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Gotowe bibliografie tematyczne / Teacher motivational beliefs

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Gotowa bibliografia na temat „Teacher motivational beliefs”

Autor: Grafiati

Data publikacji: 3 grudnia 2024

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Rozprawy doktorskie na temat "Teacher motivational beliefs"

1

Duan, Xuejing. "The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/96213.

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The present study explored the direct influences of contextual social support, including parental involvement, perceived teacher support, and peer influence, on 11th-grade students' math achievement. The study also examined the indirect influences of these contextual social support factors on students' achievement through their math motivation in math courses. The first follow-up year data of High School Longitudinal Study of 2012 (HSLS: 09) was used for this study. Structural equation modeling (SEM) served as the main statistical technique to examine the relationships among variables. The res

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Vriesema, Christine Calderon, and Christine Calderon Vriesema. "How Perceived School Context Shapes Teachers' Beliefs, Motivation, and Turnover Intentions." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624491.

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This dissertation examined different facets of teacher turnover in Southern Arizona by using literature from education, educational psychology, and industrial and organizational psychology. The purpose of synthesizing across research domains was to obtain a more nuanced understanding of the phenomenon. Motivation for the study reflected the teacher shortages faced on a national (Sutcher, Darling-Hammond, & Carver-Thomas, 2016) and regional level (Educator Retention and Recruitment Task Force, 2015). In order to identify potential strategies for increasing teacher retention, the dissertation

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Shalter, Bruening Paige. "Pre-Service Teacher Beliefs about Student Motivation." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275444054.

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Ponnock, H. Annette Roché. "Science Teachers' Epistemic Cognition in Instructional Decision Making." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/465212.

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Educational Psychology<br>Ph.D.<br>One understudied barrier to science education reform concerns teachers’ cognitive processes and how they relate to instructional decision-making. Epistemic cognition—teachers’ beliefs about knowledge and knowledge acquisition and goals for their students’ knowledge acquisition—could provide important insights into the choices science teachers make in the classroom and why they might and might not adopt different instructional practices. Previous research has found mixed results regarding the relationship between beliefs and practice. Uniquely, science teacher

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Dawson, Heather S. "Teachers’ Motivation and Beliefs in a High-Stakes Testing Context." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338399669.

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Dutton, Janet Louise. "English teachers in the making: Portraits of pre-service teachers’ journeys to teaching." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17176.

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This qualitative case study shapes a series of portraits of secondary English teachers in the making. It explores the narratives of four pre-service English teachers gathered at three key junctures of initial teacher education and traces the process of becoming (Britzman, 1991) inherent in learning to teach. In so doing it explores the nature and role of prior experiences in the initial shaping of beliefs about self as English teacher and investigates the continuities and shifts that are evident as the pre-service English teacher participants undertake their journey to English teaching. Close

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Gasiewicz, Rebecca E. "Informational Texts: Teacher Beliefs and the Elementary Classroom Phenomenon." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819410470517.

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Gabillon, Zehra Duda Richard. "L2 Learners' and L2 Teachers' Stated L2 Beliefs." S. l. : Université Nancy 2, 2007. http://cyberdoc.univ-nancy2.fr/htdocs/docs_ouvert/doc279/2007NAN21010.pdf.

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Hongsa-ngiam, Anusak. "An investigation of physics instructors' beliefs and students' beliefs, goals and motivation for studying physics in Thai Rajabhat Universities." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0011.html.

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Gabillon, Zehra. "L2 Learners' and L2 Teachers' Stated L2 Beliefs." Thesis, Nancy 2, 2007. http://www.theses.fr/2007NAN21010/document.

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Ce mémoire est une étude exploratoire des représentations d'un groupe d'étudiants universitaires, relatives à l'apprentissage de l'anglais. Dans cette étude, les apprenants sont des étudiants de DUT dont la vocation est de devenir techniciens en Réseaux et Télécoms. L'étude s'est déroulée à l'IUT de Mont de Marsan qui fait partie de l'université de Pau et des Pays de l'Adour. Dans ce travail, nous nous sommes également attachés à étudier les représentations des enseignants dans le but de détecter des inadéquations entre les représentations des apprenants et celles des enseignants. Dans le but

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