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Dept: Educational Leadership and Policy Studies

You searched for subject:( Inclusive education Teacher preparedness ). Showing records 1 – 30 of 846 total matches.

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Arizona State University

1. Halpert, Michael Aron. Factors Affecting Teacher Satisfaction in an Urban School District.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Arizona State University

 The purpose of this study was to distinguish factors that influence the satisfaction levels of teachers in urban school districts. This work also distinguished factors… (more)

Subjects/Keywords: Teacher Education; Teacher Retention; Teacher Satisfaction

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APA (6th Edition):

Halpert, M. A. (2011). Factors Affecting Teacher Satisfaction in an Urban School District. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8861

Chicago Manual of Style (16th Edition):

Halpert, Michael Aron. “Factors Affecting Teacher Satisfaction in an Urban School District.” 2011. Doctoral Dissertation, Arizona State University. Accessed July 16, 2019. http://repository.asu.edu/items/8861.

MLA Handbook (7th Edition):

Halpert, Michael Aron. “Factors Affecting Teacher Satisfaction in an Urban School District.” 2011. Web. 16 Jul 2019.

Vancouver:

Halpert MA. Factors Affecting Teacher Satisfaction in an Urban School District. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Jul 16]. Available from: http://repository.asu.edu/items/8861.

Council of Science Editors:

Halpert MA. Factors Affecting Teacher Satisfaction in an Urban School District. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/8861


Arizona State University

2. Beal, Sarah. Teacher Educator Collaboration Using Portfolios: Using Peer and Student Feedback as a Process for Continuous Reflection and Learning.

Degree: Educational Leadership and Policy Studies, 2017, Arizona State University

 This action research study examined the influence of teacher educator collaboration using portfolios. The participants in this study were teacher educators in a university. The… (more)

Subjects/Keywords: Higher education; Teacher education; Teacher Educators

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APA (6th Edition):

Beal, S. (2017). Teacher Educator Collaboration Using Portfolios: Using Peer and Student Feedback as a Process for Continuous Reflection and Learning. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/44263

Chicago Manual of Style (16th Edition):

Beal, Sarah. “Teacher Educator Collaboration Using Portfolios: Using Peer and Student Feedback as a Process for Continuous Reflection and Learning.” 2017. Doctoral Dissertation, Arizona State University. Accessed July 16, 2019. http://repository.asu.edu/items/44263.

MLA Handbook (7th Edition):

Beal, Sarah. “Teacher Educator Collaboration Using Portfolios: Using Peer and Student Feedback as a Process for Continuous Reflection and Learning.” 2017. Web. 16 Jul 2019.

Vancouver:

Beal S. Teacher Educator Collaboration Using Portfolios: Using Peer and Student Feedback as a Process for Continuous Reflection and Learning. [Internet] [Doctoral dissertation]. Arizona State University; 2017. [cited 2019 Jul 16]. Available from: http://repository.asu.edu/items/44263.

Council of Science Editors:

Beal S. Teacher Educator Collaboration Using Portfolios: Using Peer and Student Feedback as a Process for Continuous Reflection and Learning. [Doctoral Dissertation]. Arizona State University; 2017. Available from: http://repository.asu.edu/items/44263


Arizona State University

3. Hallquist, Rachel Anne. New Teachers and Wellbeing.

Degree: Educational Leadership and Policy Studies, 2018, Arizona State University

 New teachers quit the profession at high levels, particularly in rural and urban schools. These high rates of turnover create staffing issues, particularly in high-needs… (more)

Subjects/Keywords: Education; New teachers; teacher burnout; teacher emotions; teacher renewal; teacher retention; teacher wellbeing

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APA (6th Edition):

Hallquist, R. A. (2018). New Teachers and Wellbeing. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/51593

Chicago Manual of Style (16th Edition):

Hallquist, Rachel Anne. “New Teachers and Wellbeing.” 2018. Doctoral Dissertation, Arizona State University. Accessed July 16, 2019. http://repository.asu.edu/items/51593.

MLA Handbook (7th Edition):

Hallquist, Rachel Anne. “New Teachers and Wellbeing.” 2018. Web. 16 Jul 2019.

Vancouver:

Hallquist RA. New Teachers and Wellbeing. [Internet] [Doctoral dissertation]. Arizona State University; 2018. [cited 2019 Jul 16]. Available from: http://repository.asu.edu/items/51593.

Council of Science Editors:

Hallquist RA. New Teachers and Wellbeing. [Doctoral Dissertation]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/51593


University of Vermont

4. Timsina, Prem P. Employing "Best Practices" In Teacher Education: Faculty Perceptions Of Their Success And Their Needs In Preparing Teachers To Increase Student Achievement.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2014, University of Vermont

  This qualitative study focuses on the faculty engaged in the preparation of secondary teachers at North East University (NEU). It seeks to discover how… (more)

Subjects/Keywords: "Best Practices"; Student Achievement; Teacher Education; Education

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APA (6th Edition):

Timsina, P. P. (2014). Employing "Best Practices" In Teacher Education: Faculty Perceptions Of Their Success And Their Needs In Preparing Teachers To Increase Student Achievement. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/282

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Timsina, Prem P. “Employing "Best Practices" In Teacher Education: Faculty Perceptions Of Their Success And Their Needs In Preparing Teachers To Increase Student Achievement.” 2014. Thesis, University of Vermont. Accessed July 16, 2019. https://scholarworks.uvm.edu/graddis/282.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Timsina, Prem P. “Employing "Best Practices" In Teacher Education: Faculty Perceptions Of Their Success And Their Needs In Preparing Teachers To Increase Student Achievement.” 2014. Web. 16 Jul 2019.

