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You searched for +publisher:"University of Florida" +contributor:("MCLESKEY,JAMES LEE"). Showing records 1 – 21 of 21 total matches.

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University of Florida

1. Latzke, Randi R. Helping Teachers in a High Poverty School Move from a Deficit to an Asset Orientation through Professional Development.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2015, University of Florida

 Throughout American history, minority students and students from backgrounds of poverty have been marginalized when it comes to equal opportunities for education. The accountability movement,… (more)

Subjects/Keywords: Academic achievement; Assets; Classrooms; High school students; Learning; Professional development; Schools; Students; Teacher surveys; Teachers; achievement  – asset  – culturally-responsive  – deficit  – minority  – poverty

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

APA (6th Edition):

Latzke, R. R. (2015). Helping Teachers in a High Poverty School Move from a Deficit to an Asset Orientation through Professional Development. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049566

Chicago Manual of Style (16th Edition):

Latzke, Randi R. “Helping Teachers in a High Poverty School Move from a Deficit to an Asset Orientation through Professional Development.” 2015. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/UFE0049566.

MLA Handbook (7th Edition):

Latzke, Randi R. “Helping Teachers in a High Poverty School Move from a Deficit to an Asset Orientation through Professional Development.” 2015. Web. 20 Aug 2019.

Vancouver:

Latzke RR. Helping Teachers in a High Poverty School Move from a Deficit to an Asset Orientation through Professional Development. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/UFE0049566.

Council of Science Editors:

Latzke RR. Helping Teachers in a High Poverty School Move from a Deficit to an Asset Orientation through Professional Development. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049566


University of Florida

2. McDonald, Michelle Marie Frances. School Psychologists Perceptions of Their Role Transition into Effective Change Agents in the Response to Intervention Model.

Degree: PhD, School Psychology - Special Education, School Psychology and Early Childhood Studies, 2015, University of Florida

 This study explores the role transition experienced by school psychologists during implementation of Response to Intervention (RtI). Extant literature reveals that the 2004 passage of… (more)

Subjects/Keywords: Educational administration; Educational evaluation; Educational psychology; Educational research; Learning; Professional schools; Psychological assessment; Schools; Special education; Teachers; agent  – change  – psychologist  – role

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APA (6th Edition):

McDonald, M. M. F. (2015). School Psychologists Perceptions of Their Role Transition into Effective Change Agents in the Response to Intervention Model. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049271

Chicago Manual of Style (16th Edition):

McDonald, Michelle Marie Frances. “School Psychologists Perceptions of Their Role Transition into Effective Change Agents in the Response to Intervention Model.” 2015. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/UFE0049271.

MLA Handbook (7th Edition):

McDonald, Michelle Marie Frances. “School Psychologists Perceptions of Their Role Transition into Effective Change Agents in the Response to Intervention Model.” 2015. Web. 20 Aug 2019.

Vancouver:

McDonald MMF. School Psychologists Perceptions of Their Role Transition into Effective Change Agents in the Response to Intervention Model. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/UFE0049271.

Council of Science Editors:

McDonald MMF. School Psychologists Perceptions of Their Role Transition into Effective Change Agents in the Response to Intervention Model. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049271


University of Florida

3. Cole, Stacey R. Leadership as a Central Office Administrator Incorporating Coaching Skills.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2017, University of Florida

 The role of the principal carries a heavy weight as they are expected to be both managers of their buildings and instructional leaders. The principal… (more)

Subjects/Keywords: coaching  – leadership

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APA (6th Edition):

Cole, S. R. (2017). Leadership as a Central Office Administrator Incorporating Coaching Skills. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0051685

Chicago Manual of Style (16th Edition):

Cole, Stacey R. “Leadership as a Central Office Administrator Incorporating Coaching Skills.” 2017. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/UFE0051685.

MLA Handbook (7th Edition):

Cole, Stacey R. “Leadership as a Central Office Administrator Incorporating Coaching Skills.” 2017. Web. 20 Aug 2019.

Vancouver:

Cole SR. Leadership as a Central Office Administrator Incorporating Coaching Skills. [Internet] [Doctoral dissertation]. University of Florida; 2017. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/UFE0051685.

