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You searched for +publisher:"Boston College" +contributor:("Marilyn Cochran-Smith"). Showing records 1 – 20 of 20 total matches.

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Boston College

1. Stern, Rebecca H. Not Just Common Sense: Principled Sensemaking and Implementation of the Common Core at Two Middle Schools.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2016, Boston College

 Across the nation, most states are implementing a new set of standards- and accountability-based reforms: the Common Core State Standards and their accompanying assessments. Unfortunately,… (more)

Subjects/Keywords: Accountability; Common Core State Standards; Educational Leadership; Sensemaking; Smarter Balanced Assessment Exam; Standards-Based Reform

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APA (6th Edition):

Stern, R. H. (2016). Not Just Common Sense: Principled Sensemaking and Implementation of the Common Core at Two Middle Schools. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:106723

Chicago Manual of Style (16th Edition):

Stern, Rebecca H. “Not Just Common Sense: Principled Sensemaking and Implementation of the Common Core at Two Middle Schools.” 2016. Doctoral Dissertation, Boston College. Accessed November 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:106723.

MLA Handbook (7th Edition):

Stern, Rebecca H. “Not Just Common Sense: Principled Sensemaking and Implementation of the Common Core at Two Middle Schools.” 2016. Web. 20 Nov 2019.

Vancouver:

Stern RH. Not Just Common Sense: Principled Sensemaking and Implementation of the Common Core at Two Middle Schools. [Internet] [Doctoral dissertation]. Boston College; 2016. [cited 2019 Nov 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:106723.

Council of Science Editors:

Stern RH. Not Just Common Sense: Principled Sensemaking and Implementation of the Common Core at Two Middle Schools. [Doctoral Dissertation]. Boston College; 2016. Available from: http://dlib.bc.edu/islandora/object/bc-ir:106723


Boston College

2. Miller, Andrew Frederic. Creating Jaw-Droppingly Effective Rookie Teachers: Unpacking Teacher Preparation at the Sposato Graduate School of Education (Match Education).

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2017, Boston College

 Beginning in 2000, a number of new graduate schools of education (nGSEs) have been established in the U.S. in response to increasing calls for more… (more)

Subjects/Keywords: charter schools; education reform; "No Excuses"; preservice teacher preparation; teacher effectiveness; urban teacher education

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APA (6th Edition):

Miller, A. F. (2017). Creating Jaw-Droppingly Effective Rookie Teachers: Unpacking Teacher Preparation at the Sposato Graduate School of Education (Match Education). (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107341

Chicago Manual of Style (16th Edition):

Miller, Andrew Frederic. “Creating Jaw-Droppingly Effective Rookie Teachers: Unpacking Teacher Preparation at the Sposato Graduate School of Education (Match Education).” 2017. Doctoral Dissertation, Boston College. Accessed November 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:107341.

MLA Handbook (7th Edition):

Miller, Andrew Frederic. “Creating Jaw-Droppingly Effective Rookie Teachers: Unpacking Teacher Preparation at the Sposato Graduate School of Education (Match Education).” 2017. Web. 20 Nov 2019.

Vancouver:

Miller AF. Creating Jaw-Droppingly Effective Rookie Teachers: Unpacking Teacher Preparation at the Sposato Graduate School of Education (Match Education). [Internet] [Doctoral dissertation]. Boston College; 2017. [cited 2019 Nov 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107341.

Council of Science Editors:

Miller AF. Creating Jaw-Droppingly Effective Rookie Teachers: Unpacking Teacher Preparation at the Sposato Graduate School of Education (Match Education). [Doctoral Dissertation]. Boston College; 2017. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107341


Boston College

3. Keefe, Elizabeth Stringer. Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2017, Boston College

 The number of autistic students receiving special education services increased 478% between the years 2000 and 2013 (National Center for Education Statistics, 2016). U.S. schools… (more)

Subjects/Keywords: autism; autism spectrum disorder; special education teacher preparation; teacher education; teacher preparation; teacher preparedness

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APA (6th Edition):

Keefe, E. S. (2017). Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107658

Chicago Manual of Style (16th Edition):

Keefe, Elizabeth Stringer. “Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students.” 2017. Doctoral Dissertation, Boston College. Accessed November 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:107658.

