Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

Degree: EdD

You searched for subject:( Education management development). Showing records 1 – 30 of 4305 total matches.

[1] [2] [3] [4] [5] … [144]

Search Limiters

Last 2 Years | English Only

Levels

Country

▼ Search Limiters


Penn State University

1. Krauss, George E. Continuing Professional Education of Insurance and Risk Management Practitioners: A Comparative Case Study of Customer Service Representatives, Insurance Agents and Risk Managers.

Degree: EdD, Adult Education, 2009, Penn State University

 The purpose of this study is to understand how selected insurance practitioners learn and developed in their practices setting. The selected insurance practitioners (collectively customer… (more)

Subjects/Keywords: Continuing professional education; Continuing professional development; insurance; insurance education; risk management; risk management education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Krauss, G. E. (2009). Continuing Professional Education of Insurance and Risk Management Practitioners: A Comparative Case Study of Customer Service Representatives, Insurance Agents and Risk Managers. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10416

Chicago Manual of Style (16th Edition):

Krauss, George E. “Continuing Professional Education of Insurance and Risk Management Practitioners: A Comparative Case Study of Customer Service Representatives, Insurance Agents and Risk Managers.” 2009. Doctoral Dissertation, Penn State University. Accessed March 24, 2019. https://etda.libraries.psu.edu/catalog/10416.

MLA Handbook (7th Edition):

Krauss, George E. “Continuing Professional Education of Insurance and Risk Management Practitioners: A Comparative Case Study of Customer Service Representatives, Insurance Agents and Risk Managers.” 2009. Web. 24 Mar 2019.

Vancouver:

Krauss GE. Continuing Professional Education of Insurance and Risk Management Practitioners: A Comparative Case Study of Customer Service Representatives, Insurance Agents and Risk Managers. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Mar 24]. Available from: https://etda.libraries.psu.edu/catalog/10416.

Council of Science Editors:

Krauss GE. Continuing Professional Education of Insurance and Risk Management Practitioners: A Comparative Case Study of Customer Service Representatives, Insurance Agents and Risk Managers. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/10416


Penn State University

2. Milheim, Karen Lorraine. LEARNING THROUGH REFLECTIVE PRACTICE:.

Degree: EdD, Adult Education, 2008, Penn State University

 Reflective practice is a means towards professional development. Research has focused on various approaches toward reflective practice, emphasizing factors including overall goals of professional development,… (more)

Subjects/Keywords: adult basic education administration; phenomenology; adult basic education; adult literacy; professional development; reflective practice; ABE; adult education; adult basic education management

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Milheim, K. L. (2008). LEARNING THROUGH REFLECTIVE PRACTICE:. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9201

Chicago Manual of Style (16th Edition):

Milheim, Karen Lorraine. “LEARNING THROUGH REFLECTIVE PRACTICE:.” 2008. Doctoral Dissertation, Penn State University. Accessed March 24, 2019. https://etda.libraries.psu.edu/catalog/9201.

MLA Handbook (7th Edition):

Milheim, Karen Lorraine. “LEARNING THROUGH REFLECTIVE PRACTICE:.” 2008. Web. 24 Mar 2019.

Vancouver:

Milheim KL. LEARNING THROUGH REFLECTIVE PRACTICE:. [Internet] [Doctoral dissertation]. Penn State University; 2008. [cited 2019 Mar 24]. Available from: https://etda.libraries.psu.edu/catalog/9201.

Council of Science Editors:

Milheim KL. LEARNING THROUGH REFLECTIVE PRACTICE:. [Doctoral Dissertation]. Penn State University; 2008. Available from: https://etda.libraries.psu.edu/catalog/9201


University of South Carolina

3. Jones, Larry Peaden. The Impact Of Classroom Management On New Teachers At A Newly Opened Elementary School.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  This dissertation in practice outlines an action research project that was designed in order to solve the research question of: What is the impact… (more)

Subjects/Keywords: Curriculum and Instruction; Education; beginning teacher; classroom management; professional development; action research; school culture

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jones, L. P. (2018). The Impact Of Classroom Management On New Teachers At A Newly Opened Elementary School. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4841

Chicago Manual of Style (16th Edition):

Jones, Larry Peaden. “The Impact Of Classroom Management On New Teachers At A Newly Opened Elementary School.” 2018. Doctoral Dissertation, University of South Carolina. Accessed March 24, 2019. https://scholarcommons.sc.edu/etd/4841.

MLA Handbook (7th Edition):

Jones, Larry Peaden. “The Impact Of Classroom Management On New Teachers At A Newly Opened Elementary School.” 2018. Web. 24 Mar 2019.

Vancouver:

Jones LP. The Impact Of Classroom Management On New Teachers At A Newly Opened Elementary School. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Mar 24]. Available from: https://scholarcommons.sc.edu/etd/4841.

Council of Science Editors:

Jones LP. The Impact Of Classroom Management On New Teachers At A Newly Opened Elementary School. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4841


University of Kansas

4. Alhumaid, Khadija Farhan. PERSPECTIVES AND USAGE OF TECHNOLOGY OF ARABIC LANGUAGE TEACHERS IN THE UNITED ARAB EMIRATES.

Degree: EdD, Curriculum and Teaching, 2014, University of Kansas

 Abstract This study examined the perspectives and usage of technology by Arabic language teachers' in various schools all across The United Arab Emirates. Barriers to… (more)

Subjects/Keywords: Education; Curriculum development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Alhumaid, K. F. (2014). PERSPECTIVES AND USAGE OF TECHNOLOGY OF ARABIC LANGUAGE TEACHERS IN THE UNITED ARAB EMIRATES. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15141

Chicago Manual of Style (16th Edition):

Alhumaid, Khadija Farhan. “PERSPECTIVES AND USAGE OF TECHNOLOGY OF ARABIC LANGUAGE TEACHERS IN THE UNITED ARAB EMIRATES.” 2014. Doctoral Dissertation, University of Kansas. Accessed March 24, 2019. http://hdl.handle.net/1808/15141.