Vancouver:

Timsina PP. Employing "Best Practices" In Teacher Education: Faculty Perceptions Of Their Success And Their Needs In Preparing Teachers To Increase Student Achievement. [Internet] [Thesis]. University of Vermont; 2014. [cited 2019 Jul 16]. Available from: https://scholarworks.uvm.edu/graddis/282.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Timsina PP. Employing "Best Practices" In Teacher Education: Faculty Perceptions Of Their Success And Their Needs In Preparing Teachers To Increase Student Achievement. [Thesis]. University of Vermont; 2014. Available from: https://scholarworks.uvm.edu/graddis/282

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Kansas

5. Marten, Sarah Lyn. Changing Teacher Perceptions of their Roles: Pre and Post NCLB.

Degree: PhD, Educational Leadership and Policy Studies, 2017, University of Kansas

 The accountability movement in education charted a more outcomes-driven, standardized approach to education that emphasized labor-market outcomes. No Child Left Behind (NCLB), the cornerstone of… (more)

Subjects/Keywords: Education policy; Education; Secondary education; cognition; education; perceptions; policy; secondary; teacher

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APA (6th Edition):

Marten, S. L. (2017). Changing Teacher Perceptions of their Roles: Pre and Post NCLB. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/25968

Chicago Manual of Style (16th Edition):

Marten, Sarah Lyn. “Changing Teacher Perceptions of their Roles: Pre and Post NCLB.” 2017. Doctoral Dissertation, University of Kansas. Accessed July 16, 2019. http://hdl.handle.net/1808/25968.

MLA Handbook (7th Edition):

Marten, Sarah Lyn. “Changing Teacher Perceptions of their Roles: Pre and Post NCLB.” 2017. Web. 16 Jul 2019.

Vancouver:

Marten SL. Changing Teacher Perceptions of their Roles: Pre and Post NCLB. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1808/25968.

Council of Science Editors:

Marten SL. Changing Teacher Perceptions of their Roles: Pre and Post NCLB. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/25968

6. Wright, Christi Dee. The Effect Of A Teacher Preparation Program On Teacher Preparedness From The Perspective Of First-Year Teachers And Their Principals.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2017, Encompass Digital Archive, Eastern Kentucky University

Teacher attrition, particularly among first-year teachers, has encouraged research studies at identifying concerns and recommendations for analyzing and improving college and university teacher preparation… (more)

Subjects/Keywords: first-year teachers; teacher preparation; Teacher Education and Professional Development

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APA (6th Edition):

Wright, C. D. (2017). The Effect Of A Teacher Preparation Program On Teacher Preparedness From The Perspective Of First-Year Teachers And Their Principals. (Doctoral Dissertation). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/472

Chicago Manual of Style (16th Edition):

Wright, Christi Dee. “The Effect Of A Teacher Preparation Program On Teacher Preparedness From The Perspective Of First-Year Teachers And Their Principals.” 2017. Doctoral Dissertation, Encompass Digital Archive, Eastern Kentucky University. Accessed July 16, 2019. https://encompass.eku.edu/etd/472.

MLA Handbook (7th Edition):

Wright, Christi Dee. “The Effect Of A Teacher Preparation Program On Teacher Preparedness From The Perspective Of First-Year Teachers And Their Principals.” 2017. Web. 16 Jul 2019.

Vancouver:

Wright CD. The Effect Of A Teacher Preparation Program On Teacher Preparedness From The Perspective Of First-Year Teachers And Their Principals. [Internet] [Doctoral dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2017. [cited 2019 Jul 16]. Available from: https://encompass.eku.edu/etd/472.

Council of Science Editors:

Wright CD. The Effect Of A Teacher Preparation Program On Teacher Preparedness From The Perspective Of First-Year Teachers And Their Principals. [Doctoral Dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2017. Available from: https://encompass.eku.edu/etd/472


Virginia Tech

7. White, Daniel Scott. Elementary School Teacher Preparation and Attitudes toward Co-Teaching in an Inclusion Classroom in an Urban Division in Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

 This study measured the relative strength of the relationships among the variables that research has suggested improve teacher attitudes toward co-teaching inclusion. The purpose of… (more)

Subjects/Keywords: Special Education Leadership; Teacher Attitudes; Teacher Preparation; Inclusion

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APA (6th Edition):

White, D. S. (2017). Elementary School Teacher Preparation and Attitudes toward Co-Teaching in an Inclusion Classroom in an Urban Division in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85259

Chicago Manual of Style (16th Edition):

White, Daniel Scott. “Elementary School Teacher Preparation and Attitudes toward Co-Teaching in an Inclusion Classroom in an Urban Division in Virginia.” 2017. Doctoral Dissertation, Virginia Tech. Accessed July 16, 2019. http://hdl.handle.net/10919/85259.

MLA Handbook (7th Edition):

White, Daniel Scott. “Elementary School Teacher Preparation and Attitudes toward Co-Teaching in an Inclusion Classroom in an Urban Division in Virginia.” 2017. Web. 16 Jul 2019.

Vancouver:

White DS. Elementary School Teacher Preparation and Attitudes toward Co-Teaching in an Inclusion Classroom in an Urban Division in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10919/85259.

Council of Science Editors:

White DS. Elementary School Teacher Preparation and Attitudes toward Co-Teaching in an Inclusion Classroom in an Urban Division in Virginia. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85259


Arizona State University

8. Diaz, Victor Humberto. Beginning Teachers' Production of Pedagogical Content Knowledge: A Cultural Historical Perspective.

Degree: PhD, Educational Leadership and Policy Studies, 2012, Arizona State University

 Few would argue that teacher effectiveness is a key lever in education reform and improving the overall quality of public education, especially in poor and… (more)

Subjects/Keywords: Teacher education; Education policy; Induction; Pedagogical Content Knowledge; Sociocultural Theory; Teacher Identity; Teacher Learning; Teach For America

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APA (6th Edition):

Diaz, V. H. (2012). Beginning Teachers' Production of Pedagogical Content Knowledge: A Cultural Historical Perspective. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14827

Chicago Manual of Style (16th Edition):

Diaz, Victor Humberto. “Beginning Teachers' Production of Pedagogical Content Knowledge: A Cultural Historical Perspective.” 2012. Doctoral Dissertation, Arizona State University. Accessed July 16, 2019. http://repository.asu.edu/items/14827.