MLA Handbook (7th Edition):

Keefe, Elizabeth Stringer. “Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students.” 2017. Web. 20 Nov 2019.

Vancouver:

Keefe ES. Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students. [Internet] [Doctoral dissertation]. Boston College; 2017. [cited 2019 Nov 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107658.

Council of Science Editors:

Keefe ES. Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students. [Doctoral Dissertation]. Boston College; 2017. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107658


Boston College

4. McEachern, Kirstin Pesola. Building a brotherhood?: A teacher researcher's study of gender construction at an all-boys Catholic secondary school.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2014, Boston College

 Despite renewed interest in single-sex education, these classrooms remain relatively unstudied, even in Catholic schools, which have a long history of single-sex education. Although there… (more)

Subjects/Keywords: Catholic; English; single-sex; teacher research

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APA (6th Edition):

McEachern, K. P. (2014). Building a brotherhood?: A teacher researcher's study of gender construction at an all-boys Catholic secondary school. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101658

Chicago Manual of Style (16th Edition):

McEachern, Kirstin Pesola. “Building a brotherhood?: A teacher researcher's study of gender construction at an all-boys Catholic secondary school.” 2014. Doctoral Dissertation, Boston College. Accessed November 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101658.

MLA Handbook (7th Edition):

McEachern, Kirstin Pesola. “Building a brotherhood?: A teacher researcher's study of gender construction at an all-boys Catholic secondary school.” 2014. Web. 20 Nov 2019.

Vancouver:

McEachern KP. Building a brotherhood?: A teacher researcher's study of gender construction at an all-boys Catholic secondary school. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2019 Nov 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101658.

Council of Science Editors:

McEachern KP. Building a brotherhood?: A teacher researcher's study of gender construction at an all-boys Catholic secondary school. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101658


Boston College

5. Demers, Kelly Elaine. The Racial Geography of Teaching: Two White Teachers' Construction of Race.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2009, Boston College

 In this study I asked two questions: "How does the ideological stance of two White elementary school teachers inform their construction of race?" and, "How… (more)

Subjects/Keywords: Critical Ethnography; Multicultural Education; Race; Urban Schooling; White teachers

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APA (6th Edition):

Demers, K. E. (2009). The Racial Geography of Teaching: Two White Teachers' Construction of Race. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101258

Chicago Manual of Style (16th Edition):

Demers, Kelly Elaine. “The Racial Geography of Teaching: Two White Teachers' Construction of Race.” 2009. Doctoral Dissertation, Boston College. Accessed November 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101258.

MLA Handbook (7th Edition):

Demers, Kelly Elaine. “The Racial Geography of Teaching: Two White Teachers' Construction of Race.” 2009. Web. 20 Nov 2019.

Vancouver:

Demers KE. The Racial Geography of Teaching: Two White Teachers' Construction of Race. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Nov 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101258.

Council of Science Editors:

Demers KE. The Racial Geography of Teaching: Two White Teachers' Construction of Race. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101258


Boston College

6. Ro, Jina. Beginning Teachers in the United States and Korea: Learning to Teach in the Era of Test-Based Accountability.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2016, Boston College

 The purpose of this study was to understand beginning teachers’ experiences with learning to teach in an educational system that puts intense pressure on teachers… (more)

Subjects/Keywords: Accountability; Standardized testing; Student-centered teaching; Teaching to the test

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APA (6th Edition):

Ro, J. (2016). Beginning Teachers in the United States and Korea: Learning to Teach in the Era of Test-Based Accountability. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:106796

Chicago Manual of Style (16th Edition):

Ro, Jina. “Beginning Teachers in the United States and Korea: Learning to Teach in the Era of Test-Based Accountability.” 2016. Doctoral Dissertation, Boston College. Accessed November 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:106796.

MLA Handbook (7th Edition):

Ro, Jina. “Beginning Teachers in the United States and Korea: Learning to Teach in the Era of Test-Based Accountability.” 2016. Web. 20 Nov 2019.