Council of Science Editors:

Cole SR. Leadership as a Central Office Administrator Incorporating Coaching Skills. [Doctoral Dissertation]. University of Florida; 2017. Available from: http://ufdc.ufl.edu/UFE0051685


University of Florida

4. Wiggins, Lori R. Successful District Online Teachers' Perspectives of Professional Development.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2016, University of Florida

 The development of high quality online teachers within a Florida school district is critical given the exponential growth of virtual district programs, the lack of… (more)

Subjects/Keywords: Bricks; Learning; Learning experiences; Online learning; Pedagogy; Professional development; Professional development schools; Schools; Students; Teachers; development  – instruction  – pedagogy  – professional  – technology  – virtual

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APA (6th Edition):

Wiggins, L. R. (2016). Successful District Online Teachers' Perspectives of Professional Development. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0050267

Chicago Manual of Style (16th Edition):

Wiggins, Lori R. “Successful District Online Teachers' Perspectives of Professional Development.” 2016. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/UFE0050267.

MLA Handbook (7th Edition):

Wiggins, Lori R. “Successful District Online Teachers' Perspectives of Professional Development.” 2016. Web. 20 Aug 2019.

Vancouver:

Wiggins LR. Successful District Online Teachers' Perspectives of Professional Development. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/UFE0050267.

Council of Science Editors:

Wiggins LR. Successful District Online Teachers' Perspectives of Professional Development. [Doctoral Dissertation]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/UFE0050267


University of Florida

5. Jones, Kimberly A. Coaching outside the Content Area Comfort Zone Experiences of Three Coaching Partnerships in Secondary Schools.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2017, University of Florida

 Coaching has emerged as a powerful form of professional learning for teachers. In my role of supporting all coaches in my district, it was evident… (more)

Subjects/Keywords: coaching  – instructional  – secondary

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APA (6th Edition):

Jones, K. A. (2017). Coaching outside the Content Area Comfort Zone Experiences of Three Coaching Partnerships in Secondary Schools. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0051793

Chicago Manual of Style (16th Edition):

Jones, Kimberly A. “Coaching outside the Content Area Comfort Zone Experiences of Three Coaching Partnerships in Secondary Schools.” 2017. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/UFE0051793.

MLA Handbook (7th Edition):

Jones, Kimberly A. “Coaching outside the Content Area Comfort Zone Experiences of Three Coaching Partnerships in Secondary Schools.” 2017. Web. 20 Aug 2019.

Vancouver:

Jones KA. Coaching outside the Content Area Comfort Zone Experiences of Three Coaching Partnerships in Secondary Schools. [Internet] [Doctoral dissertation]. University of Florida; 2017. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/UFE0051793.

Council of Science Editors:

Jones KA. Coaching outside the Content Area Comfort Zone Experiences of Three Coaching Partnerships in Secondary Schools. [Doctoral Dissertation]. University of Florida; 2017. Available from: http://ufdc.ufl.edu/UFE0051793


University of Florida

6. Hooser, Angela G. Reconstructing the Lived Experiences of Practitioner Scholars Using Third Space Theory A Phenomenological Interview Study.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2015, University of Florida

 Practitioner Scholars are educators that use theoretical, pedagogical, and research knowledge to enact informed change and improvement efforts within their local schools. The Carnegie Project… (more)

Subjects/Keywords: Educational research; Higher education; Learning; Narratives; Professional schools; Research design; Schools; Students; Teachers; Universities; cped  – doctorate  – education  – practitioner-scholar  – space  – theory-practice  – third

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APA (6th Edition):

Hooser, A. G. (2015). Reconstructing the Lived Experiences of Practitioner Scholars Using Third Space Theory A Phenomenological Interview Study. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049045

Chicago Manual of Style (16th Edition):

Hooser, Angela G. “Reconstructing the Lived Experiences of Practitioner Scholars Using Third Space Theory A Phenomenological Interview Study.” 2015. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/UFE0049045.

MLA Handbook (7th Edition):

Hooser, Angela G. “Reconstructing the Lived Experiences of Practitioner Scholars Using Third Space Theory A Phenomenological Interview Study.” 2015. Web. 20 Aug 2019.

Vancouver:

Hooser AG. Reconstructing the Lived Experiences of Practitioner Scholars Using Third Space Theory A Phenomenological Interview Study. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/UFE0049045.