MLA Handbook (7th Edition):

Diaz, Victor Humberto. “Beginning Teachers' Production of Pedagogical Content Knowledge: A Cultural Historical Perspective.” 2012. Web. 16 Jul 2019.

Vancouver:

Diaz VH. Beginning Teachers' Production of Pedagogical Content Knowledge: A Cultural Historical Perspective. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2019 Jul 16]. Available from: http://repository.asu.edu/items/14827.

Council of Science Editors:

Diaz VH. Beginning Teachers' Production of Pedagogical Content Knowledge: A Cultural Historical Perspective. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/14827

9. Sexton, Katrina Ann. Stakeholders' Knowledge Impacting the Academic and Social-Emotional Needs of Twice-Exceptional Students in Kentucky.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2016, Encompass Digital Archive, Eastern Kentucky University

  Decades worth of studies have documented the role of teacher training in identifying children with exceptional needs. Yet, none have investigated the differences between… (more)

Subjects/Keywords: discrepancy; Gifted education; Kentucky; Special education; teacher training; Twice-exceptional; Special Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Sexton, K. A. (2016). Stakeholders' Knowledge Impacting the Academic and Social-Emotional Needs of Twice-Exceptional Students in Kentucky. (Doctoral Dissertation). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/423

Chicago Manual of Style (16th Edition):

Sexton, Katrina Ann. “Stakeholders' Knowledge Impacting the Academic and Social-Emotional Needs of Twice-Exceptional Students in Kentucky.” 2016. Doctoral Dissertation, Encompass Digital Archive, Eastern Kentucky University. Accessed July 16, 2019. https://encompass.eku.edu/etd/423.

MLA Handbook (7th Edition):

Sexton, Katrina Ann. “Stakeholders' Knowledge Impacting the Academic and Social-Emotional Needs of Twice-Exceptional Students in Kentucky.” 2016. Web. 16 Jul 2019.

Vancouver:

Sexton KA. Stakeholders' Knowledge Impacting the Academic and Social-Emotional Needs of Twice-Exceptional Students in Kentucky. [Internet] [Doctoral dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2016. [cited 2019 Jul 16]. Available from: https://encompass.eku.edu/etd/423.

Council of Science Editors:

Sexton KA. Stakeholders' Knowledge Impacting the Academic and Social-Emotional Needs of Twice-Exceptional Students in Kentucky. [Doctoral Dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2016. Available from: https://encompass.eku.edu/etd/423


Arizona State University

10. Boudon, Daniel John. Faculty Perspectives on Critical Pedagogy and Social Justice.

Degree: Educational Leadership and Policy Studies, 2015, Arizona State University

 In an attempt to gain a greater understanding of the interpretations and attitudes of higher education faculty in education programs teaching critical pedagogy, social justice,… (more)

Subjects/Keywords: Sociology of education; Teacher education; Educational evaluation; critical pedagogy; empowerment; social justice; teacher education; teaching philosophy

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APA (6th Edition):

Boudon, D. J. (2015). Faculty Perspectives on Critical Pedagogy and Social Justice. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/29866

Chicago Manual of Style (16th Edition):

Boudon, Daniel John. “Faculty Perspectives on Critical Pedagogy and Social Justice.” 2015. Doctoral Dissertation, Arizona State University. Accessed July 16, 2019. http://repository.asu.edu/items/29866.

MLA Handbook (7th Edition):

Boudon, Daniel John. “Faculty Perspectives on Critical Pedagogy and Social Justice.” 2015. Web. 16 Jul 2019.

Vancouver:

Boudon DJ. Faculty Perspectives on Critical Pedagogy and Social Justice. [Internet] [Doctoral dissertation]. Arizona State University; 2015. [cited 2019 Jul 16]. Available from: http://repository.asu.edu/items/29866.

Council of Science Editors:

Boudon DJ. Faculty Perspectives on Critical Pedagogy and Social Justice. [Doctoral Dissertation]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/29866


University of Kansas

11. Vossler, Victoria L. The Development and Field Test of Employment Interview Questions Designed to Predict Special Education Teachers' Retention.

Degree: EdD, Educational Leadership and Policy Studies, 2010, University of Kansas

 The attrition of special education teachers greatly affects the quality of special education services districts can provide for students with disabilities and creates an ongoing… (more)

Subjects/Keywords: Special education; Education; Administration; Interview instrument; Teacher retention

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APA (6th Edition):

Vossler, V. L. (2010). The Development and Field Test of Employment Interview Questions Designed to Predict Special Education Teachers' Retention. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/6949

Chicago Manual of Style (16th Edition):

Vossler, Victoria L. “The Development and Field Test of Employment Interview Questions Designed to Predict Special Education Teachers' Retention.” 2010. Doctoral Dissertation, University of Kansas. Accessed July 16, 2019. http://hdl.handle.net/1808/6949.

MLA Handbook (7th Edition):

Vossler, Victoria L. “The Development and Field Test of Employment Interview Questions Designed to Predict Special Education Teachers' Retention.” 2010. Web. 16 Jul 2019.

Vancouver:

Vossler VL. The Development and Field Test of Employment Interview Questions Designed to Predict Special Education Teachers' Retention. [Internet] [Doctoral dissertation]. University of Kansas; 2010. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1808/6949.

Council of Science Editors:

Vossler VL. The Development and Field Test of Employment Interview Questions Designed to Predict Special Education Teachers' Retention. [Doctoral Dissertation]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/6949


University of Kansas

12. Robbins, Lisa Ann. Which is More Effective in Educating Teachers to Work with Children with Autism?.

Degree: PhD, Educational Leadership and Policy Studies, 2010, University of Kansas

 The purpose of this study was to evaluate the effectiveness of an online format of instruction versus a face-to-face format of instruction in order to… (more)

Subjects/Keywords: Special education; Education; Teacher training; Autism; Online teaching

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APA (6th Edition):

Robbins, L. A. (2010). Which is More Effective in Educating Teachers to Work with Children with Autism?. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/6744

Chicago Manual of Style (16th Edition):

Robbins, Lisa Ann. “Which is More Effective in Educating Teachers to Work with Children with Autism?.” 2010. Doctoral Dissertation, University of Kansas. Accessed July 16, 2019. http://hdl.handle.net/1808/6744.

