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Relevant bibliographies by topics / Science teacher candidates / Dissertations / Theses

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Dissertations / Theses on the topic 'Science teacher candidates'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Pope, Elisabeth. "What do They Know about Science? Initial Certification Testing of Elementary Preservice Teacher Candidates." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703301/.

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Literature indicates that science content knowledge has long presented difficulties for preservice elementary teachers. Analyses of 473 scores from participants' attempts on an elementary certification exam, the TExES EC-6 Core Subjects, Science (804), were analyzed for this study to determine the impact of a physical science intervention that included demonstration lessons, microteaching, and reflection as part of a science methods course on science content knowledge. Analyses of scores for participants making repeat attempts to pass indicated that scores were higher for attempts made after

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2

Myhre, Oddmund Reidar. "Technology pedagogy : six teacher candidates' developing pedagogical models for the use of computers in science instruction /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7716.

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3

Sarour, Enas O. "The moral agency of family and consumer sciences teacher candidates a grounded theory /." [Ames, Iowa : Iowa State University], 2007.

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4

Markey, Camille Fitzpatrick. "Content Mentoring in Teacher Education: Its Value for Teacher Candidates and Their Arts and Sciences Faculty Mentors." Thesis, Boston College, 2009. http://hdl.handle.net/2345/737.

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Thesis advisor: Audrey A. Friedman<br>This qualitative study examines the value of content mentoring for pairs of arts and sciences faculty members and teacher candidates in the same discipline. The researcher utilized participant interviews, demographic surveys, and student teacher performance assessments of four pairs of arts and sciences faculty members and student teachers (eight total participants) who participated in Boston College's semester-long One-on-One Content Mentoring program during the Fall 2008 semester. The researcher used a sociocultural theoretical perspective and interpreti

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5

Lebec, Michael T. "An analysis of learning in an online biology course for teachers and teacher candidates: A mixed methods approach." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/298792.

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Due to discipline specific shortages, web-based learning has been proposed as a convenient way to upgrade the content knowledge of instructors interested in learning to teach science. Despite quantitative evidence that web-based instruction is equivalent to traditional methods, questions remain regarding its use. The efficiency and practicality of this approach with teachers in particular has not been extensively studied. This investigation examines learning in an online biology course designed to help teachers prepare for science certification exams. Research questions concern flow teachers l

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6

Ng, Kevin (Kevin Y. ). "Design of a teacher education model that improves teacher educator efficiency in processing teacher candidate data." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119729.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages 49-50).<br>Existing state of the art practice-based teacher education models either rely on heavy teacher educator time commitment to process teacher candidate performance stored in rich media like audio or video, or rely on

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7

Badders, Sarah Lynn. "The effect of internship experience on perceptions of classroom management of undergraduate teacher candidates." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1352.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Political Science

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8

Neel, Michael A. "Learning to elicit, interpret, and respond to students' historical thinking| A case study of four teacher candidates." Thesis, University of Maryland, College Park, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3725530.

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<p> Teacher education researchers have argued that teacher candidates must learn to attend to students’ disciplinary thinking if they are to improve student learning. In history education, such attention must focus on student thinking about evidence because interpretation of evidence is at the heart of historical discourse. This study explores how four teacher candidates who had learned to attend to students’ historical thinking in a social studies methods course engaged in the practice of eliciting, interpreting, and responding to that thinking during their internships.</p><p> D

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9

Baba, Habibe Burcu. "Teacher Candidates As The Agents Of Change For A More Gender Equal Society." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608851/index.pdf.

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For the purpose of achieving gender equality in education, this study analyses the transformative power of the elementary school teacher candidates on society. The theories in the field of sociology of education have been used as a starting point for the study. Based on the feminist pedagogies of different strands of feminism, feminist critical pedagogy has been presented to achieve gender equality in education. The transformation of curriculum and the hidden curriculum are elaborated to achieve a non-sexist education. After the depiction of the situation Turkey holds in the field of women&rs

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10

Manzey, Christine L. "Exploring the Role of a Coteaching Model of Student Teaching in Supporting Candidates Learning to Teach Inquiry Science." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1288733237.

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11

Billheimer, Bradley Carroll. "Perceived Teacher Self-Efficacy in Early Childhood Settings: Differences between Early Childhood and Elementary Education Candidates." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2200.

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This study examined the degree of perceived teacher self-efficacy between early childhood preservice teachers and elementary education pre-service teachers. There were 88 participants: 44 elementary education pre-service teachers and 40 early childhood pre-service teachers. Participants were mostly white, female pre-service teachers enrolled at East Tennessee State University. Using Bandura's 30-item "Teacher Self-Efficacy Scale" pre-service teachers rated their perceived self-efficacy on 7 subscales: decision-making, influence on school resources, instructional efficacy, disciplinary efficacy

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12

Ortelli, Tracy A. "Evaluating the knowledge of those who teach| An analysis of candidates' performance on the Certified Nurse Educator (CNE) examination." Thesis, Nova Southeastern University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3617863.

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<p> This quantitative, retrospective, multivariate, non-experimental study examined the first-time performance of 2,673 academic nurse educators who took the CNE examination between September 28, 2005 and September 30, 2011. Post-positivism and Abbott's system of the professions theory served as the philosophical and theoretical underpinnings of this original research which attempted to determine if a relationship existed between educational preparation or years of full-time faculty employment (independent variables) and first-time pass/fail performance on the CNE examination and in each of co

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13

Ortelli, Tracy. "Evaluating the knowledge of those who teach : an analysis of candidates' performance on the certified nurse educator (CNE) examination." Thesis, NSUWorks, 2012. https://nsuworks.nova.edu/hpd_con_stuetd/8.

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This quantitative, retrospective, multivariate, non-experimental study examined the first-time performance of 2,673 academic nurse educators who took the CNE examination between September 28, 2005 and September 30, 2011. Post-positivism and Abbott's system of the professions theory served as the philosophical and theoretical underpinnings of this original research which attempted to determine if a relationship existed between educational preparation or years of full-time faculty employment (independent variables) and first-time pass/fail performance on the CNE examination and in each of conten

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14

Barrett, Sarah Elizabeth. "Teacher candidates' beliefs about including socioscientific issues in physics and chemistry /." 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=510522&T=F.

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15

Bell, Dana G. "Mapping a teacher candidate’s journey through inquiry and into practice." Thesis, 2019. http://hdl.handle.net/1828/11440.

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This study examines the lived experience of teacher candidates through a professional inquiry process and the influence of that experience on their eventual teaching practice. Literature in this area typically follows teacher candidates and teachers through curriculum and instruction pedagogy coursework and then into the classroom to observe the incorporation of inquiry strategies and changes in disposition towards inquiry. This work fails to address a teacher candidate’s experience through their own personal open inquiry process and whether or not that experience transfers into their teaching

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