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You searched for subject:( Professional Development Policy). Showing records 1 – 30 of 88889 total matches.

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University of Cambridge

1. Ayubayeva, Nazipa. Teacher collaboration for professional learning : case studies of three schools in Kazakhstan.

Degree: PhD, 2018, University of Cambridge

 This thesis explores the nature of teacher collaboration for professional learning, key enabling and inhibiting factors, and their implication for the development of a culture… (more)

Subjects/Keywords: Teacher learning; Professional development; Education policy

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

APA (6th Edition):

Ayubayeva, N. (2018). Teacher collaboration for professional learning : case studies of three schools in Kazakhstan. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033

Chicago Manual of Style (16th Edition):

Ayubayeva, Nazipa. “Teacher collaboration for professional learning : case studies of three schools in Kazakhstan.” 2018. Doctoral Dissertation, University of Cambridge. Accessed April 19, 2019. https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033.

MLA Handbook (7th Edition):

Ayubayeva, Nazipa. “Teacher collaboration for professional learning : case studies of three schools in Kazakhstan.” 2018. Web. 19 Apr 2019.

Vancouver:

Ayubayeva N. Teacher collaboration for professional learning : case studies of three schools in Kazakhstan. [Internet] [Doctoral dissertation]. University of Cambridge; 2018. [cited 2019 Apr 19]. Available from: https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033.

Council of Science Editors:

Ayubayeva N. Teacher collaboration for professional learning : case studies of three schools in Kazakhstan. [Doctoral Dissertation]. University of Cambridge; 2018. Available from: https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033


Loyola University Chicago

2. Cermak, Michael. The Mckinney-Vento Act: Moving Beyond Aspirations to More Effective Implementation.

Degree: Doctor of Education (EdD), School of Education, 2018, Loyola University Chicago

  The purpose of this quantitative research study is to investigate teachers' knowledge of the McKinney-Vento Homeless Assistance Act (McK-V; the Act) and their perceptions… (more)

Subjects/Keywords: Education; Homelessness; Policy; Professional Development; Educational Psychology

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APA (6th Edition):

Cermak, M. (2018). The Mckinney-Vento Act: Moving Beyond Aspirations to More Effective Implementation. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2784

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):

Cermak, Michael. “The Mckinney-Vento Act: Moving Beyond Aspirations to More Effective Implementation.” 2018. Thesis, Loyola University Chicago. Accessed April 19, 2019. https://ecommons.luc.edu/luc_diss/2784.

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

MLA Handbook (7th Edition):

Cermak, Michael. “The Mckinney-Vento Act: Moving Beyond Aspirations to More Effective Implementation.” 2018. Web. 19 Apr 2019.

Vancouver:

Cermak M. The Mckinney-Vento Act: Moving Beyond Aspirations to More Effective Implementation. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Apr 19]. Available from: https://ecommons.luc.edu/luc_diss/2784.

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

Council of Science Editors:

Cermak M. The Mckinney-Vento Act: Moving Beyond Aspirations to More Effective Implementation. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2784

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


University of Arkansas

3. Rink, Darrel Chris. Educator Perceptions Regarding Quality Workplace Professional Development.

Degree: Doctor of Education in Human Resource and Workforce Development (EdD), Human Resource and Workforce Development (EdD), 2014, University of Arkansas

  This study, Educator Perceptions Regarding Quality Workplace Professional Development, attempted to formulate through interviews and surveys the attitudes of educators regarding their personal experiences… (more)

Subjects/Keywords: Career Development; Professional Development; Teacher Licensure; Workplace Training; Education Policy; Teacher Education and Professional Development

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

APA (6th Edition):

Rink, D. C. (2014). Educator Perceptions Regarding Quality Workplace Professional Development. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2051

Chicago Manual of Style (16th Edition):

Rink, Darrel Chris. “Educator Perceptions Regarding Quality Workplace Professional Development.” 2014. Doctoral Dissertation, University of Arkansas. Accessed April 19, 2019. https://scholarworks.uark.edu/etd/2051.