MLA Handbook (7th Edition):

Robbins, Lisa Ann. “Which is More Effective in Educating Teachers to Work with Children with Autism?.” 2010. Web. 16 Jul 2019.

Vancouver:

Robbins LA. Which is More Effective in Educating Teachers to Work with Children with Autism?. [Internet] [Doctoral dissertation]. University of Kansas; 2010. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1808/6744.

Council of Science Editors:

Robbins LA. Which is More Effective in Educating Teachers to Work with Children with Autism?. [Doctoral Dissertation]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/6744


University of Kansas

13. Biondo, Gerri Michelle. Perceptions of Roles and Responsibilities of Instructional Coaches in One Midwestern School District.

Degree: EdD, Educational Leadership and Policy Studies, 2018, University of Kansas

 Instructional coach programs are being implemented in districts to aid in the increase of student achievement through providing job-embedded professional development. Yet, there is limited… (more)

Subjects/Keywords: Education; education; elementary; instructional coach; perception; principal; teacher

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APA (6th Edition):

Biondo, G. M. (2018). Perceptions of Roles and Responsibilities of Instructional Coaches in One Midwestern School District. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27546

Chicago Manual of Style (16th Edition):

Biondo, Gerri Michelle. “Perceptions of Roles and Responsibilities of Instructional Coaches in One Midwestern School District.” 2018. Doctoral Dissertation, University of Kansas. Accessed July 16, 2019. http://hdl.handle.net/1808/27546.

MLA Handbook (7th Edition):

Biondo, Gerri Michelle. “Perceptions of Roles and Responsibilities of Instructional Coaches in One Midwestern School District.” 2018. Web. 16 Jul 2019.

Vancouver:

Biondo GM. Perceptions of Roles and Responsibilities of Instructional Coaches in One Midwestern School District. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1808/27546.

Council of Science Editors:

Biondo GM. Perceptions of Roles and Responsibilities of Instructional Coaches in One Midwestern School District. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27546


University of Vermont

14. Longchamp, Juliette Cavanaugh. The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2017, University of Vermont

Teacher evaluation is changing in the United States, primarily due to federal policies requiring that measures of student growth be embedded within teacher evaluation… (more)

Subjects/Keywords: Professional Growth; Student Learning Objectives; Teacher Collaboration; Teacher Effectiveness; Teacher Evaluation; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Longchamp, J. C. (2017). The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/734

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Longchamp, Juliette Cavanaugh. “The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study.” 2017. Thesis, University of Vermont. Accessed July 16, 2019. https://scholarworks.uvm.edu/graddis/734.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Longchamp, Juliette Cavanaugh. “The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study.” 2017. Web. 16 Jul 2019.

Vancouver:

Longchamp JC. The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study. [Internet] [Thesis]. University of Vermont; 2017. [cited 2019 Jul 16]. Available from: https://scholarworks.uvm.edu/graddis/734.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Longchamp JC. The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study. [Thesis]. University of Vermont; 2017. Available from: https://scholarworks.uvm.edu/graddis/734

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Crosby, Kevin Scott. The Relationship Between Administrative Support And Burnout In Turnaround Schools.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2015, Encompass Digital Archive, Eastern Kentucky University

  This study looked at the relationship between administrative support and teacher burnout in two federally funded turnaround middle schools. Teacher burnout indicators include signs… (more)

Subjects/Keywords: Administrative Support; Teacher Burnout; Turnaround Schools; Educational Administration and Supervision; Teacher Education and Professional Development

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APA (6th Edition):

Crosby, K. S. (2015). The Relationship Between Administrative Support And Burnout In Turnaround Schools. (Doctoral Dissertation). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/355

Chicago Manual of Style (16th Edition):

Crosby, Kevin Scott. “The Relationship Between Administrative Support And Burnout In Turnaround Schools.” 2015. Doctoral Dissertation, Encompass Digital Archive, Eastern Kentucky University. Accessed July 16, 2019. https://encompass.eku.edu/etd/355.

MLA Handbook (7th Edition):

Crosby, Kevin Scott. “The Relationship Between Administrative Support And Burnout In Turnaround Schools.” 2015. Web. 16 Jul 2019.

Vancouver:

Crosby KS. The Relationship Between Administrative Support And Burnout In Turnaround Schools. [Internet] [Doctoral dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2015. [cited 2019 Jul 16]. Available from: https://encompass.eku.edu/etd/355.

Council of Science Editors:

Crosby KS. The Relationship Between Administrative Support And Burnout In Turnaround Schools. [Doctoral Dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2015. Available from: https://encompass.eku.edu/etd/355


Virginia Tech

16. Walker, Anitra D. A Case Study of Why Teachers Choose to Remain in One Urban School District.

Degree: EdD, Educational Leadership and Policy Studies, 1997, Virginia Tech

 Riley (1998) indicated that our nationâ s neediest communities, those with high rates of poverty and all too often large minority populations, suffer most from… (more)

Subjects/Keywords: teacher retention; teacher commitment; urban education

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APA (6th Edition):

Walker, A. D. (1997). A Case Study of Why Teachers Choose to Remain in One Urban School District. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/11119

Chicago Manual of Style (16th Edition):

Walker, Anitra D. “A Case Study of Why Teachers Choose to Remain in One Urban School District.” 1997. Doctoral Dissertation, Virginia Tech. Accessed July 16, 2019. http://hdl.handle.net/10919/11119.

MLA Handbook (7th Edition):

Walker, Anitra D. “A Case Study of Why Teachers Choose to Remain in One Urban School District.” 1997. Web. 16 Jul 2019.

Vancouver:

Walker AD. A Case Study of Why Teachers Choose to Remain in One Urban School District. [Internet] [Doctoral dissertation]. Virginia Tech; 1997. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10919/11119.