Vancouver:

Ro J. Beginning Teachers in the United States and Korea: Learning to Teach in the Era of Test-Based Accountability. [Internet] [Doctoral dissertation]. Boston College; 2016. [cited 2019 Nov 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:106796.

Council of Science Editors:

Ro J. Beginning Teachers in the United States and Korea: Learning to Teach in the Era of Test-Based Accountability. [Doctoral Dissertation]. Boston College; 2016. Available from: http://dlib.bc.edu/islandora/object/bc-ir:106796


Boston College

7. Gleeson, Ann Marie. Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2011, Boston College

 Preparing students to participate in a democratic society means cultivating citizens who are capable of making informed, rational decisions about complex issues related to the… (more)

Subjects/Keywords: Assessment; Authentic Intellectual Work; Learning Outcomes; Student Learning; Teacher Education

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APA (6th Edition):

Gleeson, A. M. (2011). Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101485

Chicago Manual of Style (16th Edition):

Gleeson, Ann Marie. “Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work.” 2011. Doctoral Dissertation, Boston College. Accessed November 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101485.

MLA Handbook (7th Edition):

Gleeson, Ann Marie. “Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work.” 2011. Web. 20 Nov 2019.

Vancouver:

Gleeson AM. Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work. [Internet] [Doctoral dissertation]. Boston College; 2011. [cited 2019 Nov 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101485.

Council of Science Editors:

Gleeson AM. Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work. [Doctoral Dissertation]. Boston College; 2011. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101485


Boston College

8. Barnatt, Joan. Finding the Questions: A Longitudinal Mixed Methods Study of Pre-Service Practitioner Inquiry.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2009, Boston College

 Teacher quality is a central concern of the profession. College-based teacher education, the core of teacher preparation in the United States, has increasingly included some… (more)

Subjects/Keywords: Inquiry; Longitudinal; Teacher education; Teacher research

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APA (6th Edition):

Barnatt, J. (2009). Finding the Questions: A Longitudinal Mixed Methods Study of Pre-Service Practitioner Inquiry. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101722

Chicago Manual of Style (16th Edition):

Barnatt, Joan. “Finding the Questions: A Longitudinal Mixed Methods Study of Pre-Service Practitioner Inquiry.” 2009. Doctoral Dissertation, Boston College. Accessed November 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101722.

MLA Handbook (7th Edition):

Barnatt, Joan. “Finding the Questions: A Longitudinal Mixed Methods Study of Pre-Service Practitioner Inquiry.” 2009. Web. 20 Nov 2019.

Vancouver:

Barnatt J. Finding the Questions: A Longitudinal Mixed Methods Study of Pre-Service Practitioner Inquiry. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Nov 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101722.

Council of Science Editors:

Barnatt J. Finding the Questions: A Longitudinal Mixed Methods Study of Pre-Service Practitioner Inquiry. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101722


Boston College

9. Fernández C., M. Beatriz. Framing Teacher Education in Chile: Negotiating Local, National, and International Discourses.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2016, Boston College

 Since the 1990s, many countries have used accountability mechanisms in teacher preparation. Aligned with this trend, the Chilean Ministry of Education has created national policies,… (more)

Subjects/Keywords: Education Policy; Frame Analysis; Social Justice; Teacher Education

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APA (6th Edition):

Fernández C., M. B. (2016). Framing Teacher Education in Chile: Negotiating Local, National, and International Discourses. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:106806

Chicago Manual of Style (16th Edition):

Fernández C., M Beatriz. “Framing Teacher Education in Chile: Negotiating Local, National, and International Discourses.” 2016. Doctoral Dissertation, Boston College. Accessed November 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:106806.

MLA Handbook (7th Edition):

Fernández C., M Beatriz. “Framing Teacher Education in Chile: Negotiating Local, National, and International Discourses.” 2016. Web. 20 Nov 2019.

Vancouver:

Fernández C. MB. Framing Teacher Education in Chile: Negotiating Local, National, and International Discourses. [Internet] [Doctoral dissertation]. Boston College; 2016. [cited 2019 Nov 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:106806.