MLA Handbook (7th Edition):

Alhumaid, Khadija Farhan. “PERSPECTIVES AND USAGE OF TECHNOLOGY OF ARABIC LANGUAGE TEACHERS IN THE UNITED ARAB EMIRATES.” 2014. Web. 24 Mar 2019.

Vancouver:

Alhumaid KF. PERSPECTIVES AND USAGE OF TECHNOLOGY OF ARABIC LANGUAGE TEACHERS IN THE UNITED ARAB EMIRATES. [Internet] [Doctoral dissertation]. University of Kansas; 2014. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/1808/15141.

Council of Science Editors:

Alhumaid KF. PERSPECTIVES AND USAGE OF TECHNOLOGY OF ARABIC LANGUAGE TEACHERS IN THE UNITED ARAB EMIRATES. [Doctoral Dissertation]. University of Kansas; 2014. Available from: http://hdl.handle.net/1808/15141


University of Minnesota

5. Dittmann, Wendy. A case study of degree completion graduates' transition from technician to manager.

Degree: EdD, Work and Human Resource Education, 2009, University of Minnesota

 This narrative case study sought to describe the experience of transition from technician to manager of graduates of a degree completion program at the University… (more)

Subjects/Keywords: Boundaryless; Career self-development; Degree-completion; Protean Career; Technician Management; Transition; Work and Human Resource Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dittmann, W. (2009). A case study of degree completion graduates' transition from technician to manager. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/54166

Chicago Manual of Style (16th Edition):

Dittmann, Wendy. “A case study of degree completion graduates' transition from technician to manager.” 2009. Doctoral Dissertation, University of Minnesota. Accessed March 24, 2019. http://purl.umn.edu/54166.

MLA Handbook (7th Edition):

Dittmann, Wendy. “A case study of degree completion graduates' transition from technician to manager.” 2009. Web. 24 Mar 2019.

Vancouver:

Dittmann W. A case study of degree completion graduates' transition from technician to manager. [Internet] [Doctoral dissertation]. University of Minnesota; 2009. [cited 2019 Mar 24]. Available from: http://purl.umn.edu/54166.

Council of Science Editors:

Dittmann W. A case study of degree completion graduates' transition from technician to manager. [Doctoral Dissertation]. University of Minnesota; 2009. Available from: http://purl.umn.edu/54166


University of Southern California

6. Tano, Aaron Keao. What are the relationships among program delivery, classroom experience, content knowledge, and demographics on pre-service teachers' self-efficacy?.

Degree: EdD, Education, 2012, University of Southern California

 This study examines the relationship between self-efficacy development with program delivery, and prior experience. The student demographic categories of age, ethnicity, gender, content area, and… (more)

Subjects/Keywords: self-efficacy; self-efficacy development; education; content knowledge; teaching experience; online education; delivery method; technology; program delivery; pre-service teachers; teacher education; classroom management; innovative teaching practice; student engagement; ethnicity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Tano, A. K. (2012). What are the relationships among program delivery, classroom experience, content knowledge, and demographics on pre-service teachers' self-efficacy?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/112986/rec/7883

Chicago Manual of Style (16th Edition):

Tano, Aaron Keao. “What are the relationships among program delivery, classroom experience, content knowledge, and demographics on pre-service teachers' self-efficacy?.” 2012. Doctoral Dissertation, University of Southern California. Accessed March 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/112986/rec/7883.

MLA Handbook (7th Edition):

Tano, Aaron Keao. “What are the relationships among program delivery, classroom experience, content knowledge, and demographics on pre-service teachers' self-efficacy?.” 2012. Web. 24 Mar 2019.

Vancouver:

Tano AK. What are the relationships among program delivery, classroom experience, content knowledge, and demographics on pre-service teachers' self-efficacy?. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Mar 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/112986/rec/7883.

Council of Science Editors:

Tano AK. What are the relationships among program delivery, classroom experience, content knowledge, and demographics on pre-service teachers' self-efficacy?. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/112986/rec/7883


University of Georgia

7. Tack, Eric Justin. Implementing a pivotal talent pool strategy to improve college student retention:: an action research study on improving performance of a centralized academic advising unit.

Degree: EdD, Learning, Leadership and Organizational Development, 2017, University of Georgia

 Improving student retention rates is imperative for U.S. colleges and universities; however, despite decades of research, a universal strategy for increasing retention rates remains elusive.… (more)

Subjects/Keywords: Action research; Pivotal talent pool strategy; Strategic talent management; Human resource development; Higher education; Academic advisors; Strategic talent development; Consulting to improve performance; College student retention

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Tack, E. J. (2017). Implementing a pivotal talent pool strategy to improve college student retention:: an action research study on improving performance of a centralized academic advising unit. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/38243

Chicago Manual of Style (16th Edition):

Tack, Eric Justin. “Implementing a pivotal talent pool strategy to improve college student retention:: an action research study on improving performance of a centralized academic advising unit.” 2017. Doctoral Dissertation, University of Georgia. Accessed March 24, 2019. http://hdl.handle.net/10724/38243.

MLA Handbook (7th Edition):

Tack, Eric Justin. “Implementing a pivotal talent pool strategy to improve college student retention:: an action research study on improving performance of a centralized academic advising unit.” 2017. Web. 24 Mar 2019.