Council of Science Editors:

Walker AD. A Case Study of Why Teachers Choose to Remain in One Urban School District. [Doctoral Dissertation]. Virginia Tech; 1997. Available from: http://hdl.handle.net/10919/11119


University of Kansas

17. Northup, Kelly Michelle. Teacher Intra-district Migration out of Title 1 Schools: Case Study of a Midwestern Suburban School District.

Degree: EdD, Educational Leadership and Policy Studies, 2018, University of Kansas

Teacher migration studies show that teachers frequently transfer out of schools serving poorer, lower achieving, more diverse student populations leading some researchers to believe that… (more)

Subjects/Keywords: Education; High Poverty Schools; Retain Teachers; Suburban School District; Teacher Migration; Teacher Turnover; Title 1

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APA (6th Edition):

Northup, K. M. (2018). Teacher Intra-district Migration out of Title 1 Schools: Case Study of a Midwestern Suburban School District. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/28028

Chicago Manual of Style (16th Edition):

Northup, Kelly Michelle. “Teacher Intra-district Migration out of Title 1 Schools: Case Study of a Midwestern Suburban School District.” 2018. Doctoral Dissertation, University of Kansas. Accessed July 16, 2019. http://hdl.handle.net/1808/28028.

MLA Handbook (7th Edition):

Northup, Kelly Michelle. “Teacher Intra-district Migration out of Title 1 Schools: Case Study of a Midwestern Suburban School District.” 2018. Web. 16 Jul 2019.

Vancouver:

Northup KM. Teacher Intra-district Migration out of Title 1 Schools: Case Study of a Midwestern Suburban School District. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1808/28028.

Council of Science Editors:

Northup KM. Teacher Intra-district Migration out of Title 1 Schools: Case Study of a Midwestern Suburban School District. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/28028


Arizona State University

18. Vagi, Robert. A Closer Look at Teacher-Principal Pairings and Teacher Mobility: Testing a Model of Teacher-School Fit.

Degree: Educational Leadership and Policy Studies, 2017, Arizona State University

Teacher mobility is a policy issue that affects students and school across the country. Despite a long-standing body of research related to teacher mobility, relatively… (more)

Subjects/Keywords: Education policy; Educational administration; Person-environment fit; Standardized test scores; Teacher mobility; Teacher-school fit

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APA (6th Edition):

Vagi, R. (2017). A Closer Look at Teacher-Principal Pairings and Teacher Mobility: Testing a Model of Teacher-School Fit. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/44083

Chicago Manual of Style (16th Edition):

Vagi, Robert. “A Closer Look at Teacher-Principal Pairings and Teacher Mobility: Testing a Model of Teacher-School Fit.” 2017. Doctoral Dissertation, Arizona State University. Accessed July 16, 2019. http://repository.asu.edu/items/44083.

MLA Handbook (7th Edition):

Vagi, Robert. “A Closer Look at Teacher-Principal Pairings and Teacher Mobility: Testing a Model of Teacher-School Fit.” 2017. Web. 16 Jul 2019.

Vancouver:

Vagi R. A Closer Look at Teacher-Principal Pairings and Teacher Mobility: Testing a Model of Teacher-School Fit. [Internet] [Doctoral dissertation]. Arizona State University; 2017. [cited 2019 Jul 16]. Available from: http://repository.asu.edu/items/44083.

Council of Science Editors:

Vagi R. A Closer Look at Teacher-Principal Pairings and Teacher Mobility: Testing a Model of Teacher-School Fit. [Doctoral Dissertation]. Arizona State University; 2017. Available from: http://repository.asu.edu/items/44083


University of Kansas

19. Xiao, Shanxiang. Examing the new education experiment in China: An exploratory study of participating teachers' changed view of comprehensive efficacy.

Degree: EdD, Educational Leadership and Policy Studies, 2011, University of Kansas

 The New Education Experiment (NEE) in the People's Republic of China has been given very little attention by researchers although it has been implemented in… (more)

Subjects/Keywords: Education; Asian American studies; Teacher education; Comprehensive efficacy; New education experiment; Teachers' view of model

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APA (6th Edition):

Xiao, S. (2011). Examing the new education experiment in China: An exploratory study of participating teachers' changed view of comprehensive efficacy. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/9768

Chicago Manual of Style (16th Edition):

Xiao, Shanxiang. “Examing the new education experiment in China: An exploratory study of participating teachers' changed view of comprehensive efficacy.” 2011. Doctoral Dissertation, University of Kansas. Accessed July 16, 2019. http://hdl.handle.net/1808/9768.

MLA Handbook (7th Edition):

Xiao, Shanxiang. “Examing the new education experiment in China: An exploratory study of participating teachers' changed view of comprehensive efficacy.” 2011. Web. 16 Jul 2019.

Vancouver:

Xiao S. Examing the new education experiment in China: An exploratory study of participating teachers' changed view of comprehensive efficacy. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1808/9768.

Council of Science Editors:

Xiao S. Examing the new education experiment in China: An exploratory study of participating teachers' changed view of comprehensive efficacy. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/9768


University of Kansas

20. Cassidy, Martha Ward. Concurrent Validity of the "Working with Others Scale" of the ICIS Employment Interview System.

Degree: EdD, Educational Leadership and Policy Studies, 2011, University of Kansas

 Concurrent Validity of the "Working with Others Scale" of the ICIS Employment Interview System Martha W. Cassidy ABSTRACT The purpose of this study was to… (more)

Subjects/Keywords: Educational administration; Hiring in education; Interpersonal skills; Structured interview; Teacher

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APA (6th Edition):

Cassidy, M. W. (2011). Concurrent Validity of the "Working with Others Scale" of the ICIS Employment Interview System. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/9732

Chicago Manual of Style (16th Edition):

Cassidy, Martha Ward. “Concurrent Validity of the "Working with Others Scale" of the ICIS Employment Interview System.” 2011. Doctoral Dissertation, University of Kansas. Accessed July 16, 2019. http://hdl.handle.net/1808/9732.