Council of Science Editors:

Fernández C. MB. Framing Teacher Education in Chile: Negotiating Local, National, and International Discourses. [Doctoral Dissertation]. Boston College; 2016. Available from: http://dlib.bc.edu/islandora/object/bc-ir:106806


Boston College

10. Shakman, Karen Lynn. Embracing the Tensions: A Qualitative Case Study of Learning to Teach in a Social Justice Teacher Education Program.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2009, Boston College

 In recent years, the theme of social justice in teacher education programs has been the subject of considerable controversy, as it has become at once… (more)

Subjects/Keywords: Bakhtin; qualitative; social justice; teacher education

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APA (6th Edition):

Shakman, K. L. (2009). Embracing the Tensions: A Qualitative Case Study of Learning to Teach in a Social Justice Teacher Education Program. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101921

Chicago Manual of Style (16th Edition):

Shakman, Karen Lynn. “Embracing the Tensions: A Qualitative Case Study of Learning to Teach in a Social Justice Teacher Education Program.” 2009. Doctoral Dissertation, Boston College. Accessed November 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101921.

MLA Handbook (7th Edition):

Shakman, Karen Lynn. “Embracing the Tensions: A Qualitative Case Study of Learning to Teach in a Social Justice Teacher Education Program.” 2009. Web. 20 Nov 2019.

Vancouver:

Shakman KL. Embracing the Tensions: A Qualitative Case Study of Learning to Teach in a Social Justice Teacher Education Program. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Nov 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101921.

Council of Science Editors:

Shakman KL. Embracing the Tensions: A Qualitative Case Study of Learning to Teach in a Social Justice Teacher Education Program. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101921


Boston College

11. Lahann, Randall. Teach First's Theory of Teacher Education for Social Justice: Distributive Justice and the Politics of Progressive Neoliberalism.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2010, Boston College

 In this critical ethnography I examined Teach First, the U.K. teacher education program modeled after Teach For America (TFA). Teach First described itself as "a… (more)

Subjects/Keywords: Neoliberalism; Social Justice; Teacher Education; Teach First; Teach For America

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APA (6th Edition):

Lahann, R. (2010). Teach First's Theory of Teacher Education for Social Justice: Distributive Justice and the Politics of Progressive Neoliberalism. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101904

Chicago Manual of Style (16th Edition):

Lahann, Randall. “Teach First's Theory of Teacher Education for Social Justice: Distributive Justice and the Politics of Progressive Neoliberalism.” 2010. Doctoral Dissertation, Boston College. Accessed November 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101904.

MLA Handbook (7th Edition):

Lahann, Randall. “Teach First's Theory of Teacher Education for Social Justice: Distributive Justice and the Politics of Progressive Neoliberalism.” 2010. Web. 20 Nov 2019.

Vancouver:

Lahann R. Teach First's Theory of Teacher Education for Social Justice: Distributive Justice and the Politics of Progressive Neoliberalism. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2019 Nov 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101904.

Council of Science Editors:

Lahann R. Teach First's Theory of Teacher Education for Social Justice: Distributive Justice and the Politics of Progressive Neoliberalism. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101904


Boston College

12. Scheopner, Aubrey Janice. "Will I See You in September?": Exploring the Phenomenon of Early Leaving in Public and Catholic Schools.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2009, Boston College

 Teachers have a powerful impact on student achievement, yet high attrition rates hinder schools in their ability to provide quality instruction. Attrition rates are highest… (more)

Subjects/Keywords: Catholic school teacher attrition; Catholic school teacher retention; Leaving teaching early; Teacher attrition; Teacher retention

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APA (6th Edition):

Scheopner, A. J. (2009). "Will I See You in September?": Exploring the Phenomenon of Early Leaving in Public and Catholic Schools. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101719

Chicago Manual of Style (16th Edition):

Scheopner, Aubrey Janice. “"Will I See You in September?": Exploring the Phenomenon of Early Leaving in Public and Catholic Schools.” 2009. Doctoral Dissertation, Boston College. Accessed November 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101719.