Vancouver:

Tack EJ. Implementing a pivotal talent pool strategy to improve college student retention:: an action research study on improving performance of a centralized academic advising unit. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/10724/38243.

Council of Science Editors:

Tack EJ. Implementing a pivotal talent pool strategy to improve college student retention:: an action research study on improving performance of a centralized academic advising unit. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/38243


Wayne State University

8. Willis, Dedria Lynette. An Urban Mid-Western Adult Education Program: Perspectives Of All Stakeholders.

Degree: EdD, Curriculum and Instruction, 2017, Wayne State University

  The purpose of this qualitative research study is two-fold: (1) to narrate the realities and perspectives of adult students’ learning experiences in a General… (more)

Subjects/Keywords: Adult Education; General Education Development; Other Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Willis, D. L. (2017). An Urban Mid-Western Adult Education Program: Perspectives Of All Stakeholders. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1894

Chicago Manual of Style (16th Edition):

Willis, Dedria Lynette. “An Urban Mid-Western Adult Education Program: Perspectives Of All Stakeholders.” 2017. Doctoral Dissertation, Wayne State University. Accessed March 24, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1894.

MLA Handbook (7th Edition):

Willis, Dedria Lynette. “An Urban Mid-Western Adult Education Program: Perspectives Of All Stakeholders.” 2017. Web. 24 Mar 2019.

Vancouver:

Willis DL. An Urban Mid-Western Adult Education Program: Perspectives Of All Stakeholders. [Internet] [Doctoral dissertation]. Wayne State University; 2017. [cited 2019 Mar 24]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1894.

Council of Science Editors:

Willis DL. An Urban Mid-Western Adult Education Program: Perspectives Of All Stakeholders. [Doctoral Dissertation]. Wayne State University; 2017. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1894


West Virginia University

9. Hubler-Larimore, Lucretia Marie. Pedagogical Practices: Nurturing and Maintaining Democratic Habits.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2011, West Virginia University

 This case study examined the pedagogical practices of four teachers of one public elementary school whose mission seeks to nurture and maintain democratic habits for… (more)

Subjects/Keywords: Curriculum development; Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hubler-Larimore, L. M. (2011). Pedagogical Practices: Nurturing and Maintaining Democratic Habits. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3555

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):

Hubler-Larimore, Lucretia Marie. “Pedagogical Practices: Nurturing and Maintaining Democratic Habits.” 2011. Thesis, West Virginia University. Accessed March 24, 2019. https://researchrepository.wvu.edu/etd/3555.

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

MLA Handbook (7th Edition):

Hubler-Larimore, Lucretia Marie. “Pedagogical Practices: Nurturing and Maintaining Democratic Habits.” 2011. Web. 24 Mar 2019.

Vancouver:

Hubler-Larimore LM. Pedagogical Practices: Nurturing and Maintaining Democratic Habits. [Internet] [Thesis]. West Virginia University; 2011. [cited 2019 Mar 24]. Available from: https://researchrepository.wvu.edu/etd/3555.

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

Council of Science Editors:

Hubler-Larimore LM. Pedagogical Practices: Nurturing and Maintaining Democratic Habits. [Thesis]. West Virginia University; 2011. Available from: https://researchrepository.wvu.edu/etd/3555

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


North Carolina State University

10. Haight, Lori Poveromo. A Case Study of Undergraduate Women in a Leadership Development Program at a Coeducational Institution.

Degree: EdD, Higher Education Administration, 2010, North Carolina State University

 ABSTRACT HAIGHT, LORI POVEROMO. A Case Study of Undergraduate Women in a Leadership Development Program at a Coeducational Institution (Under the direction of Audrey Jaeger,… (more)

Subjects/Keywords: single-sex education; leadership development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Haight, L. P. (2010). A Case Study of Undergraduate Women in a Leadership Development Program at a Coeducational Institution. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/6221

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):

Haight, Lori Poveromo. “A Case Study of Undergraduate Women in a Leadership Development Program at a Coeducational Institution.” 2010. Thesis, North Carolina State University. Accessed March 24, 2019. http://www.lib.ncsu.edu/resolver/1840.16/6221.

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

MLA Handbook (7th Edition):

Haight, Lori Poveromo. “A Case Study of Undergraduate Women in a Leadership Development Program at a Coeducational Institution.” 2010. Web. 24 Mar 2019.

Vancouver:

Haight LP. A Case Study of Undergraduate Women in a Leadership Development Program at a Coeducational Institution. [Internet] [Thesis]. North Carolina State University; 2010. [cited 2019 Mar 24]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6221.

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

Council of Science Editors:

Haight LP. A Case Study of Undergraduate Women in a Leadership Development Program at a Coeducational Institution. [Thesis]. North Carolina State University; 2010. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6221

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


University of Southern California

11. Camerino, Jay M. Professional development and its impact on teacher practice.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 The purpose of this study was to determine the impact professional development has on improving teacher practice. The secondary purpose was to examine the link… (more)

Subjects/Keywords: professional development; urban education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Camerino, J. M. (2009). Professional development and its impact on teacher practice. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/145966/rec/5254

Chicago Manual of Style (16th Edition):

Camerino, Jay M. “Professional development and its impact on teacher practice.” 2009. Doctoral Dissertation, University of Southern California. Accessed March 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/145966/rec/5254.

MLA Handbook (7th Edition):

Camerino, Jay M. “Professional development and its impact on teacher practice.” 2009. Web. 24 Mar 2019.

Vancouver:

Camerino JM. Professional development and its impact on teacher practice. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Mar 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/145966/rec/5254.