MLA Handbook (7th Edition):

Cassidy, Martha Ward. “Concurrent Validity of the "Working with Others Scale" of the ICIS Employment Interview System.” 2011. Web. 16 Jul 2019.

Vancouver:

Cassidy MW. Concurrent Validity of the "Working with Others Scale" of the ICIS Employment Interview System. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1808/9732.

Council of Science Editors:

Cassidy MW. Concurrent Validity of the "Working with Others Scale" of the ICIS Employment Interview System. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/9732


University of Vermont

21. Carroll, Brian F. Exploring the Perception of Self-Efficacy Among Teachers and Principals in Meeting.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2011, University of Vermont

EXPLORING THE PERCEPTION OF SELF-EFFICACY AMONG TEACHERS AND PRINCIPALS IN MEETING THE DEMANDS OF CONTEMPORARY SCHOOL REFORM INITIATIVES Advisors/Committee Members: Aiken, Judith.

Subjects/Keywords: Teachers in rural communities; Education reform; Teacher skills; Self-efficacy

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APA (6th Edition):

Carroll, B. F. (2011). Exploring the Perception of Self-Efficacy Among Teachers and Principals in Meeting. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/40

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Carroll, Brian F. “Exploring the Perception of Self-Efficacy Among Teachers and Principals in Meeting.” 2011. Thesis, University of Vermont. Accessed July 16, 2019. https://scholarworks.uvm.edu/graddis/40.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Carroll, Brian F. “Exploring the Perception of Self-Efficacy Among Teachers and Principals in Meeting.” 2011. Web. 16 Jul 2019.

Vancouver:

Carroll BF. Exploring the Perception of Self-Efficacy Among Teachers and Principals in Meeting. [Internet] [Thesis]. University of Vermont; 2011. [cited 2019 Jul 16]. Available from: https://scholarworks.uvm.edu/graddis/40.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Carroll BF. Exploring the Perception of Self-Efficacy Among Teachers and Principals in Meeting. [Thesis]. University of Vermont; 2011. Available from: https://scholarworks.uvm.edu/graddis/40

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Kansas

22. Alexander, Tyler. Is Teacher Content Area Related to Teacher Leader Behavior? Exploring Patterns in Secondary Schools.

Degree: EdD, Educational Leadership and Policy Studies, 2018, University of Kansas

 This study examines the relationship between content area and teacher leadership behaviors within secondary schools. Most research regarding teacher leadership has focused on the development… (more)

Subjects/Keywords: Educational leadership; Education policy; Content Area; Distributed Leadership; Teacher Leadership; TLI

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

APA (6th Edition):

Alexander, T. (2018). Is Teacher Content Area Related to Teacher Leader Behavior? Exploring Patterns in Secondary Schools. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/28039

Chicago Manual of Style (16th Edition):

Alexander, Tyler. “Is Teacher Content Area Related to Teacher Leader Behavior? Exploring Patterns in Secondary Schools.” 2018. Doctoral Dissertation, University of Kansas. Accessed July 16, 2019. http://hdl.handle.net/1808/28039.

MLA Handbook (7th Edition):

Alexander, Tyler. “Is Teacher Content Area Related to Teacher Leader Behavior? Exploring Patterns in Secondary Schools.” 2018. Web. 16 Jul 2019.

Vancouver:

Alexander T. Is Teacher Content Area Related to Teacher Leader Behavior? Exploring Patterns in Secondary Schools. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1808/28039.

Council of Science Editors:

Alexander T. Is Teacher Content Area Related to Teacher Leader Behavior? Exploring Patterns in Secondary Schools. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/28039


University of Kansas

23. Anderson, Gretchen Boswell. THE EFFECT OF PARTICIPATION IN TEACHER INDUCTION AND MENTOR PROGRAMS AND THE ASSIGNMENT OF MENTOR TEACHER ON THE SATISFACTION AND RETENTION OF NEW TEACHERS.

Degree: PhD, Educational Leadership and Policy Studies, 2010, University of Kansas

 Research indicates a need, across the nation, for school districts to employ and retain high-quality teachers who effectively teach students. Currently, studies show the teacher(more)

Subjects/Keywords: Education; Administration; Education policy; Teacher training; Induction program; Job satisfaction; Mentor assignment; New teachers; Retention

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APA (6th Edition):

Anderson, G. B. (2010). THE EFFECT OF PARTICIPATION IN TEACHER INDUCTION AND MENTOR PROGRAMS AND THE ASSIGNMENT OF MENTOR TEACHER ON THE SATISFACTION AND RETENTION OF NEW TEACHERS. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/6774

Chicago Manual of Style (16th Edition):

Anderson, Gretchen Boswell. “THE EFFECT OF PARTICIPATION IN TEACHER INDUCTION AND MENTOR PROGRAMS AND THE ASSIGNMENT OF MENTOR TEACHER ON THE SATISFACTION AND RETENTION OF NEW TEACHERS.” 2010. Doctoral Dissertation, University of Kansas. Accessed July 16, 2019. http://hdl.handle.net/1808/6774.

MLA Handbook (7th Edition):

Anderson, Gretchen Boswell. “THE EFFECT OF PARTICIPATION IN TEACHER INDUCTION AND MENTOR PROGRAMS AND THE ASSIGNMENT OF MENTOR TEACHER ON THE SATISFACTION AND RETENTION OF NEW TEACHERS.” 2010. Web. 16 Jul 2019.

Vancouver:

Anderson GB. THE EFFECT OF PARTICIPATION IN TEACHER INDUCTION AND MENTOR PROGRAMS AND THE ASSIGNMENT OF MENTOR TEACHER ON THE SATISFACTION AND RETENTION OF NEW TEACHERS. [Internet] [Doctoral dissertation]. University of Kansas; 2010. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1808/6774.