MLA Handbook (7th Edition):

Rink, Darrel Chris. “Educator Perceptions Regarding Quality Workplace Professional Development.” 2014. Web. 19 Apr 2019.

Vancouver:

Rink DC. Educator Perceptions Regarding Quality Workplace Professional Development. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2019 Apr 19]. Available from: https://scholarworks.uark.edu/etd/2051.

Council of Science Editors:

Rink DC. Educator Perceptions Regarding Quality Workplace Professional Development. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: https://scholarworks.uark.edu/etd/2051


University of California – Berkeley

4. von Vacano, Claudia von Vacano. Teacher Professional Development Organizations’ Interpretation of Educational Language Policy in California.

Degree: Education, 2016, University of California – Berkeley

 Strong networks of professional development organizations serving teachers of English learners in California may enhance civil society as these organizations can democratize the policy implementation… (more)

Subjects/Keywords: Education policy; Critical theory; Education policy; Organizations; Teacher professional development

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APA (6th Edition):

von Vacano, C. v. V. (2016). Teacher Professional Development Organizations’ Interpretation of Educational Language Policy in California. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/2780p0hr

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):

von Vacano, Claudia von Vacano. “Teacher Professional Development Organizations’ Interpretation of Educational Language Policy in California.” 2016. Thesis, University of California – Berkeley. Accessed April 19, 2019. http://www.escholarship.org/uc/item/2780p0hr.

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

MLA Handbook (7th Edition):

von Vacano, Claudia von Vacano. “Teacher Professional Development Organizations’ Interpretation of Educational Language Policy in California.” 2016. Web. 19 Apr 2019.

Vancouver:

von Vacano CvV. Teacher Professional Development Organizations’ Interpretation of Educational Language Policy in California. [Internet] [Thesis]. University of California – Berkeley; 2016. [cited 2019 Apr 19]. Available from: http://www.escholarship.org/uc/item/2780p0hr.

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

Council of Science Editors:

von Vacano CvV. Teacher Professional Development Organizations’ Interpretation of Educational Language Policy in California. [Thesis]. University of California – Berkeley; 2016. Available from: http://www.escholarship.org/uc/item/2780p0hr

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


University of Arizona

5. Harper, Jennifer Leigh. An Analysis of the Effectiveness of an Urban School District Leadership Academy for Principal Recruitment and Professional Development: A Case Study .

Degree: 2009, University of Arizona

 Research on school principals has been narrowed to the factors leading to attrition or retention with little focus on the recruitment and development. The decreasing… (more)

Subjects/Keywords: Leadership Academy; Principal Attrition; Principal Professional Development; Principal Recruitment; Professional Development Policy

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

APA (6th Edition):

Harper, J. L. (2009). An Analysis of the Effectiveness of an Urban School District Leadership Academy for Principal Recruitment and Professional Development: A Case Study . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195986

Chicago Manual of Style (16th Edition):

Harper, Jennifer Leigh. “An Analysis of the Effectiveness of an Urban School District Leadership Academy for Principal Recruitment and Professional Development: A Case Study .” 2009. Doctoral Dissertation, University of Arizona. Accessed April 19, 2019. http://hdl.handle.net/10150/195986.

MLA Handbook (7th Edition):

Harper, Jennifer Leigh. “An Analysis of the Effectiveness of an Urban School District Leadership Academy for Principal Recruitment and Professional Development: A Case Study .” 2009. Web. 19 Apr 2019.

Vancouver:

Harper JL. An Analysis of the Effectiveness of an Urban School District Leadership Academy for Principal Recruitment and Professional Development: A Case Study . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10150/195986.

Council of Science Editors:

Harper JL. An Analysis of the Effectiveness of an Urban School District Leadership Academy for Principal Recruitment and Professional Development: A Case Study . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/195986


Brunel University

6. Chappell, Anne. Professional learning : teachers' narratives of experience : it is what you do and the way that you do it ..

