DGES

AcronymDefinition
DGESDirecção-Geral do Ensino Superior (Portuguese: General Directorate of Higher Education)
DGESDirection Générale de l'Enseignement Supérieur (French: General Directorate of Higher Education; France and Switzerland)
DGESDirector General of Electricity Supply (UK)
DGESDirectoraat Generaal Europese Samenwerking (Dutch: Directorate General for European Cooperation; Netherlands)
DGESDangerous Goods Educational Services (hazardous material transport; Canada and US)
DGESDirector General Equipment Support (UK)
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References in periodicals archive ?
Hence, we expected a stronger effect of ATT, PBC and SN on intention to continue using DGEs for teachers with less experience than for those with more experience.
Hence, we expected a stronger effect of ATT and PBC on intention to continue using DGEs for teachers with more technology experience and a stronger effect of SN on intention to continue using DGEs for teachers with less technology experience.
Given that DGEs have the potential to foster more effective teaching and learning of mathematics, it is important to understand the impetus of mathematics teachers' intentions to continue the use of DGEs (Ertmer, 2005).
* To what extent is the TPB a valid model to predict mathematics teachers' intention to continue using DGEs?
* What direct and indirect effects do the TPB constructs have on mathematics teachers' intention to continue using DGEs?
* In what way is the relationship between the intention to continue using DGEs and its key determinants moderated by teachers' age, gender, teaching experience, and technology experience?
H1: ATT has a direct and significant influence on teachers' intention to continue using DGEs in teaching mathematics
H2: SN has a direct and significant influence on teachers' intention to continue using DGEs in teaching mathematics
H3: PBC has a direct and significant influence on teachers' intention to continue using DGEs in teaching mathematics
H1a: ATT influences teachers' intention to use DGEs more strongly for younger teachers than for older teachers.
H2a: SN influences teachers' intention to use DGEs more strongly for older teachers than for young teachers.
H3a: PBC influences teachers' intention to use DGEs more strongly for younger teachers than for older teachers.