Council of Science Editors:

Hooser AG. Reconstructing the Lived Experiences of Practitioner Scholars Using Third Space Theory A Phenomenological Interview Study. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049045


University of Florida

7. Mundorf, Jonathan P. Teaching Reading to a Student with Blindness Using Universal Design for Learning A Practitioner Inquiry.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2014, University of Florida

 During this school year, like most, I was challenged by the significant learner variability present in my inclusive, standards-based, 5th grade classroom. Reading abilities were… (more)

Subjects/Keywords: Access to education; Braille; Classrooms; Disabilities; Educational research; Learning; Learning disabilities; Special education; Special needs students; Students; education-for-students-with-blindness  – inclusion  – literacy  – practitioner-inquiry  – technology  – universal-design-for-learning

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APA (6th Edition):

Mundorf, J. P. (2014). Teaching Reading to a Student with Blindness Using Universal Design for Learning A Practitioner Inquiry. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046989

Chicago Manual of Style (16th Edition):

Mundorf, Jonathan P. “Teaching Reading to a Student with Blindness Using Universal Design for Learning A Practitioner Inquiry.” 2014. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/UFE0046989.

MLA Handbook (7th Edition):

Mundorf, Jonathan P. “Teaching Reading to a Student with Blindness Using Universal Design for Learning A Practitioner Inquiry.” 2014. Web. 20 Aug 2019.

Vancouver:

Mundorf JP. Teaching Reading to a Student with Blindness Using Universal Design for Learning A Practitioner Inquiry. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/UFE0046989.

Council of Science Editors:

Mundorf JP. Teaching Reading to a Student with Blindness Using Universal Design for Learning A Practitioner Inquiry. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046989


University of Florida

8. Curcio, Rachelle Ann. The Relationship between Attending a Shared Learning Experience and Mentoring Interactions in the Final Internship.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2017, University of Florida

 Practicing teachers often identify the final internship as the most valuable and relevant component of their preparation for classroom practice. Moreover, scholars note that the… (more)

Subjects/Keywords: interactions  – internship  – mentoring

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APA (6th Edition):

Curcio, R. A. (2017). The Relationship between Attending a Shared Learning Experience and Mentoring Interactions in the Final Internship. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0051324

Chicago Manual of Style (16th Edition):

Curcio, Rachelle Ann. “The Relationship between Attending a Shared Learning Experience and Mentoring Interactions in the Final Internship.” 2017. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/UFE0051324.

MLA Handbook (7th Edition):

Curcio, Rachelle Ann. “The Relationship between Attending a Shared Learning Experience and Mentoring Interactions in the Final Internship.” 2017. Web. 20 Aug 2019.

Vancouver:

Curcio RA. The Relationship between Attending a Shared Learning Experience and Mentoring Interactions in the Final Internship. [Internet] [Doctoral dissertation]. University of Florida; 2017. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/UFE0051324.

Council of Science Editors:

Curcio RA. The Relationship between Attending a Shared Learning Experience and Mentoring Interactions in the Final Internship. [Doctoral Dissertation]. University of Florida; 2017. Available from: http://ufdc.ufl.edu/UFE0051324


University of Florida

9. Schipper, Jason A. Establishing Inquiry-Based Professional Learning Communities in an International School.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2014, University of Florida

 The concept of international schools is growing in popularity as science and industry bring professionals and their families to international contexts far from home. International… (more)

Subjects/Keywords: Collaborative learning; Communes; Educational research; Group facilitation; International schools; Learning; Professional development; Professional schools; Schools; Teachers; collaboration  – embedded  – inquiry  – international  – learning-communities  – self-study  – teaching

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APA (6th Edition):

Schipper, J. A. (2014). Establishing Inquiry-Based Professional Learning Communities in an International School. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047410

Chicago Manual of Style (16th Edition):

Schipper, Jason A. “Establishing Inquiry-Based Professional Learning Communities in an International School.” 2014. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/UFE0047410.

MLA Handbook (7th Edition):

Schipper, Jason A. “Establishing Inquiry-Based Professional Learning Communities in an International School.” 2014. Web. 20 Aug 2019.

Vancouver:

Schipper JA. Establishing Inquiry-Based Professional Learning Communities in an International School. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/UFE0047410.

