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Result 1 to 16 of 16 total

Teacher professional knowledge and classroom management: on the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME). (English)
ZDM, Math. Educ. 48, No. 1-2, 139-151 (2016).
Classification: C70 C49 U89
1
Early career mathematics teachers’ general pedagogical knowledge and skills: do teacher education, teaching experience, and working conditions make a difference? (English)
Int. J. Sci. Math. Educ. 13, No. 2, 331-350 (2015).
Classification: D69 C39 C49 C69
2
Is teachers’ general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach. (English)
Teach. Teach. Educ. 38, 76-88 (2014).
Classification: C70 C39 C49
3
Does school experience matter for future teachers’ general pedagogical knowledge? (English)
Blömeke, Sigrid (ed.) et al., International perspectives on teacher knowledge, beliefs and opportunities to learn. TEDS-M results. Dordrecht: Springer (ISBN 978-94-007-6436-1/hbk; 978-94-007-6437-8/ebook). Advances in Mathematics Education, 415-428 (2014).
Classification: C39 D39 D49
4
Homogeneity or heterogeneity? Profiles of opportunities to learn in primary teacher education and their relationship to cultural context and outcomes. (English)
Blömeke, Sigrid (ed.) et al., International perspectives on teacher knowledge, beliefs and opportunities to learn. TEDS-M results. Dordrecht: Springer (ISBN 978-94-007-6436-1/hbk; 978-94-007-6437-8/ebook). Advances in Mathematics Education, 299-325 (2014).
Classification: C39 B50 C69 D39 D49
5
Emphasis and balance among the components of teacher preparation: the case of lower-secondary mathematics teacher education. (English)
Blömeke, Sigrid (ed.) et al., International perspectives on teacher knowledge, beliefs and opportunities to learn. TEDS-M results. Dordrecht: Springer (ISBN 978-94-007-6436-1/hbk; 978-94-007-6437-8/ebook). Advances in Mathematics Education, 371-392 (2014).
Classification: B50 D39 D49
6
Primary teacher preparation in the United States: what we have learned. (English)
Blömeke, Sigrid (ed.) et al., International perspectives on teacher knowledge, beliefs and opportunities to learn. TEDS-M results. Dordrecht: Springer (ISBN 978-94-007-6436-1/hbk; 978-94-007-6437-8/ebook). Advances in Mathematics Education, 355-369 (2014).
Classification: B50 D39 D49
7
Teacher education effectiveness: quality and equity of future primary and future lower secondary teachers’ general pedagogical knowledge. (English)
Blömeke, Sigrid (ed.) et al., International perspectives on teacher knowledge, beliefs and opportunities to learn. TEDS-M results. Dordrecht: Springer (ISBN 978-94-007-6436-1/hbk; 978-94-007-6437-8/ebook). Advances in Mathematics Education, 187-206 (2014).
Classification: B50 D39 C39
8
Strengthening a country by building a strong public school teaching profession. (English)
J. Math. Educ. Teach. Coll. 4, No. 1, 67-79 (2013).
Classification: B50 A40 D39
9
A partnership’s effort to improve the teaching of K-12 mathematics in Rapid City, South Dakota. (English)
Math. Enthus. 10, No. 3, 679-734 (2013).
Classification: B50 D39 C49
10
First comes the theory, then the practice? On the acquisition of general pedagogical knowledge during initial teacher education. (English)
Int. J. Sci. Math. Educ. 11, No. 4, 999-1028 (2013).
Classification: B50 D39
11
Future teachers’ general pedagogical knowledge from a comparative perspective: does school experience matter? (English)
ZDM, Int. J. Math. Educ. 44, No. 3, 341-354 (2012).
Classification: B50 D69
12
Homogeneity or heterogeneity? Profiles of opportunities to learn in primary teacher education and their relationship to cultural context and outcomes. (English)
ZDM, Int. J. Math. Educ. 44, No. 3, 249-264 (2012).
Classification: B50 C69
13
Master geometry while coteaching. (English)
Math. Teach. Middle Sch. 16, No. 3, 154-161 (2010).
Classification: B50 C70
14
CAS as a didactical challenge. (English)
Teach. Math. Comput. Sci. 6, No. 2, 379-393 (2008).
Classification: D30 D40 R20 U50
15
Knowing and teaching fractions: a cross-cultural study of American and Chinese mathematics teachers. (English)
Contemp. Educ. Psychol. 31, No. 4, 438-457 (2006).
Classification: F49 C49
16
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Result 1 to 16 of 16 total

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