Degree: PhD, 2014, Brunel University

Professional learning, commonly referred to in policy and practice as continuing professional development, is presented to teachers as both a requirement and an entitlement in… (more)

Subjects/Keywords: 370.71; Continuing professional development; Policy; Professionalism; Teacher identity; Policy subject-policy actor

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APA (6th Edition):

Chappell, A. (2014). Professional learning : teachers' narratives of experience : it is what you do and the way that you do it .. (Doctoral Dissertation). Brunel University. Retrieved from http://bura.brunel.ac.uk/handle/2438/10933 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.649388

Chicago Manual of Style (16th Edition):

Chappell, Anne. “Professional learning : teachers' narratives of experience : it is what you do and the way that you do it ..” 2014. Doctoral Dissertation, Brunel University. Accessed April 19, 2019. http://bura.brunel.ac.uk/handle/2438/10933 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.649388.

MLA Handbook (7th Edition):

Chappell, Anne. “Professional learning : teachers' narratives of experience : it is what you do and the way that you do it ..” 2014. Web. 19 Apr 2019.

Vancouver:

Chappell A. Professional learning : teachers' narratives of experience : it is what you do and the way that you do it .. [Internet] [Doctoral dissertation]. Brunel University; 2014. [cited 2019 Apr 19]. Available from: http://bura.brunel.ac.uk/handle/2438/10933 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.649388.

Council of Science Editors:

Chappell A. Professional learning : teachers' narratives of experience : it is what you do and the way that you do it .. [Doctoral Dissertation]. Brunel University; 2014. Available from: http://bura.brunel.ac.uk/handle/2438/10933 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.649388


University of Minnesota

7. Alger, Scott Edward. Professional development programs as sources of policy implementation: what does Minnesota staff development policy look like in action?.

Degree: PhD, Educational Policy and Administration, 2011, University of Minnesota

 A comprehensive examination of professional development practices in two Minnesota school districts was conducted to identify the specific responses of stakeholders to policy stipulations. Through… (more)

Subjects/Keywords: Educational policy; Organizational leadership; Policy case study; Policy; Professional development; Staff development; Educational Policy and Administration

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APA (6th Edition):

Alger, S. E. (2011). Professional development programs as sources of policy implementation: what does Minnesota staff development policy look like in action?. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/109333

Chicago Manual of Style (16th Edition):

Alger, Scott Edward. “Professional development programs as sources of policy implementation: what does Minnesota staff development policy look like in action?.” 2011. Doctoral Dissertation, University of Minnesota. Accessed April 19, 2019. http://purl.umn.edu/109333.

MLA Handbook (7th Edition):

Alger, Scott Edward. “Professional development programs as sources of policy implementation: what does Minnesota staff development policy look like in action?.” 2011. Web. 19 Apr 2019.

Vancouver:

Alger SE. Professional development programs as sources of policy implementation: what does Minnesota staff development policy look like in action?. [Internet] [Doctoral dissertation]. University of Minnesota; 2011. [cited 2019 Apr 19]. Available from: http://purl.umn.edu/109333.

Council of Science Editors:

Alger SE. Professional development programs as sources of policy implementation: what does Minnesota staff development policy look like in action?. [Doctoral Dissertation]. University of Minnesota; 2011. Available from: http://purl.umn.edu/109333

8. Carlson, Scott. Alignment Of School Improvement Plans With District Professional Learning Plan: A Policy Advocacy Document.

Degree: EdD Doctor of Education, Educational Leadership, 2018, National-Louis University

  This paper advocates for a local policy connecting a standards-based district professional learning plan to individual school improvement plans for the purpose of improving… (more)

Subjects/Keywords: professional learning; school improvement; policy; Educational Leadership; Other Teacher Education and Professional Development

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

APA (6th Edition):

Carlson, S. (2018). Alignment Of School Improvement Plans With District Professional Learning Plan: A Policy Advocacy Document. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/336

Chicago Manual of Style (16th Edition):

Carlson, Scott. “Alignment Of School Improvement Plans With District Professional Learning Plan: A Policy Advocacy Document.” 2018. Doctoral Dissertation, National-Louis University. Accessed April 19, 2019. https://digitalcommons.nl.edu/diss/336.