Council of Science Editors:

Schipper JA. Establishing Inquiry-Based Professional Learning Communities in an International School. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0047410


University of Florida

10. Vasquez, Rita M. De-Normalizing Normal Principal Leadership for Educational Equity.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2017, University of Florida

 The purpose of this study is to understand how two high school principals purposely worked to disrupt the inequities in educational opportunities and outcomes that… (more)

Subjects/Keywords: principal-leadership  – school-leadership  – school-reform  – social-justice-leadership

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APA (6th Edition):

Vasquez, R. M. (2017). De-Normalizing Normal Principal Leadership for Educational Equity. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0051411

Chicago Manual of Style (16th Edition):

Vasquez, Rita M. “De-Normalizing Normal Principal Leadership for Educational Equity.” 2017. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/UFE0051411.

MLA Handbook (7th Edition):

Vasquez, Rita M. “De-Normalizing Normal Principal Leadership for Educational Equity.” 2017. Web. 20 Aug 2019.

Vancouver:

Vasquez RM. De-Normalizing Normal Principal Leadership for Educational Equity. [Internet] [Doctoral dissertation]. University of Florida; 2017. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/UFE0051411.

Council of Science Editors:

Vasquez RM. De-Normalizing Normal Principal Leadership for Educational Equity. [Doctoral Dissertation]. University of Florida; 2017. Available from: http://ufdc.ufl.edu/UFE0051411


University of Florida

11. Ammons, Lindsey Pavlik. Understanding and Designing Teacher Professional Development for Universal Design for Learning (UDL) Analysis of UDL Expert Perspectives.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2015, University of Florida

 The purpose of this study was to systematically explore the ways Universal Design for Learning (UDL) could be incorporated into my practice as a learning… (more)

Subjects/Keywords: Access to education; Classrooms; Educational environment; Learner engagement; Learning; Professional development; Professional development schools; Schools; Students; Teachers; education  – udl

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APA (6th Edition):

Ammons, L. P. (2015). Understanding and Designing Teacher Professional Development for Universal Design for Learning (UDL) Analysis of UDL Expert Perspectives. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049531

Chicago Manual of Style (16th Edition):

Ammons, Lindsey Pavlik. “Understanding and Designing Teacher Professional Development for Universal Design for Learning (UDL) Analysis of UDL Expert Perspectives.” 2015. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/UFE0049531.

MLA Handbook (7th Edition):

Ammons, Lindsey Pavlik. “Understanding and Designing Teacher Professional Development for Universal Design for Learning (UDL) Analysis of UDL Expert Perspectives.” 2015. Web. 20 Aug 2019.

Vancouver:

Ammons LP. Understanding and Designing Teacher Professional Development for Universal Design for Learning (UDL) Analysis of UDL Expert Perspectives. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/UFE0049531.

Council of Science Editors:

Ammons LP. Understanding and Designing Teacher Professional Development for Universal Design for Learning (UDL) Analysis of UDL Expert Perspectives. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049531


University of Florida

12. Moss, Michael Peter. The Role of the School Principal in Establishing a School Culture That Embraces Job-Embedded Peer Coaching as Effective Professional Development.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2015, University of Florida

 Working as a school principal in a large and diverse urban elementary school with unique professional development needs requires that I create structures that support… (more)

Subjects/Keywords: Classrooms; Coaching; Learning; Mathematics; Professional development; Professional development schools; School principals; Schools; Students; Teachers; coaching  – collaboration  – peer  – training

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APA (6th Edition):

Moss, M. P. (2015). The Role of the School Principal in Establishing a School Culture That Embraces Job-Embedded Peer Coaching as Effective Professional Development. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049425

Chicago Manual of Style (16th Edition):

Moss, Michael Peter. “The Role of the School Principal in Establishing a School Culture That Embraces Job-Embedded Peer Coaching as Effective Professional Development.” 2015. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/UFE0049425.

MLA Handbook (7th Edition):

Moss, Michael Peter. “The Role of the School Principal in Establishing a School Culture That Embraces Job-Embedded Peer Coaching as Effective Professional Development.” 2015. Web. 20 Aug 2019.

Vancouver:

Moss MP. The Role of the School Principal in Establishing a School Culture That Embraces Job-Embedded Peer Coaching as Effective Professional Development. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/UFE0049425.