Council of Science Editors:

Camerino JM. Professional development and its impact on teacher practice. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/145966/rec/5254


Northeastern University

12. Komolthiti, Malisa. Leadership journeys: a narrative research study exploring women school superintendent's meaning-making of leadership development experiences.

Degree: EdD, School of Education, 2016, Northeastern University

 Literature on women's leadership reveals women are underrepresented in top leadership roles in public education in the U.S. (Skarla, 1999) and superintendency is the most… (more)

Subjects/Keywords: career development theory; critical reflection; female superintendents; leadership development; transformative learning theory; women leadership; Women school superintendents; Educational leadership; Leadership in women; School management and organization; Women in education; Career development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Komolthiti, M. (2016). Leadership journeys: a narrative research study exploring women school superintendent's meaning-making of leadership development experiences. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20222100

Chicago Manual of Style (16th Edition):

Komolthiti, Malisa. “Leadership journeys: a narrative research study exploring women school superintendent's meaning-making of leadership development experiences.” 2016. Doctoral Dissertation, Northeastern University. Accessed March 24, 2019. http://hdl.handle.net/2047/D20222100.

MLA Handbook (7th Edition):

Komolthiti, Malisa. “Leadership journeys: a narrative research study exploring women school superintendent's meaning-making of leadership development experiences.” 2016. Web. 24 Mar 2019.

Vancouver:

Komolthiti M. Leadership journeys: a narrative research study exploring women school superintendent's meaning-making of leadership development experiences. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/2047/D20222100.

Council of Science Editors:

Komolthiti M. Leadership journeys: a narrative research study exploring women school superintendent's meaning-making of leadership development experiences. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20222100


West Virginia University

13. High, Vance D. Professional Development School Support of the Elementary GLOBE Curriculum A Facilitated Adaptation of Inquiry Science.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2012, West Virginia University

 This qualitative study focused on identifying barriers and remedies to those barriers found when teaching elementary school science. The Elementary GLOBE Program (2006) was the… (more)

Subjects/Keywords: Curriculum development; Teacher education; Science education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

High, V. D. (2012). Professional Development School Support of the Elementary GLOBE Curriculum A Facilitated Adaptation of Inquiry Science. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3586

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):

High, Vance D. “Professional Development School Support of the Elementary GLOBE Curriculum A Facilitated Adaptation of Inquiry Science.” 2012. Thesis, West Virginia University. Accessed March 24, 2019. https://researchrepository.wvu.edu/etd/3586.

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

MLA Handbook (7th Edition):

High, Vance D. “Professional Development School Support of the Elementary GLOBE Curriculum A Facilitated Adaptation of Inquiry Science.” 2012. Web. 24 Mar 2019.

Vancouver:

High VD. Professional Development School Support of the Elementary GLOBE Curriculum A Facilitated Adaptation of Inquiry Science. [Internet] [Thesis]. West Virginia University; 2012. [cited 2019 Mar 24]. Available from: https://researchrepository.wvu.edu/etd/3586.

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

Council of Science Editors:

High VD. Professional Development School Support of the Elementary GLOBE Curriculum A Facilitated Adaptation of Inquiry Science. [Thesis]. West Virginia University; 2012. Available from: https://researchrepository.wvu.edu/etd/3586

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


University of Southern California

14. Tomonari, Dana Anne Miyuki. A professional development program evaluation: teacher efficacy, learning, and transfer.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 Although professional development is an important means of improving both teachers’ skills and student outcomes, there is a dearth of high quality empirical research on… (more)

Subjects/Keywords: professional development; education; early childhood education; evaluation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Tomonari, D. A. M. (2012). A professional development program evaluation: teacher efficacy, learning, and transfer. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/677328/rec/312

Chicago Manual of Style (16th Edition):

Tomonari, Dana Anne Miyuki. “A professional development program evaluation: teacher efficacy, learning, and transfer.” 2012. Doctoral Dissertation, University of Southern California. Accessed March 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/677328/rec/312.

MLA Handbook (7th Edition):

Tomonari, Dana Anne Miyuki. “A professional development program evaluation: teacher efficacy, learning, and transfer.” 2012. Web. 24 Mar 2019.

Vancouver:

Tomonari DAM. A professional development program evaluation: teacher efficacy, learning, and transfer. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Mar 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/677328/rec/312.

Council of Science Editors:

Tomonari DAM. A professional development program evaluation: teacher efficacy, learning, and transfer. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/677328/rec/312


University of Cincinnati

15. PINIS, GEORGIA A. PROJECT MANAGEMENT SKILLS AND ACTIVITIES THAT DOCTORAL CANDIDATES USE TO MANAGE THEIR DISSERTATION WORK SUCCESSFULLY.

Degree: EdD, Education : Curriculum and Instruction, 2007, University of Cincinnati

 This case study investigated the project management skills and activities that doctoral candidates used to complete their dissertations successfully. The research was grounded in the… (more)

Subjects/Keywords: Project Management; Dissertation; Higher Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

PINIS, G. A. (2007). PROJECT MANAGEMENT SKILLS AND ACTIVITIES THAT DOCTORAL CANDIDATES USE TO MANAGE THEIR DISSERTATION WORK SUCCESSFULLY. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1178419227

Chicago Manual of Style (16th Edition):

PINIS, GEORGIA A. “PROJECT MANAGEMENT SKILLS AND ACTIVITIES THAT DOCTORAL CANDIDATES USE TO MANAGE THEIR DISSERTATION WORK SUCCESSFULLY.” 2007. Doctoral Dissertation, University of Cincinnati. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1178419227.

