF Digital Commons, 1998. http://digitalcommons.unf.edu/etd/136.
Pełny tekst źródłaRogers, Stephen G. "Value added : from policy to classroom practice". Thesis, University of Sheffield, 2002. http://etheses.whiterose.ac.uk/14435/.
Pełny tekst źródłaEvanshen, Pamela, Mary Myron i Dilawar Grewal. "2 The Virtual Classroom: Theory to Practice". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4463.
Pełny tekst źródłaHardman, Mark. "Complexity and classroom learning". Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/14466/.
Pełny tekst źródłaRichmond, Pam, i n/a. "The more things change : enhancing the capacity of teachers to change their classroom practice". University of Canberra. Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20061107.130304.
Pełny tekst źródłaGayner, Michael. "The interpenetration of Buddhist practice and classroom teaching". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0018/NQ45672.pdf.
Pełny tekst źródłaSchneider, Molly B. "Naming the Author: Incorporating Theory into Classroom Practice". Miami University Honors Theses / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1177680826.
Pełny tekst źródłaAndersson, Catarina. "Professional development in formative assessment: Effects on teacher classroom practice and student achievement : Effects on teacher classroom practice and student achievement". Doctoral thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-102394.
Pełny tekst źródłaSolomons, Tasneem. "From monolingual to translanguaging classroom practice at two Delft primary schools". University of the Western Cape, 2018. http://hdl.handle.net/11394/6947.
Pełny tekst źródłaTerminology such as mother tongue, first language and second language remain prevalent in South African schools’ language policies. These monolingual terms seem out of place within our multilingual landscape (Banda, 2018). With the emergence of the concept of translanguaging (Garcia, 2009, 2014; Banda, 2018), the linguistic practices that people of the Western Cape (and elsewhere in South Africa) have now been legitimised as a useful communicative tool within multilingual spaces. Despite research showing the advantages of using translanguaging in classrooms to enhance comprehension (Banda, 2018), language policies remain monolingual in nature. By conducting research at two schools in Delft, Western Cape, I am able to show how learners and teachers defy the monolingual structure of the language policy, by translanguaging, to make learning and teaching more comprehensible. Using Heller’s (2007) concept of language as social practice, it becomes apparent how learners become social actors within the classroom, by languaging to make meaning. In addition to looking at classroom practices, I use supplementary data, an analysis of the school’s language policy, observations of and commentary on linguistic practices outside of the classroom, to further support the idea that school’s confinement of language is incongruous with the language practices in the area. Finally, I propose that translanguaging be legitimised as classroom practice and teaching materials also be adapted likewise, by producing trilingual posters, showing Afrikaans, English and isiXhosa terms, for the Western Cape.
Vernay, Rüdiger. "Good classroom practice – how a new journal supports this". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-88187.
Pełny tekst źródłaDavids, Nawaal. "Understanding facilitator practice in the problem-based learning classroom". Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/6871.
Pełny tekst źródłaNkuna, Victor Rhulani. "The role of classroom formative assessment practice in Geography". Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80496.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted
Carbone, Paula M. "Investigating a critical writing pedagogy implications for classroom practice /". Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1925780911&sid=4&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Pełny tekst źródłaTurner, Mark. "Teachers' Practice of Mathematical Reform Techniques in the Classroom". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1984.
Pełny tekst źródłaAlmusallam, Basma. "From Gyms to Classrooms: Enhancing the learning experience inside the design classroom through communities of practice". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555503829131717.
Pełny tekst źródłaHamilton, Mary Lynn E. "The practical argument staff development process, school culture and their effects on teachers' beliefs and classroom practice". Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184857.
Pełny tekst źródłaStevick, E. Doyle. "Civic education policy and practice in post-Soviet Estonia, from global influences to classroom practice". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3229584.
Pełny tekst źródła"Title from dissertation home page (viewed July 5, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2935. Adviser: Bradley Levinson.
Corrie, Loraine Frances. "Pedagogical knowledge and classroom practice : teachers' management of a disruptive classroom behaviour, talking out of turn". Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10020201/.