Council of Science Editors:

Moss MP. The Role of the School Principal in Establishing a School Culture That Embraces Job-Embedded Peer Coaching as Effective Professional Development. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049425


University of Florida

13. Miccichi, Kimberly L. Facilitating Culturally Responsive Classroom Management Professional Development for Novice Teachers in an Urban School.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2014, University of Florida

 In todays era of school reform, struggling schools, serving mostly students of color and from poverty, often hire novice teachers. These teachers encounter numerous challenges… (more)

Subjects/Keywords: Classroom management; Classrooms; Governmental protocol; Learning; Mentors; Professional development; Schools; Students; Teachers; Urban schools; classroom  – culturally  – development  – management  – novice  – professional  – responsive  – teachers

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APA (6th Edition):

Miccichi, K. L. (2014). Facilitating Culturally Responsive Classroom Management Professional Development for Novice Teachers in an Urban School. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046912

Chicago Manual of Style (16th Edition):

Miccichi, Kimberly L. “Facilitating Culturally Responsive Classroom Management Professional Development for Novice Teachers in an Urban School.” 2014. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/UFE0046912.

MLA Handbook (7th Edition):

Miccichi, Kimberly L. “Facilitating Culturally Responsive Classroom Management Professional Development for Novice Teachers in an Urban School.” 2014. Web. 20 Aug 2019.

Vancouver:

Miccichi KL. Facilitating Culturally Responsive Classroom Management Professional Development for Novice Teachers in an Urban School. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/UFE0046912.

Council of Science Editors:

Miccichi KL. Facilitating Culturally Responsive Classroom Management Professional Development for Novice Teachers in an Urban School. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046912


University of Florida

14. Storch, Jill Frenchman. Inclusion, Effective Practices, and Coaching in Early Childhood Education.

Degree: EdD, Special Education - Special Education, School Psychology and Early Childhood Studies, 2016, University of Florida

 Early childhood is a time of critical importance for young children to develop social and emotional skills. Young children with or at risk for disabilities… (more)

Subjects/Keywords: Childhood; Classrooms; Coaching; Collaboration; Disabilities; Early childhood education; Learning; Playgrounds; Professional development; Special education; coaching  – disabilities  – education  – inclusion

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APA (6th Edition):

Storch, J. F. (2016). Inclusion, Effective Practices, and Coaching in Early Childhood Education. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0050528

Chicago Manual of Style (16th Edition):

Storch, Jill Frenchman. “Inclusion, Effective Practices, and Coaching in Early Childhood Education.” 2016. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/UFE0050528.

MLA Handbook (7th Edition):

Storch, Jill Frenchman. “Inclusion, Effective Practices, and Coaching in Early Childhood Education.” 2016. Web. 20 Aug 2019.

Vancouver:

Storch JF. Inclusion, Effective Practices, and Coaching in Early Childhood Education. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/UFE0050528.

Council of Science Editors:

Storch JF. Inclusion, Effective Practices, and Coaching in Early Childhood Education. [Doctoral Dissertation]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/UFE0050528


University of Florida

15. Gibbs, Lauren J. Principals as Instructional Leadership Coaches School Change through Job Embedded Professional Development.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2015, University of Florida

 Educational research has identified that the professional development principals receive directly impacts their ability to build school capacity for improving teacher practice (Fullan, 2011; Guskey,… (more)

Subjects/Keywords: Coaching; Instructional leadership; Learning; Professional development; Professional development schools; School principals; Schools; Students; Teacher evaluation; Teachers; coaching  – development  – job-embedded  – leadership

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APA (6th Edition):

Gibbs, L. J. (2015). Principals as Instructional Leadership Coaches School Change through Job Embedded Professional Development. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049428

Chicago Manual of Style (16th Edition):

Gibbs, Lauren J. “Principals as Instructional Leadership Coaches School Change through Job Embedded Professional Development.” 2015. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/UFE0049428.

MLA Handbook (7th Edition):

Gibbs, Lauren J. “Principals as Instructional Leadership Coaches School Change through Job Embedded Professional Development.” 2015. Web. 20 Aug 2019.

Vancouver:

Gibbs LJ. Principals as Instructional Leadership Coaches School Change through Job Embedded Professional Development. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/UFE0049428.

Council of Science Editors:

Gibbs LJ. Principals as Instructional Leadership Coaches School Change through Job Embedded Professional Development. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049428


University of Florida

16. Legler, Christian Erik. E-Mentoring Novice Science Teachers through University-Sponsored Online Induction A Self-Study.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2017, University of Florida

 High attrition rates of beginning teachers are a major challenge for schools. Online induction featuring e-mentoring is one way that teacher education programs can support… (more)

Subjects/Keywords: e-mentoring  – induction  – s-sttep  – self-study

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APA (6th Edition):

Legler, C. E. (2017). E-Mentoring Novice Science Teachers through University-Sponsored Online Induction A Self-Study. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0051273

Chicago Manual of Style (16th Edition):

Legler, Christian Erik. “E-Mentoring Novice Science Teachers through University-Sponsored Online Induction A Self-Study.” 2017. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/UFE0051273.