MLA Handbook (7th Edition):

Scheopner, Aubrey Janice. “"Will I See You in September?": Exploring the Phenomenon of Early Leaving in Public and Catholic Schools.” 2009. Web. 20 Nov 2019.

Vancouver:

Scheopner AJ. "Will I See You in September?": Exploring the Phenomenon of Early Leaving in Public and Catholic Schools. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Nov 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101719.

Council of Science Editors:

Scheopner AJ. "Will I See You in September?": Exploring the Phenomenon of Early Leaving in Public and Catholic Schools. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101719


Boston College

13. Moore, Meredith Cromwell. A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2018, Boston College

 Professional development is widely viewed as a key lever for school change. Each year, federal and state governments pour billions of dollars into developing teachers,… (more)

Subjects/Keywords: Complexity Theory; Professional Development; Teacher Learning

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APA (6th Edition):

Moore, M. C. (2018). A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:108093

Chicago Manual of Style (16th Edition):

Moore, Meredith Cromwell. “A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory.” 2018. Doctoral Dissertation, Boston College. Accessed November 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:108093.

MLA Handbook (7th Edition):

Moore, Meredith Cromwell. “A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory.” 2018. Web. 20 Nov 2019.

Vancouver:

Moore MC. A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory. [Internet] [Doctoral dissertation]. Boston College; 2018. [cited 2019 Nov 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108093.

Council of Science Editors:

Moore MC. A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory. [Doctoral Dissertation]. Boston College; 2018. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108093


Boston College

14. Ekk, Victoria Beatriz. The Longest Rollercoaster Ride: Ten Years with NCLB, AYP and RTTT – An Insider's Perspective.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2014, Boston College

 This practitioner research longitudinal study examines the effects of the No Child Left Behind (NCLB) law and the Race To The Top (RTTT) initiative on… (more)

Subjects/Keywords: education policy; federal mandates; Middle school; No Child Left Behind; practitioner research; Race to the Top

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APA (6th Edition):

Ekk, V. B. (2014). The Longest Rollercoaster Ride: Ten Years with NCLB, AYP and RTTT – An Insider's Perspective. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101154

Chicago Manual of Style (16th Edition):

Ekk, Victoria Beatriz. “The Longest Rollercoaster Ride: Ten Years with NCLB, AYP and RTTT – An Insider's Perspective.” 2014. Doctoral Dissertation, Boston College. Accessed November 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101154.

MLA Handbook (7th Edition):

Ekk, Victoria Beatriz. “The Longest Rollercoaster Ride: Ten Years with NCLB, AYP and RTTT – An Insider's Perspective.” 2014. Web. 20 Nov 2019.

Vancouver:

Ekk VB. The Longest Rollercoaster Ride: Ten Years with NCLB, AYP and RTTT – An Insider's Perspective. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2019 Nov 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101154.

Council of Science Editors:

Ekk VB. The Longest Rollercoaster Ride: Ten Years with NCLB, AYP and RTTT – An Insider's Perspective. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101154


Boston College

15. Mitchell, Kara. Systemic Inequities in the Policy and Practice of Educating Secondary Bilingual Learners and their Teachers: a Critical Race Theory Analysis.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2010, Boston College

 In 2002, voters in Massachusetts passed a referendum, commonly referred to as "Question 2," requiring that, "All children in Massachusetts public schools shall be taught… (more)

Subjects/Keywords: Critical Race Theory; Frame Analysis; Longitudinal Qualitative Case Study; Majoritarian Stories; Restrictive Language Policy; Secondary English Language Learners

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APA (6th Edition):

Mitchell, K. (2010). Systemic Inequities in the Policy and Practice of Educating Secondary Bilingual Learners and their Teachers: a Critical Race Theory Analysis. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101738

Chicago Manual of Style (16th Edition):

Mitchell, Kara. “Systemic Inequities in the Policy and Practice of Educating Secondary Bilingual Learners and their Teachers: a Critical Race Theory Analysis.” 2010. Doctoral Dissertation, Boston College. Accessed November 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101738.

MLA Handbook (7th Edition):

Mitchell, Kara. “Systemic Inequities in the Policy and Practice of Educating Secondary Bilingual Learners and their Teachers: a Critical Race Theory Analysis.” 2010. Web. 20 Nov 2019.