Pełny tekst źródłaLogie, Carol A. "Early childhood care and education in Trinidad & Tobago : an anlysis of centre-based provision for children under five". Thesis, University of Sheffield, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387742.
Pełny tekst źródłaBeresford, John. "Classroom conditions for school improvement : students' views". Thesis, University of Nottingham, 2002. http://eprints.nottingham.ac.uk/12025/.
Pełny tekst źródłaHone, Camille. "Including the Arts in the Generalist Classroom". BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5714.
Pełny tekst źródłaChaney, Jennifer L. "Autism in the inclusive classroom implications for public school practice /". Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Chaney_JMIT2010.pdf.
Pełny tekst źródłaClifton, Karen S. "The testing effect using retrival [sic] practice in the classroom /". Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=561.
Pełny tekst źródłaBeaudin, Lorraine Catherine. "Computer self-efficacy and classroom practice, what is the correlation?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38442.pdf.
Pełny tekst źródłaBeaudin, Lorraine Catherine, i University of Lethbridge Faculty of Education. "Computer self-efficacy and classroom practice : what is the correlation?" Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1998, 1998. http://hdl.handle.net/10133/78.
Pełny tekst źródłavii, 68 leaves : ill. ; 28 cm.
SETTE, MARIA DE LOURDES DUARTE. "LIFE IN THE CLASSROOM: WHERE EXPLORATORY PRACTICE AND PSYCHOANALYSIS MEET". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=8223@1.
Pełny tekst źródłaO objetivo desta tese foi aprofundar meus entendimentos acerca da relação pedagógica construída por mim, a professora, e um grupo de alunos durante um curso de inglês como língua estrangeira (ILE), na empresa em que eles trabalhavam. Para atender a esse propósito, registrei esta vivência em forma de diário durante os oito meses em que durou o curso que ministrei. Além desse diário, analisei também o potencial exploratório gerado por atividades pedagógicas realizadas pelos alunos em sala de aula e correspondências enviadas por eles a mim. A percepção do entrelaçamento de aspectos sócio-históricoindividuais, conscientes e inconscientes, presentes nos enunciados dos participantes do evento pedagógico e registrados nos documentos referidos acima, levou-me a aproximar três discursos - a Prática Exploratória, a Psicanálise e a Filosofia da Linguagem de Mikhail Bakhtin - para buscar entender com mais profundidade a natureza da relação pedagógica e a qualidade da vida em sala de aula. A partir da análise das formas de relação percebidas por mim e por meus alunos em nosso convívio pedagógico, pude perceber também a importância de estarmos atentos aos aspectos individuais-afetivos presentes no ambiente pedagógico. Discuto a centralidade desses aspectos na construção da natureza amorosa da relação pedagógica, que identifico como monológica e/ou dialógica, com base nas formas de relação percebidas por mim em minha prática pedagógica. Minha tese pretende aproximar os conhecimentos e a postura reflexiva dos professores que se orientam pela Prática Exploratória do saber da Psicanálise freudilacaniana sobre o sujeito humano e alguns conceitos-chave da Filosofia da Linguagem. Com essa pretensão, esta tese busca preencher uma lacuna no campo do ensino de inglês como língua estrangeira dada a escassez de teorias que partam da prática profissional do professor- investigador nessa área.
The objective of this thesis was to enhance my understanding about the pedagogical relationship constructed between myself, as teacher, and a group of students taking a course in English as a foreign language (EFL) in the corporation where they work. In order to achieve this aim, I kept a diary during the eight months of the course. In addition to this diary, I also analyzed the exploratory potential generated by the pedagogical activities of the students in the classroom and the written messages sent by them to me. The perceived interweaving of the socio-historical and individual aspects, at a conscious and unconscious level, which are present in the utterances of the course participants and registered in the above-mentioned documents, led me to bring together three discourses - Exploratory Practice, Psychoanalysis and the Philosophy of Language of Mikhail Bakhtin - in order to understand more deeply the nature of the pedagogical relationship and of the quality of life in the classroom. The data analysis also enabled me to perceive the importance of paying attention to the individualaffective aspects present in the pedagogical environment. I address the central contribution of these aspects to the construction of the loving nature of the pedagogical relationship, which I identify as monological and/or dialogical, based on the relationships perceived by me in my pedagogic practice. The intended contribution of my thesis lies in approximating the knowledge and reflective posture of teachers oriented by Exploratory Practice to the knowledge of Freud- Lacan´s psychoanalysis about the human subject and to some key concepts of the Philosophy of Language. Thus, this thesis seeks to fill a gap perceived in the field of teaching English as a foreign language, on account of the scarcity of theories that derive from teacher-researchers´ professional practice.