MLA Handbook (7th Edition):

Legler, Christian Erik. “E-Mentoring Novice Science Teachers through University-Sponsored Online Induction A Self-Study.” 2017. Web. 20 Aug 2019.

Vancouver:

Legler CE. E-Mentoring Novice Science Teachers through University-Sponsored Online Induction A Self-Study. [Internet] [Doctoral dissertation]. University of Florida; 2017. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/UFE0051273.

Council of Science Editors:

Legler CE. E-Mentoring Novice Science Teachers through University-Sponsored Online Induction A Self-Study. [Doctoral Dissertation]. University of Florida; 2017. Available from: http://ufdc.ufl.edu/UFE0051273


University of Florida

17. Kirton, Charmyn M. The Perspectives of Novice Principals in High-Poverty, Low-Performing Schools Challenges Faced and Support Needed.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2014, University of Florida

 Across the nation, urban school districts continue to search for solutions in order to transform high-poverty, low-performing schools. While the literature recognizes the leadership of… (more)

Subjects/Keywords: Academic achievement; Learning; Parents; Public schools; School districts; School principals; Schools; Students; Teachers; Urban schools; high-povertyschools  – low-performingschools  – noviceprincipals

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

APA (6th Edition):

Kirton, C. M. (2014). The Perspectives of Novice Principals in High-Poverty, Low-Performing Schools Challenges Faced and Support Needed. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046970

Chicago Manual of Style (16th Edition):

Kirton, Charmyn M. “The Perspectives of Novice Principals in High-Poverty, Low-Performing Schools Challenges Faced and Support Needed.” 2014. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/UFE0046970.

MLA Handbook (7th Edition):

Kirton, Charmyn M. “The Perspectives of Novice Principals in High-Poverty, Low-Performing Schools Challenges Faced and Support Needed.” 2014. Web. 20 Aug 2019.

Vancouver:

Kirton CM. The Perspectives of Novice Principals in High-Poverty, Low-Performing Schools Challenges Faced and Support Needed. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/UFE0046970.

Council of Science Editors:

Kirton CM. The Perspectives of Novice Principals in High-Poverty, Low-Performing Schools Challenges Faced and Support Needed. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046970


University of Florida

18. Filippi, Elizabeth H. Negotiating the Role of Special Education Teacher in the Context of Elementary Schools.

Degree: PhD, Special Education - Special Education, School Psychology and Early Childhood Studies, 2013, University of Florida

 Ambiguity surrounds the role of the special education teacher in contemporary elementary schools, where multi-tiered systems of supports have emerged as a prevalent organizational structure. … (more)

Subjects/Keywords: Classrooms; Disabilities; Educators; Pedagogy; Schools; Special education; Special education teachers; Special needs students; Students; Teachers; education  – elementary  – mtss  – multi  – roles  – rti  – special  – teachers  – tiered

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

APA (6th Edition):

Filippi, E. H. (2013). Negotiating the Role of Special Education Teacher in the Context of Elementary Schools. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045288

Chicago Manual of Style (16th Edition):

Filippi, Elizabeth H. “Negotiating the Role of Special Education Teacher in the Context of Elementary Schools.” 2013. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/UFE0045288.

MLA Handbook (7th Edition):

Filippi, Elizabeth H. “Negotiating the Role of Special Education Teacher in the Context of Elementary Schools.” 2013. Web. 20 Aug 2019.

Vancouver:

Filippi EH. Negotiating the Role of Special Education Teacher in the Context of Elementary Schools. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/UFE0045288.