Council of Science Editors:

Anderson GB. THE EFFECT OF PARTICIPATION IN TEACHER INDUCTION AND MENTOR PROGRAMS AND THE ASSIGNMENT OF MENTOR TEACHER ON THE SATISFACTION AND RETENTION OF NEW TEACHERS. [Doctoral Dissertation]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/6774


University of Kansas

24. Gray, James Joseph. Are Principals Good at Identifying Effective Teachers? A Comparison of Teachers' Principal Ratings and Residual Gain on Standardized Tests.

Degree: EdD, Educational Leadership and Policy Studies, 2010, University of Kansas

 Abstract The purpose of this study was to answer the question: Are principals good at identifying effective teachers? Some studies have suggested they are not,… (more)

Subjects/Keywords: Education; Administration; Educational evaluation; Education policy; Effective; Evaluation; Principal; Ratings; Teacher; Value-added

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

APA (6th Edition):

Gray, J. J. (2010). Are Principals Good at Identifying Effective Teachers? A Comparison of Teachers' Principal Ratings and Residual Gain on Standardized Tests. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/6765

Chicago Manual of Style (16th Edition):

Gray, James Joseph. “Are Principals Good at Identifying Effective Teachers? A Comparison of Teachers' Principal Ratings and Residual Gain on Standardized Tests.” 2010. Doctoral Dissertation, University of Kansas. Accessed July 16, 2019. http://hdl.handle.net/1808/6765.

MLA Handbook (7th Edition):

Gray, James Joseph. “Are Principals Good at Identifying Effective Teachers? A Comparison of Teachers' Principal Ratings and Residual Gain on Standardized Tests.” 2010. Web. 16 Jul 2019.

Vancouver:

Gray JJ. Are Principals Good at Identifying Effective Teachers? A Comparison of Teachers' Principal Ratings and Residual Gain on Standardized Tests. [Internet] [Doctoral dissertation]. University of Kansas; 2010. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1808/6765.

Council of Science Editors:

Gray JJ. Are Principals Good at Identifying Effective Teachers? A Comparison of Teachers' Principal Ratings and Residual Gain on Standardized Tests. [Doctoral Dissertation]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/6765


Arizona State University

25. Tseunis, Paula Lynette. Tseunis Transformative Teacher Induction Plan, T3IP: TTTIPing the Scale in Favor of Reform.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Arizona State University

 Facing a teacher shortage in math, science, and language arts secondary courses, a suburban, unified, K-12 district partnered with a university in the southwest to… (more)

Subjects/Keywords: Teacher Education; Educational leadership; action research; alternative certification; community of practice; identity; teacher induction; transformative learning

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APA (6th Edition):

Tseunis, P. L. (2011). Tseunis Transformative Teacher Induction Plan, T3IP: TTTIPing the Scale in Favor of Reform. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8875

Chicago Manual of Style (16th Edition):

Tseunis, Paula Lynette. “Tseunis Transformative Teacher Induction Plan, T3IP: TTTIPing the Scale in Favor of Reform.” 2011. Doctoral Dissertation, Arizona State University. Accessed July 16, 2019. http://repository.asu.edu/items/8875.

MLA Handbook (7th Edition):

Tseunis, Paula Lynette. “Tseunis Transformative Teacher Induction Plan, T3IP: TTTIPing the Scale in Favor of Reform.” 2011. Web. 16 Jul 2019.

Vancouver:

Tseunis PL. Tseunis Transformative Teacher Induction Plan, T3IP: TTTIPing the Scale in Favor of Reform. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Jul 16]. Available from: http://repository.asu.edu/items/8875.

Council of Science Editors:

Tseunis PL. Tseunis Transformative Teacher Induction Plan, T3IP: TTTIPing the Scale in Favor of Reform. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/8875


Arizona State University

26. Paredes, Maria C. Parent Involvement as an Instructional Strategy: Academic Parent-Teacher Teams.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Arizona State University

 Families and schools share the monumental responsibility of educating children. Children and parent-teacher conferences remain the primary means by which parents and teachers share academic… (more)

Subjects/Keywords: Educational leadership; academic teams; effectual congruence; parents in education; parent-teacher communication; student achievement; teacher efficacy

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APA (6th Edition):

Paredes, M. C. (2011). Parent Involvement as an Instructional Strategy: Academic Parent-Teacher Teams. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8854

Chicago Manual of Style (16th Edition):

Paredes, Maria C. “Parent Involvement as an Instructional Strategy: Academic Parent-Teacher Teams.” 2011. Doctoral Dissertation, Arizona State University. Accessed July 16, 2019. http://repository.asu.edu/items/8854.

MLA Handbook (7th Edition):

Paredes, Maria C. “Parent Involvement as an Instructional Strategy: Academic Parent-Teacher Teams.” 2011. Web. 16 Jul 2019.

Vancouver:

Paredes MC. Parent Involvement as an Instructional Strategy: Academic Parent-Teacher Teams. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Jul 16]. Available from: http://repository.asu.edu/items/8854.

Council of Science Editors:

Paredes MC. Parent Involvement as an Instructional Strategy: Academic Parent-Teacher Teams. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/8854


Arizona State University

27. Ellis, Raquel. Building Content Knowledge in Elementary English Language Arts: How a Shift in Curriculum Affects Teacher Perception of Reading.

Degree: Educational Leadership and Policy Studies, 2017, Arizona State University

 Desert Elementary is a suburban Phoenix K-5 school. The school has undergone a significant change in its approach to reading instruction due to the Common… (more)

Subjects/Keywords: Educational leadership; Reading instruction; Teacher education; Background knowledge; Building knowledge; ELA instruction; Knowledge-oriented instruction; Reading comprehension; Teacher perception

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APA (6th Edition):

Ellis, R. (2017). Building Content Knowledge in Elementary English Language Arts: How a Shift in Curriculum Affects Teacher Perception of Reading. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/44064

Chicago Manual of Style (16th Edition):

Ellis, Raquel. “Building Content Knowledge in Elementary English Language Arts: How a Shift in Curriculum Affects Teacher Perception of Reading.” 2017. Doctoral Dissertation, Arizona State University. Accessed July 16, 2019. http://repository.asu.edu/items/44064.