MLA Handbook (7th Edition):

PINIS, GEORGIA A. “PROJECT MANAGEMENT SKILLS AND ACTIVITIES THAT DOCTORAL CANDIDATES USE TO MANAGE THEIR DISSERTATION WORK SUCCESSFULLY.” 2007. Web. 24 Mar 2019.

Vancouver:

PINIS GA. PROJECT MANAGEMENT SKILLS AND ACTIVITIES THAT DOCTORAL CANDIDATES USE TO MANAGE THEIR DISSERTATION WORK SUCCESSFULLY. [Internet] [Doctoral dissertation]. University of Cincinnati; 2007. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1178419227.

Council of Science Editors:

PINIS GA. PROJECT MANAGEMENT SKILLS AND ACTIVITIES THAT DOCTORAL CANDIDATES USE TO MANAGE THEIR DISSERTATION WORK SUCCESSFULLY. [Doctoral Dissertation]. University of Cincinnati; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1178419227


University of Southern California

16. Herrera, Marisa L. Creating and implementing an offshore graduate program: a case study of leadership and development of the global executive MBA program.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This study applies the literature on leadership framing to the globalization of higher education to understand the development of the Global Executive MBA program at… (more)

Subjects/Keywords: China; education; globalization; MBA; leadership; management education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Herrera, M. L. (2013). Creating and implementing an offshore graduate program: a case study of leadership and development of the global executive MBA program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/325916/rec/1687

Chicago Manual of Style (16th Edition):

Herrera, Marisa L. “Creating and implementing an offshore graduate program: a case study of leadership and development of the global executive MBA program.” 2013. Doctoral Dissertation, University of Southern California. Accessed March 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/325916/rec/1687.

MLA Handbook (7th Edition):

Herrera, Marisa L. “Creating and implementing an offshore graduate program: a case study of leadership and development of the global executive MBA program.” 2013. Web. 24 Mar 2019.

Vancouver:

Herrera ML. Creating and implementing an offshore graduate program: a case study of leadership and development of the global executive MBA program. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Mar 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/325916/rec/1687.

Council of Science Editors:

Herrera ML. Creating and implementing an offshore graduate program: a case study of leadership and development of the global executive MBA program. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/325916/rec/1687

17. Clifford, R. Todd. Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not.

Degree: EdD, College of Education, 2008, Ashland University

 This study looked to see if there was a difference in perceptions between teachers who have had value added training and teachers who have not… (more)

Subjects/Keywords: Education; teacher compensation; merit pay; professional development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Clifford, R. T. (2008). Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1240758815

Chicago Manual of Style (16th Edition):

Clifford, R Todd. “Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not.” 2008. Doctoral Dissertation, Ashland University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1240758815.

MLA Handbook (7th Edition):

Clifford, R Todd. “Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not.” 2008. Web. 24 Mar 2019.

Vancouver:

Clifford RT. Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not. [Internet] [Doctoral dissertation]. Ashland University; 2008. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1240758815.

Council of Science Editors:

Clifford RT. Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not. [Doctoral Dissertation]. Ashland University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1240758815


University of Cincinnati

18. HARPER, ROBERT E., Jr. An Investigation into the Professional Development Needs of Urban Principals and Their Perceptions of the Potential of Online Professional Development.

Degree: EdD, Education : Urban Educational Leadership, 2008, University of Cincinnati

 This research was a descriptive quantitative study which used the new Ohio Principal Standards and a literature matrix for the purpose of investigating the professional… (more)

Subjects/Keywords: Education; Urban Principals; Professional Development; Online

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

HARPER, ROBERT E., J. (2008). An Investigation into the Professional Development Needs of Urban Principals and Their Perceptions of the Potential of Online Professional Development. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212161808

Chicago Manual of Style (16th Edition):

HARPER, ROBERT E., Jr. “An Investigation into the Professional Development Needs of Urban Principals and Their Perceptions of the Potential of Online Professional Development.” 2008. Doctoral Dissertation, University of Cincinnati. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212161808.

MLA Handbook (7th Edition):

HARPER, ROBERT E., Jr. “An Investigation into the Professional Development Needs of Urban Principals and Their Perceptions of the Potential of Online Professional Development.” 2008. Web. 24 Mar 2019.

Vancouver:

HARPER, ROBERT E. J. An Investigation into the Professional Development Needs of Urban Principals and Their Perceptions of the Potential of Online Professional Development. [Internet] [Doctoral dissertation]. University of Cincinnati; 2008. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212161808.

Council of Science Editors:

HARPER, ROBERT E. J. An Investigation into the Professional Development Needs of Urban Principals and Their Perceptions of the Potential of Online Professional Development. [Doctoral Dissertation]. University of Cincinnati; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212161808


Northeastern University

19. Brussalis, Chris William. University collaboration in regional economic development: a case study of a mid-range university.

Degree: EdD, School of Education, 2017, Northeastern University

 This research explored how leaders from a mid-range university, industry, and government described collaborative efforts to enhance regional economic development. This study found that a… (more)

Subjects/Keywords: higher education; regional economic development; university collaboration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Brussalis, C. W. (2017). University collaboration in regional economic development: a case study of a mid-range university. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20265094

Chicago Manual of Style (16th Edition):

Brussalis, Chris William. “University collaboration in regional economic development: a case study of a mid-range university.” 2017. Doctoral Dissertation, Northeastern University. Accessed March 24, 2019. http://hdl.handle.net/2047/D20265094.

MLA Handbook (7th Edition):

Brussalis, Chris William. “University collaboration in regional economic development: a case study of a mid-range university.” 2017. Web. 24 Mar 2019.

Vancouver:

Brussalis CW. University collaboration in regional economic development: a case study of a mid-range university. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/2047/D20265094.