Vancouver:

Mitchell K. Systemic Inequities in the Policy and Practice of Educating Secondary Bilingual Learners and their Teachers: a Critical Race Theory Analysis. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2019 Nov 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101738.

Council of Science Editors:

Mitchell K. Systemic Inequities in the Policy and Practice of Educating Secondary Bilingual Learners and their Teachers: a Critical Race Theory Analysis. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101738


Boston College

16. Piazza, Peter. Neo-democracy in educational policy making: Teachers' unions, Education Reform Advocacy Organizations and threats to public engagement in the new policy arena.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2015, Boston College

 This dissertation explores the many, complex changes to educational policy making in recent years. I conduct a critical policy analysis of a Massachusetts law that… (more)

Subjects/Keywords: Discourse Analysis; Education Policy; Public Engagement; Public Policy; Teacher Evaluation; Teachers' Unions

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APA (6th Edition):

Piazza, P. (2015). Neo-democracy in educational policy making: Teachers' unions, Education Reform Advocacy Organizations and threats to public engagement in the new policy arena. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104144

Chicago Manual of Style (16th Edition):

Piazza, Peter. “Neo-democracy in educational policy making: Teachers' unions, Education Reform Advocacy Organizations and threats to public engagement in the new policy arena.” 2015. Doctoral Dissertation, Boston College. Accessed November 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:104144.

MLA Handbook (7th Edition):

Piazza, Peter. “Neo-democracy in educational policy making: Teachers' unions, Education Reform Advocacy Organizations and threats to public engagement in the new policy arena.” 2015. Web. 20 Nov 2019.

Vancouver:

Piazza P. Neo-democracy in educational policy making: Teachers' unions, Education Reform Advocacy Organizations and threats to public engagement in the new policy arena. [Internet] [Doctoral dissertation]. Boston College; 2015. [cited 2019 Nov 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104144.

Council of Science Editors:

Piazza P. Neo-democracy in educational policy making: Teachers' unions, Education Reform Advocacy Organizations and threats to public engagement in the new policy arena. [Doctoral Dissertation]. Boston College; 2015. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104144


Boston College

17. Sanchez, Juan Gabriel. Rethinking Organization, Knowledge, and Field: An Institutional Analysis of Teacher Education at High Tech High.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2019, Boston College

 A new phenomenon in teacher education, referred to as new graduate schools of education, or nGSEs (Cochran-Smith, et al., 2016), is gaining traction in the… (more)

Subjects/Keywords: Education Policy; Education Reform; Institutional Theory; Sensemaking; Structure-Agency; Teacher Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sanchez, J. G. (2019). Rethinking Organization, Knowledge, and Field: An Institutional Analysis of Teacher Education at High Tech High. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:108371

Chicago Manual of Style (16th Edition):

Sanchez, Juan Gabriel. “Rethinking Organization, Knowledge, and Field: An Institutional Analysis of Teacher Education at High Tech High.” 2019. Doctoral Dissertation, Boston College. Accessed November 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:108371.

MLA Handbook (7th Edition):

Sanchez, Juan Gabriel. “Rethinking Organization, Knowledge, and Field: An Institutional Analysis of Teacher Education at High Tech High.” 2019. Web. 20 Nov 2019.

Vancouver:

Sanchez JG. Rethinking Organization, Knowledge, and Field: An Institutional Analysis of Teacher Education at High Tech High. [Internet] [Doctoral dissertation]. Boston College; 2019. [cited 2019 Nov 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108371.

