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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
81

The development of pre-service teachers' Technology Specific Pedagogy /

Harrington, Rachel A. January 1900 (has links)
Thesis (Ph. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 146-152). Also available on the World Wide Web.
82

Technology in the classroom: the interactive whiteboard

Schenk, Brittany L. January 2007 (has links)
Master's thesis - - State University of New York College at Cortland, 2007 - - Department of Mathematics. / Includes bibliographical references (p. 27-8).
83

An examination of teacher qualifications and student achievement in mathematics

Richardson, Antoine Rafael, Reed, Cynthia J., January 2008 (has links) (PDF)
Thesis (Ph. D.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 108-125).
84

Job satisfaction among graduate teachers of Chinese Language, English Language and mathematics in aided secondary schools /

Poon, Wing-pong. January 1996 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 97-100).
85

Job satisfaction among graduate teachers of Chinese Language, English Language and mathematics in aided secondary schools

Poon, Wing-pong. January 1996 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 97-100). Also available in print.
86

The transition from preservice to experienced mathematics teacher the development of practices, cognitively guided beliefs, and pedagogical content knowledge /

Cady, Jo Ann. Meier, Sherry Lynn Blosch. Lubinski, Cheryl Ann. January 2002 (has links)
Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed January 10, 2006. Dissertation Committee: Sherry L. Meier, Cheryl A. Lubinski (co-chairs), Darryl A. Pifer, Janet E. Warfield. Includes bibliographical references (leaves 258-265) and abstract. Also available in print.
87

Resources in Europe of interest to mathematics teachers,

Pierce, Robert F., McLaughlin, Mary Lee, Roberts, Dennis J. January 1952 (has links)
Thesis (M.A.)--Boston University. This thesis was written in conjunction with Dennis J. Roberts, Mary Lee McLaughlin and Robert F. Pierce. / Statement of the problem: It is the purpose of this thesis to formulate plans for a guided tour throughout Western Europe for secondary-school teachers with emphasis on present and past mathematical and allied science contributions. This study will serve as an answer to four fundamental questions: 1. What are the resources available in Europe of value to mathematics teachers? 2. From the standpoint of marginal utility, which of these would be the most important? 3. where are they to be found? 4. How long would it take to see each of them profitably in a limited amount of time? [TRUNCATED]
88

Teachers, math, and reform : an investigation of learning in practice /

Castro-Filho, José Aires, January 2000 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 324-334). Available also in a digital version from Dissertation Abstracts.
89

Levels of use of World Wide Web-related technologies, concepts, and instructional strategies in mathematics courses for teacher preparation programs in the Commonwealth of Pennsylvania /

Samson, M. Susanne. January 2001 (has links)
Thesis (Ed. D.)--Lehigh University, 2001. / Includes vita. Includes bibliographical references (leaves 180-198).
90

Changes in pedagogical content knowledge of secondary mathematics student teachers in Hangzhou during their pre-service teacher education

Ding, Lin, 丁琳 January 2014 (has links)
The competence of mathematics teachers and how to prepare competent future mathematics teachers have been hotly debated in recent years; pedagogical content knowledge (PCK) is a critical indictor of that competency (e.g., Ball & Bass, 2000; Ferrini-Mundy & Findell, 2010). This explorative study examines PCK and PCK change and the factors contributing to both among a group of secondary school mathematics student teachers in Hangzhou (the capital of and largest city in Zhejiang Province, China). Changes in PCK are investigated across the final two years of a pre-service secondary mathematics teacher education program. This program is traditional in nature, mainly consisting of mathematics teaching methods courses, teaching practica and advanced mathematics courses. Student teachers’ performance in three aspects of PCK — the substance of PCK, approaches to PCK and the structure of PCK — were assessed using a combination of quantitative and qualitative measures employed at two distinct stages of the program. At each stage, student teachers’ PCK was examined by a PCK questionnaire, a follow-up interview and three video-based interviews. The factors influencing PCK change were investigated using multiple phases and approaches of data collections. Specifically, rating schemes for each aspect of PCK were developed to evaluate student teachers’ responses and track the changes in their PCK. Interviews were conducted with student teachers at various stages of their professional growth to determine what they considered to be important factors affecting their PCK and changes to their PCK. In addition, observations of student teachers’ teaching practice during their teaching practica, together with interviews involving course instructors, mentor teachers and university teachers were employed to collect supplementary evidence on the impact of those factors. A quantitative analysis of the PCK questionnaire indicated that the participating student teachers generally did not perform well in PCK items in either stage. The follow-up interviews suggest that the different logic applied by the student teachers when responding to those items, their lack of sensitivity to contextual information, and their misunderstanding of terminology and incorrect assumptions all affected their performance. An additional qualitative analysis, based on three video-based interviews, indicated that student teachers’ overall performances in the three aspects of PCK improved in the second stage. Insights were gained into the major types of changes in PCK through paired responses. These changes were found to be influenced by changes in the student teachers’ knowledge of curriculum, of good examples/tasks/exercises, of clear lesson and teaching goals and of some affiliated affective factors. Other factors, including individual and social contextual factors, prior learning and tutoring experience, practicum experience and preparations for examinations and teaching competitions, are also examined for their direct or indirect impact on PCK. This study may contribute to current literature on the characteristics of Chinese student teachers’ PCK and PCK changes during the final two years of their pre-service teacher education. It provides a tentative explanation of how institutional and social contextual factors affect PCK and PCK change in different ways. Methodological and practical implications are also discussed. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

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