Council of Science Editors:

Brussalis CW. University collaboration in regional economic development: a case study of a mid-range university. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20265094


University of Southern California

20. Park, Misook A. Factors affecting the transfer of differentiated curriculum from professional development into classroom practice.

Degree: EdD, Education (Curriculum & Instruction), 2010, University of Southern California

 This urban district-wide study of teachers in gifted and talented programs in grades three through eight explored factors contributing to the transfer of knowledge learned… (more)

Subjects/Keywords: gifted education; differentiated curriculum; professional development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Park, M. A. (2010). Factors affecting the transfer of differentiated curriculum from professional development into classroom practice. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/98440/rec/2715

Chicago Manual of Style (16th Edition):

Park, Misook A. “Factors affecting the transfer of differentiated curriculum from professional development into classroom practice.” 2010. Doctoral Dissertation, University of Southern California. Accessed March 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/98440/rec/2715.

MLA Handbook (7th Edition):

Park, Misook A. “Factors affecting the transfer of differentiated curriculum from professional development into classroom practice.” 2010. Web. 24 Mar 2019.

Vancouver:

Park MA. Factors affecting the transfer of differentiated curriculum from professional development into classroom practice. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Mar 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/98440/rec/2715.

Council of Science Editors:

Park MA. Factors affecting the transfer of differentiated curriculum from professional development into classroom practice. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/98440/rec/2715


West Virginia University

21. Simmerman, Jane D. Survey of Response-to-Intervention's Challenges for School-Based Speech-Language Pathologists.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2011, West Virginia University

 With the introduction of the No Child Left Behind Act (NCLB), speech-language pathologists (SLPs) have experienced a new focus on language and literacy within their… (more)

Subjects/Keywords: Curriculum development; Special education; Speech therapy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Simmerman, J. D. (2011). Survey of Response-to-Intervention's Challenges for School-Based Speech-Language Pathologists. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3105

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):

Simmerman, Jane D. “Survey of Response-to-Intervention's Challenges for School-Based Speech-Language Pathologists.” 2011. Thesis, West Virginia University. Accessed March 24, 2019. https://researchrepository.wvu.edu/etd/3105.

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

MLA Handbook (7th Edition):

Simmerman, Jane D. “Survey of Response-to-Intervention's Challenges for School-Based Speech-Language Pathologists.” 2011. Web. 24 Mar 2019.

Vancouver:

Simmerman JD. Survey of Response-to-Intervention's Challenges for School-Based Speech-Language Pathologists. [Internet] [Thesis]. West Virginia University; 2011. [cited 2019 Mar 24]. Available from: https://researchrepository.wvu.edu/etd/3105.

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

Council of Science Editors:

Simmerman JD. Survey of Response-to-Intervention's Challenges for School-Based Speech-Language Pathologists. [Thesis]. West Virginia University; 2011. Available from: https://researchrepository.wvu.edu/etd/3105

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


University of Rochester

22. Stone, Lillie. The impact of professional development on classroom teachers’ use of differentiated instruction strategies.

Degree: EdD, 2012, University of Rochester

 A review of the literature revealed that urban teachers in a small school environment are rarely researched, and their experiences and perceptions of their workplace… (more)

Subjects/Keywords: Professional development; Differentiated instruction; Urban education; Strategies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Stone, L. (2012). The impact of professional development on classroom teachers’ use of differentiated instruction strategies. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/19517

Chicago Manual of Style (16th Edition):

Stone, Lillie. “The impact of professional development on classroom teachers’ use of differentiated instruction strategies.” 2012. Doctoral Dissertation, University of Rochester. Accessed March 24, 2019. http://hdl.handle.net/1802/19517.

MLA Handbook (7th Edition):

Stone, Lillie. “The impact of professional development on classroom teachers’ use of differentiated instruction strategies.” 2012. Web. 24 Mar 2019.

Vancouver:

Stone L. The impact of professional development on classroom teachers’ use of differentiated instruction strategies. [Internet] [Doctoral dissertation]. University of Rochester; 2012. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/1802/19517.

Council of Science Editors:

Stone L. The impact of professional development on classroom teachers’ use of differentiated instruction strategies. [Doctoral Dissertation]. University of Rochester; 2012. Available from: http://hdl.handle.net/1802/19517


University of Rochester

23. Westrich, Kevin M. How classroom interventions can promote development of positive mathematical identity : an action research study.

Degree: EdD, 2015, University of Rochester

 At a time when the number of U.S. students choosing to major in mathematics is declining and there is a shortage of graduates in fields… (more)

Subjects/Keywords: Mathematics education; Identity development; Mathematical identity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Westrich, K. M. (2015). How classroom interventions can promote development of positive mathematical identity : an action research study. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/29682

Chicago Manual of Style (16th Edition):

Westrich, Kevin M. “How classroom interventions can promote development of positive mathematical identity : an action research study.” 2015. Doctoral Dissertation, University of Rochester. Accessed March 24, 2019. http://hdl.handle.net/1802/29682.

MLA Handbook (7th Edition):

Westrich, Kevin M. “How classroom interventions can promote development of positive mathematical identity : an action research study.” 2015. Web. 24 Mar 2019.

Vancouver:

Westrich KM. How classroom interventions can promote development of positive mathematical identity : an action research study. [Internet] [Doctoral dissertation]. University of Rochester; 2015. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/1802/29682.