Council of Science Editors:

Sanchez JG. Rethinking Organization, Knowledge, and Field: An Institutional Analysis of Teacher Education at High Tech High. [Doctoral Dissertation]. Boston College; 2019. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108371


Boston College

18. Pedersen, Joelle Marie. The Neglected Voice in the Writing Revolution: Foregrounding Teachers' Perspectives.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2019, Boston College

 Prior to the widespread adoption of the Common Core State Standards (CCSS) in 2009, writing was largely neglected in the education policy realm. However, the… (more)

Subjects/Keywords: Assessment; Common Core; Disciplinary Literacy; English Language Arts; School reform; Writing

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pedersen, J. M. (2019). The Neglected Voice in the Writing Revolution: Foregrounding Teachers' Perspectives. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:108402

Chicago Manual of Style (16th Edition):

Pedersen, Joelle Marie. “The Neglected Voice in the Writing Revolution: Foregrounding Teachers' Perspectives.” 2019. Doctoral Dissertation, Boston College. Accessed November 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:108402.

MLA Handbook (7th Edition):

Pedersen, Joelle Marie. “The Neglected Voice in the Writing Revolution: Foregrounding Teachers' Perspectives.” 2019. Web. 20 Nov 2019.

Vancouver:

Pedersen JM. The Neglected Voice in the Writing Revolution: Foregrounding Teachers' Perspectives. [Internet] [Doctoral dissertation]. Boston College; 2019. [cited 2019 Nov 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108402.

Council of Science Editors:

Pedersen JM. The Neglected Voice in the Writing Revolution: Foregrounding Teachers' Perspectives. [Doctoral Dissertation]. Boston College; 2019. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108402


Boston College

19. Carney, Molly Cummings. Preparing Teachers For Tomorrow: A Case Study of TEACH-NOW Graduate School of Education.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2019, Boston College

 Current institutional and technological innovations are challenging face-to-face, college- and university-based teacher preparation programs as never before. Among those innovations are two emerging phenomena: New… (more)

Subjects/Keywords: Education reform; Higher education; Innovation; Online learning; Teacher education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Carney, M. C. (2019). Preparing Teachers For Tomorrow: A Case Study of TEACH-NOW Graduate School of Education. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:108575

Chicago Manual of Style (16th Edition):

Carney, Molly Cummings. “Preparing Teachers For Tomorrow: A Case Study of TEACH-NOW Graduate School of Education.” 2019. Doctoral Dissertation, Boston College. Accessed November 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:108575.

MLA Handbook (7th Edition):

Carney, Molly Cummings. “Preparing Teachers For Tomorrow: A Case Study of TEACH-NOW Graduate School of Education.” 2019. Web. 20 Nov 2019.

Vancouver:

Carney MC. Preparing Teachers For Tomorrow: A Case Study of TEACH-NOW Graduate School of Education. [Internet] [Doctoral dissertation]. Boston College; 2019. [cited 2019 Nov 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108575.

Council of Science Editors:

Carney MC. Preparing Teachers For Tomorrow: A Case Study of TEACH-NOW Graduate School of Education. [Doctoral Dissertation]. Boston College; 2019. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108575


Boston College

20. Terrell, Dianna Lynn Gahlsdorf. The Three-Legged Race: Exploring the Relationship between History and Social Studies Teaching and Standardized Tests.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2010, Boston College

 A healthy democratic society requires citizens with both the knowledge to understand the problems it faces and the dispositions to solve them. Yet recent studies… (more)

Subjects/Keywords: High School; High Stakes Tests; History; Secondary; Social Studies; Standardized Tests

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Terrell, D. L. G. (2010). The Three-Legged Race: Exploring the Relationship between History and Social Studies Teaching and Standardized Tests. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101352

Chicago Manual of Style (16th Edition):

Terrell, Dianna Lynn Gahlsdorf. “The Three-Legged Race: Exploring the Relationship between History and Social Studies Teaching and Standardized Tests.” 2010. Doctoral Dissertation, Boston College. Accessed November 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101352.

MLA Handbook (7th Edition):

Terrell, Dianna Lynn Gahlsdorf. “The Three-Legged Race: Exploring the Relationship between History and Social Studies Teaching and Standardized Tests.” 2010. Web. 20 Nov 2019.

Vancouver:

Terrell DLG. The Three-Legged Race: Exploring the Relationship between History and Social Studies Teaching and Standardized Tests. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2019 Nov 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101352.

Council of Science Editors:

Terrell DLG. The Three-Legged Race: Exploring the Relationship between History and Social Studies Teaching and Standardized Tests. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101352

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