MLA Handbook (7th Edition):

Ellis, Raquel. “Building Content Knowledge in Elementary English Language Arts: How a Shift in Curriculum Affects Teacher Perception of Reading.” 2017. Web. 16 Jul 2019.

Vancouver:

Ellis R. Building Content Knowledge in Elementary English Language Arts: How a Shift in Curriculum Affects Teacher Perception of Reading. [Internet] [Doctoral dissertation]. Arizona State University; 2017. [cited 2019 Jul 16]. Available from: http://repository.asu.edu/items/44064.

Council of Science Editors:

Ellis R. Building Content Knowledge in Elementary English Language Arts: How a Shift in Curriculum Affects Teacher Perception of Reading. [Doctoral Dissertation]. Arizona State University; 2017. Available from: http://repository.asu.edu/items/44064

28. Skepple, Rose Gilmore. Developing Culturally Responsive Preservice Teacher Candidates: Implications For Teacher Education Programs.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2011, Encompass Digital Archive, Eastern Kentucky University

  This study was designed to examine how the teacher education program impacts preservice teacher candidates' knowledge of culturally responsive teaching and the implementation of… (more)

Subjects/Keywords: critical race theory; culturally responsive teaching; diversity; multicultural education; preservice teacher candidate; Bilingual, Multilingual, and Multicultural Education; Teacher Education and Professional Development

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APA (6th Edition):

Skepple, R. G. (2011). Developing Culturally Responsive Preservice Teacher Candidates: Implications For Teacher Education Programs. (Doctoral Dissertation). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/07

Chicago Manual of Style (16th Edition):

Skepple, Rose Gilmore. “Developing Culturally Responsive Preservice Teacher Candidates: Implications For Teacher Education Programs.” 2011. Doctoral Dissertation, Encompass Digital Archive, Eastern Kentucky University. Accessed July 16, 2019. https://encompass.eku.edu/etd/07.

MLA Handbook (7th Edition):

Skepple, Rose Gilmore. “Developing Culturally Responsive Preservice Teacher Candidates: Implications For Teacher Education Programs.” 2011. Web. 16 Jul 2019.

Vancouver:

Skepple RG. Developing Culturally Responsive Preservice Teacher Candidates: Implications For Teacher Education Programs. [Internet] [Doctoral dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2011. [cited 2019 Jul 16]. Available from: https://encompass.eku.edu/etd/07.

Council of Science Editors:

Skepple RG. Developing Culturally Responsive Preservice Teacher Candidates: Implications For Teacher Education Programs. [Doctoral Dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2011. Available from: https://encompass.eku.edu/etd/07


Virginia Tech

29. Schwab, Regina V. Examining the New Layers of Teacher Education: A Cross-Case Analysis of the High School Induction Process for Alternatively Certified Teachers.

Degree: EdD, Educational Leadership and Policy Studies, 2002, Virginia Tech

 The cross-case analysis described in this study explores the patterns of practice that support the induction needs of Alternatively Certified Teachers (ACTs) in the high… (more)

Subjects/Keywords: High School Supervision; Teacher Training; Alternative Teacher Certification; Teacher Education

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APA (6th Edition):

Schwab, R. V. (2002). Examining the New Layers of Teacher Education: A Cross-Case Analysis of the High School Induction Process for Alternatively Certified Teachers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26712

Chicago Manual of Style (16th Edition):

Schwab, Regina V. “Examining the New Layers of Teacher Education: A Cross-Case Analysis of the High School Induction Process for Alternatively Certified Teachers.” 2002. Doctoral Dissertation, Virginia Tech. Accessed July 16, 2019. http://hdl.handle.net/10919/26712.

MLA Handbook (7th Edition):

Schwab, Regina V. “Examining the New Layers of Teacher Education: A Cross-Case Analysis of the High School Induction Process for Alternatively Certified Teachers.” 2002. Web. 16 Jul 2019.

Vancouver:

Schwab RV. Examining the New Layers of Teacher Education: A Cross-Case Analysis of the High School Induction Process for Alternatively Certified Teachers. [Internet] [Doctoral dissertation]. Virginia Tech; 2002. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10919/26712.

Council of Science Editors:

Schwab RV. Examining the New Layers of Teacher Education: A Cross-Case Analysis of the High School Induction Process for Alternatively Certified Teachers. [Doctoral Dissertation]. Virginia Tech; 2002. Available from: http://hdl.handle.net/10919/26712

30. McClees, Ernest Luke. Intercultural Learning Perspectives of World Language Educators in Kentucky.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2016, Encompass Digital Archive, Eastern Kentucky University

  A line has become blurred between intercultural interactions and daily personal interactions. The once long distance for trade, travel and communication is at its’… (more)

Subjects/Keywords: Administration; Global; Intercultural Competence; Teacher; World Language; Bilingual, Multilingual, and Multicultural Education; Educational Administration and Supervision; International and Intercultural Communication; Teacher Education and Professional Development

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APA (6th Edition):

McClees, E. L. (2016). Intercultural Learning Perspectives of World Language Educators in Kentucky. (Doctoral Dissertation). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/397

Chicago Manual of Style (16th Edition):

McClees, Ernest Luke. “Intercultural Learning Perspectives of World Language Educators in Kentucky.” 2016. Doctoral Dissertation, Encompass Digital Archive, Eastern Kentucky University. Accessed July 16, 2019. https://encompass.eku.edu/etd/397.

MLA Handbook (7th Edition):

McClees, Ernest Luke. “Intercultural Learning Perspectives of World Language Educators in Kentucky.” 2016. Web. 16 Jul 2019.

Vancouver:

McClees EL. Intercultural Learning Perspectives of World Language Educators in Kentucky. [Internet] [Doctoral dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2016. [cited 2019 Jul 16]. Available from: https://encompass.eku.edu/etd/397.

Council of Science Editors:

McClees EL. Intercultural Learning Perspectives of World Language Educators in Kentucky. [Doctoral Dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2016. Available from: https://encompass.eku.edu/etd/397

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