Council of Science Editors:

Westrich KM. How classroom interventions can promote development of positive mathematical identity : an action research study. [Doctoral Dissertation]. University of Rochester; 2015. Available from: http://hdl.handle.net/1802/29682


Penn State University

24. Thompson, Patricia Marie. PROFESSIONAL ENTRY EXPERIENCES OF PRIMARY CARE PHYSICIANS: A NARRATIVE INQUIRY.

Degree: EdD, Adult Education, 2008, Penn State University

 This qualitative study used narrative inquiry to capture the experiences of nine Primary Care Physicians as they entered professional practice as employees of established organizations.… (more)

Subjects/Keywords: medical education; adult development; professional development; organizational entry

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Thompson, P. M. (2008). PROFESSIONAL ENTRY EXPERIENCES OF PRIMARY CARE PHYSICIANS: A NARRATIVE INQUIRY. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/8294

Chicago Manual of Style (16th Edition):

Thompson, Patricia Marie. “PROFESSIONAL ENTRY EXPERIENCES OF PRIMARY CARE PHYSICIANS: A NARRATIVE INQUIRY.” 2008. Doctoral Dissertation, Penn State University. Accessed March 24, 2019. https://etda.libraries.psu.edu/catalog/8294.

MLA Handbook (7th Edition):

Thompson, Patricia Marie. “PROFESSIONAL ENTRY EXPERIENCES OF PRIMARY CARE PHYSICIANS: A NARRATIVE INQUIRY.” 2008. Web. 24 Mar 2019.

Vancouver:

Thompson PM. PROFESSIONAL ENTRY EXPERIENCES OF PRIMARY CARE PHYSICIANS: A NARRATIVE INQUIRY. [Internet] [Doctoral dissertation]. Penn State University; 2008. [cited 2019 Mar 24]. Available from: https://etda.libraries.psu.edu/catalog/8294.

Council of Science Editors:

Thompson PM. PROFESSIONAL ENTRY EXPERIENCES OF PRIMARY CARE PHYSICIANS: A NARRATIVE INQUIRY. [Doctoral Dissertation]. Penn State University; 2008. Available from: https://etda.libraries.psu.edu/catalog/8294


Western Kentucky University

25. Crossbourne, Trudy-Ann. Do Faculty In-Class Incivility Behaviors Predict Type of Out-Of-Class Interactions between Faculty and Students?.

Degree: EdD, Educational Leadership Doctoral Program, 2018, Western Kentucky University

  The present study explored relationships between two larger streams of research—faculty-student interactions and destructive leadership embodied in faculty incivility towards students. While interactions with… (more)

Subjects/Keywords: destructive leadership; pedagogy; student development; Educational Leadership; Higher Education; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Crossbourne, T. (2018). Do Faculty In-Class Incivility Behaviors Predict Type of Out-Of-Class Interactions between Faculty and Students?. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/147

Chicago Manual of Style (16th Edition):

Crossbourne, Trudy-Ann. “Do Faculty In-Class Incivility Behaviors Predict Type of Out-Of-Class Interactions between Faculty and Students?.” 2018. Doctoral Dissertation, Western Kentucky University. Accessed March 24, 2019. https://digitalcommons.wku.edu/diss/147.

MLA Handbook (7th Edition):

Crossbourne, Trudy-Ann. “Do Faculty In-Class Incivility Behaviors Predict Type of Out-Of-Class Interactions between Faculty and Students?.” 2018. Web. 24 Mar 2019.

Vancouver:

Crossbourne T. Do Faculty In-Class Incivility Behaviors Predict Type of Out-Of-Class Interactions between Faculty and Students?. [Internet] [Doctoral dissertation]. Western Kentucky University; 2018. [cited 2019 Mar 24]. Available from: https://digitalcommons.wku.edu/diss/147.

Council of Science Editors:

Crossbourne T. Do Faculty In-Class Incivility Behaviors Predict Type of Out-Of-Class Interactions between Faculty and Students?. [Doctoral Dissertation]. Western Kentucky University; 2018. Available from: https://digitalcommons.wku.edu/diss/147


Northeastern University

26. Boudreau, Jennifer Ann. Paraprofessionals as educators: differing perceptions, responsibilities, and training.

Degree: EdD, Department of Education, 2011, Northeastern University

 As nationwide school enrollments are projected to increase slowly over the next decade, it is predicted that there will be a greater increase among students… (more)

Subjects/Keywords: education; special education; paraeducators; paraprofessionals; professional development; special education; supervision; teacher aide; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Boudreau, J. A. (2011). Paraprofessionals as educators: differing perceptions, responsibilities, and training. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20002130

Chicago Manual of Style (16th Edition):

Boudreau, Jennifer Ann. “Paraprofessionals as educators: differing perceptions, responsibilities, and training.” 2011. Doctoral Dissertation, Northeastern University. Accessed March 24, 2019. http://hdl.handle.net/2047/d20002130.

MLA Handbook (7th Edition):

Boudreau, Jennifer Ann. “Paraprofessionals as educators: differing perceptions, responsibilities, and training.” 2011. Web. 24 Mar 2019.

Vancouver:

Boudreau JA. Paraprofessionals as educators: differing perceptions, responsibilities, and training. [Internet] [Doctoral dissertation]. Northeastern University; 2011. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/2047/d20002130.

Council of Science Editors:

Boudreau JA. Paraprofessionals as educators: differing perceptions, responsibilities, and training. [Doctoral Dissertation]. Northeastern University; 2011. Available from: http://hdl.handle.net/2047/d20002130


Arizona State University

27. Santos, Roberta Lourdes. Andragogy Content Knowledge Technology: A Training Model for Teaching Adults.

Degree: EdD, Leadership and Innovation, 2012, Arizona State University

 ABSTRACT Professional Development (PD) is an important tool in the field of education. Successful PD programs are those that include adult learning methods and opportunities… (more)

Subjects/Keywords: Continuing education; Adult education; Andragogy; Continuing education; Professional Development; Teacher Education; Technology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Santos, R. L. (2012). Andragogy Content Knowledge Technology: A Training Model for Teaching Adults. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14717

Chicago Manual of Style (16th Edition):

Santos, Roberta Lourdes. “Andragogy Content Knowledge Technology: A Training Model for Teaching Adults.” 2012. Doctoral Dissertation, Arizona State University. Accessed March 24, 2019. http://repository.asu.edu/items/14717.