Council of Science Editors:

Filippi EH. Negotiating the Role of Special Education Teacher in the Context of Elementary Schools. [Doctoral Dissertation]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045288


University of Florida

19. Rodgers, Mary K. Reflective Coaching Tensions and Transformations from Teachers' Experiences.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2015, University of Florida

 Educational research has identified the continuing development and learning of teachers as key to improving the quality of schools in the United States, and as… (more)

Subjects/Keywords: Classrooms; Coaching; Learning; Professional development; Professional development schools; Schools; Students; Teacher evaluation; Teachers; Teaching methods; coaching  – development  – education  – professional  – teacher

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

APA (6th Edition):

Rodgers, M. K. (2015). Reflective Coaching Tensions and Transformations from Teachers' Experiences. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047709

Chicago Manual of Style (16th Edition):

Rodgers, Mary K. “Reflective Coaching Tensions and Transformations from Teachers' Experiences.” 2015. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/UFE0047709.

MLA Handbook (7th Edition):

Rodgers, Mary K. “Reflective Coaching Tensions and Transformations from Teachers' Experiences.” 2015. Web. 20 Aug 2019.

Vancouver:

Rodgers MK. Reflective Coaching Tensions and Transformations from Teachers' Experiences. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/UFE0047709.

Council of Science Editors:

Rodgers MK. Reflective Coaching Tensions and Transformations from Teachers' Experiences. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0047709

20. Blaine, Ana G. This Is Where I Belong Understanding Teacher Candidates Decision to Work in High-Poverty, Urban Schools.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2016, University of Florida

 Given the need for high quality teachers in every U.S. school and the low percentage of teachers who wish to work in high-poverty, urban schools,… (more)

Subjects/Keywords: Employment; Internships; Learning; Preservice teachers; School principals; Schools; Students; Teacher education programs; Teachers; Urban schools; education  – high-poverty  – minorities  – preservice  – teachers  – urban

…64 8 Abstract of Dissertation Presented to the Graduate School of the University of… …Florida in Partial Fulfillment of the Requirements for the Degree of Doctor of Education “THIS… 

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

APA (6th Edition):

Blaine, A. G. (2016). This Is Where I Belong Understanding Teacher Candidates Decision to Work in High-Poverty, Urban Schools. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0050297

Chicago Manual of Style (16th Edition):

Blaine, Ana G. “This Is Where I Belong Understanding Teacher Candidates Decision to Work in High-Poverty, Urban Schools.” 2016. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/UFE0050297.

MLA Handbook (7th Edition):

Blaine, Ana G. “This Is Where I Belong Understanding Teacher Candidates Decision to Work in High-Poverty, Urban Schools.” 2016. Web. 20 Aug 2019.

Vancouver:

Blaine AG. This Is Where I Belong Understanding Teacher Candidates Decision to Work in High-Poverty, Urban Schools. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/UFE0050297.

Council of Science Editors:

Blaine AG. This Is Where I Belong Understanding Teacher Candidates Decision to Work in High-Poverty, Urban Schools. [Doctoral Dissertation]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/UFE0050297

21. Barlis, Lauren Tripp. I Knew the Right People A Grounded Theory Study of the Resilience of First-Generation Black Male College Students.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2013, University of Florida

 Research on the academic achievement of Black and White students in our nation's educational system reveals substantial evidence of differential patterns of achievement. Black students… (more)

Subjects/Keywords: Academic achievement; African Americans; College students; High school students; High schools; Minority group students; Parents; Schools; Students; Teachers; black  – education  – equity  – male  – parent  – relationships  – resilience  – student  – teacher  – voices

…university. 9 Abstract of Dissertation Presented to the Graduate School of the University of… …Florida in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy “I… 

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

APA (6th Edition):

Barlis, L. T. (2013). I Knew the Right People A Grounded Theory Study of the Resilience of First-Generation Black Male College Students. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045854

Chicago Manual of Style (16th Edition):

Barlis, Lauren Tripp. “I Knew the Right People A Grounded Theory Study of the Resilience of First-Generation Black Male College Students.” 2013. Doctoral Dissertation, University of Florida. Accessed August 20, 2019. http://ufdc.ufl.edu/UFE0045854.

MLA Handbook (7th Edition):

Barlis, Lauren Tripp. “I Knew the Right People A Grounded Theory Study of the Resilience of First-Generation Black Male College Students.” 2013. Web. 20 Aug 2019.

Vancouver:

Barlis LT. I Knew the Right People A Grounded Theory Study of the Resilience of First-Generation Black Male College Students. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2019 Aug 20]. Available from: http://ufdc.ufl.edu/UFE0045854.

Council of Science Editors:

Barlis LT. I Knew the Right People A Grounded Theory Study of the Resilience of First-Generation Black Male College Students. [Doctoral Dissertation]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045854

.