Rodríguez, Haydeé Marie. "Multicultural literature : teachers' beliefs shape teachers' goals and classroom practice /". Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
Pełny tekst źródłaGong, Susan Peterson. "The Moral Realism of Student Question-Asking in Classroom Practice". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6888.
Pełny tekst źródłaBogart, Christopher D. "Teacher Evaluation and Classroom Practice: Teacher Perceptions in Northeast Tennessee". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1177.
Pełny tekst źródłaBatchelder, Ann Gardner. "The classroom as text: Collaborative construction of subject matter content". Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185503.
Pełny tekst źródłaReynolds, Ruth, i Monika Vinterek. "Globalization and classroom practice: insights on learning about the world in Swedish and Australian schools". University of Newcastle, Australia, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27728.
Pełny tekst źródłaEvanshen, Pamela, Mary Myron i D. Grewal. "Integrating Theory and Practice in Virtual Classrooms". Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4366.
Pełny tekst źródłaBinjaweer, Maitha Abdullah. "TEACHERS’ KNOWLEDGE, PERCEPTIONS, AND PRACTICE OF INQUIRY WITHIN AN INCLUSIVE CLASSROOM". OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1407.
Pełny tekst źródłaCarr-White, Nicola. "Towards an evidence-informed differentiated learning consolidation process to support classroom instruction". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2421.
Pełny tekst źródłaOlson, Jo Clay Langrall Cynthia Willey. "Teachers' acceptance of new leadership roles and changes in classroom practice". Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3106762.
Pełny tekst źródłaTitle from title page screen, viewed October 12, 2005. Dissertation Committee: Cynthia W. Langrall (chair), Norma Presmeg, Jeffrey Barrett, Darryl Pifer. Includes bibliographical references (leaves 193-207) and abstract. Also available in print.
Bentley-Memon, Millicent Lynn. "State policies and classroom practice adapting instruction for English language learners /". College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/2073.
Pełny tekst źródłaThesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Josefsson, Rebecka. "Code-switching in the English Classroom : Six teachers' theory and practice". Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7322.
Pełny tekst źródłaHorne, Sandra Christine. "The classroom environment and its effects on the practice of teachers". Thesis, Goldsmiths College (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322885.
Pełny tekst źródłaMullins, Christine M., i N. Eichorn. "Tennessee Interprofessional Practice and Education Consortium Classroom-based Working Group Update". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7352.
Pełny tekst źródłaPapanikitas, Andrew. "From the classroom to the clinic : ethics education and general practice". Thesis, King's College London (University of London), 2014. https://kclpure.kcl.ac.uk/portal/en/theses/from-the-classroom-to-the-clinic(3c03ba00-98b9-4e51-9b58-adcb134c24e4).html.
Pełny tekst źródłaParvaresh, Parvaneh. "Teacher cognition and classroom practice in the context of curricular reform". Thesis, Birkbeck (University of London), 2017. http://bbktheses.da.ulcc.ac.uk/314/.
Pełny tekst źródłaMason, Stacie Lee. "Perceived Effects of Open Textbook Usage on Secondary Science Classroom Practice". BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6914.
Pełny tekst źródłaBrown, Tori. "Challenges of a Novice Nurse Educator's Transition From Practice to Classroom". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/570.
Pełny tekst źródłaBature, Iliya Joseph. "Productive pedagogies for reforming secondary school mathematics classroom practice in Nigeria". Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/346.
Pełny tekst źródłaFittell, David. "Inquiry-based science in a primary classroom : professional development impacting practice". Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/37633/1/David_Fittell_Thesis.pdf.
Pełny tekst źródła