MLA Handbook (7th Edition):

Santos, Roberta Lourdes. “Andragogy Content Knowledge Technology: A Training Model for Teaching Adults.” 2012. Web. 24 Mar 2019.

Vancouver:

Santos RL. Andragogy Content Knowledge Technology: A Training Model for Teaching Adults. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2019 Mar 24]. Available from: http://repository.asu.edu/items/14717.

Council of Science Editors:

Santos RL. Andragogy Content Knowledge Technology: A Training Model for Teaching Adults. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/14717


Northeastern University

28. Kaminski, Stacey A. Implementing a professional learning community: a case study.

Degree: EdD, Department of Education, 2011, Northeastern University

 Teaching, in the 21st century is a complex vocation that necessitates high quality professional development to fortify and sustain it. As a core profession, and… (more)

Subjects/Keywords: education; case study; educational change theory; national staff development council standards for professional development; professional development; professional learning communities; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kaminski, S. A. (2011). Implementing a professional learning community: a case study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20002319

Chicago Manual of Style (16th Edition):

Kaminski, Stacey A. “Implementing a professional learning community: a case study.” 2011. Doctoral Dissertation, Northeastern University. Accessed March 24, 2019. http://hdl.handle.net/2047/d20002319.

MLA Handbook (7th Edition):

Kaminski, Stacey A. “Implementing a professional learning community: a case study.” 2011. Web. 24 Mar 2019.

Vancouver:

Kaminski SA. Implementing a professional learning community: a case study. [Internet] [Doctoral dissertation]. Northeastern University; 2011. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/2047/d20002319.

Council of Science Editors:

Kaminski SA. Implementing a professional learning community: a case study. [Doctoral Dissertation]. Northeastern University; 2011. Available from: http://hdl.handle.net/2047/d20002319


University of Georgia

29. Chastain, Stephanie Fran Scroggs. Student and faculty perceptions of entrepreneurship education in technical college programs of study.

Degree: EdD, Occupational Studies, 2009, University of Georgia

 The purpose of this quantitative action research study was to investigate views about integrating entrepreneurship education into technical colleges programs of study from the perspective… (more)

Subjects/Keywords: Entrepreneurship Education; Career and Technical Education; Community College Entrepreneurship; Economic Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chastain, S. F. S. (2009). Student and faculty perceptions of entrepreneurship education in technical college programs of study. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/chastain_stephanie_f_200912_edd

Chicago Manual of Style (16th Edition):

Chastain, Stephanie Fran Scroggs. “Student and faculty perceptions of entrepreneurship education in technical college programs of study.” 2009. Doctoral Dissertation, University of Georgia. Accessed March 24, 2019. http://purl.galileo.usg.edu/uga_etd/chastain_stephanie_f_200912_edd.

MLA Handbook (7th Edition):

Chastain, Stephanie Fran Scroggs. “Student and faculty perceptions of entrepreneurship education in technical college programs of study.” 2009. Web. 24 Mar 2019.

Vancouver:

Chastain SFS. Student and faculty perceptions of entrepreneurship education in technical college programs of study. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Mar 24]. Available from: http://purl.galileo.usg.edu/uga_etd/chastain_stephanie_f_200912_edd.

Council of Science Editors:

Chastain SFS. Student and faculty perceptions of entrepreneurship education in technical college programs of study. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/chastain_stephanie_f_200912_edd


Lehigh University

30. Winokur, Ilene. Transformational Leadership and Transfer of Teacher Professional Development to the Classroom in the Kuwait Public High School Context.

Degree: EdD, Educational Leadership, 2013, Lehigh University

 The purpose of this study was to examine how teachers' perceptions of transformational leadership behavior of head of department (HOD) as instructional leader related to… (more)

Subjects/Keywords: Education; Kuwait; Professional development; Training transfer; Transformational leadership; Education; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Winokur, I. (2013). Transformational Leadership and Transfer of Teacher Professional Development to the Classroom in the Kuwait Public High School Context. (Thesis). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/1671

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):

Winokur, Ilene. “Transformational Leadership and Transfer of Teacher Professional Development to the Classroom in the Kuwait Public High School Context.” 2013. Thesis, Lehigh University. Accessed March 24, 2019. https://preserve.lehigh.edu/etd/1671.

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

MLA Handbook (7th Edition):

Winokur, Ilene. “Transformational Leadership and Transfer of Teacher Professional Development to the Classroom in the Kuwait Public High School Context.” 2013. Web. 24 Mar 2019.

Vancouver:

Winokur I. Transformational Leadership and Transfer of Teacher Professional Development to the Classroom in the Kuwait Public High School Context. [Internet] [Thesis]. Lehigh University; 2013. [cited 2019 Mar 24]. Available from: https://preserve.lehigh.edu/etd/1671.

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

Council of Science Editors:

Winokur I. Transformational Leadership and Transfer of Teacher Professional Development to the Classroom in the Kuwait Public High School Context. [Thesis]. Lehigh University; 2013. Available from: https://preserve.lehigh.edu/etd/1671

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

[1] [2] [3] [4] [5] … [144]

.