MLA Handbook (7th Edition):

Carlson, Scott. “Alignment Of School Improvement Plans With District Professional Learning Plan: A Policy Advocacy Document.” 2018. Web. 19 Apr 2019.

Vancouver:

Carlson S. Alignment Of School Improvement Plans With District Professional Learning Plan: A Policy Advocacy Document. [Internet] [Doctoral dissertation]. National-Louis University; 2018. [cited 2019 Apr 19]. Available from: https://digitalcommons.nl.edu/diss/336.

Council of Science Editors:

Carlson S. Alignment Of School Improvement Plans With District Professional Learning Plan: A Policy Advocacy Document. [Doctoral Dissertation]. National-Louis University; 2018. Available from: https://digitalcommons.nl.edu/diss/336


Georgia State University

9. Ogletree, August Elena. Evaluating the Teacher-Intern-Professor Model in a Professional Development School Partnership Setting using a Bayesian Approach to Mix Methods.

Degree: PhD, Educational Policy Studies, 2009, Georgia State University

 Two needs of Georgia State University Professional Development School Partnerships are to show increases in both student academic achievement and teacher efficacy. The Teacher-Intern-Professor (TIP)… (more)

Subjects/Keywords: Professional Development Schools; Bayesian Approach; Education; Education Policy

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APA (6th Edition):

Ogletree, A. E. (2009). Evaluating the Teacher-Intern-Professor Model in a Professional Development School Partnership Setting using a Bayesian Approach to Mix Methods. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/46

Chicago Manual of Style (16th Edition):

Ogletree, August Elena. “Evaluating the Teacher-Intern-Professor Model in a Professional Development School Partnership Setting using a Bayesian Approach to Mix Methods.” 2009. Doctoral Dissertation, Georgia State University. Accessed April 19, 2019. https://scholarworks.gsu.edu/eps_diss/46.

MLA Handbook (7th Edition):

Ogletree, August Elena. “Evaluating the Teacher-Intern-Professor Model in a Professional Development School Partnership Setting using a Bayesian Approach to Mix Methods.” 2009. Web. 19 Apr 2019.

Vancouver:

Ogletree AE. Evaluating the Teacher-Intern-Professor Model in a Professional Development School Partnership Setting using a Bayesian Approach to Mix Methods. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2019 Apr 19]. Available from: https://scholarworks.gsu.edu/eps_diss/46.

Council of Science Editors:

Ogletree AE. Evaluating the Teacher-Intern-Professor Model in a Professional Development School Partnership Setting using a Bayesian Approach to Mix Methods. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/eps_diss/46


University of Tasmania

10. Heyward, S. Reforming teaching practice in Indonesia: A case study of the implementation of active learning in North Maluku primary schools.

Degree: 2014, University of Tasmania

 This thesis describes a study of the implementation of Indonesia‘s national policy on active learning. Active learning was first introduced in Indonesia in the 1970s.… (more)

Subjects/Keywords: Teaching; policy; curriculum; leadership; professional development; culture; politics; bureacracy

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APA (6th Edition):

Heyward, S. (2014). Reforming teaching practice in Indonesia: A case study of the implementation of active learning in North Maluku primary schools. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/22399/1/Whole-Heyward-thesis.pdf

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):

Heyward, S. “Reforming teaching practice in Indonesia: A case study of the implementation of active learning in North Maluku primary schools.” 2014. Thesis, University of Tasmania. Accessed April 19, 2019. https://eprints.utas.edu.au/22399/1/Whole-Heyward-thesis.pdf.

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

MLA Handbook (7th Edition):

Heyward, S. “Reforming teaching practice in Indonesia: A case study of the implementation of active learning in North Maluku primary schools.” 2014. Web. 19 Apr 2019.

Vancouver:

Heyward S. Reforming teaching practice in Indonesia: A case study of the implementation of active learning in North Maluku primary schools. [Internet] [Thesis]. University of Tasmania; 2014. [cited 2019 Apr 19]. Available from: https://eprints.utas.edu.au/22399/1/Whole-Heyward-thesis.pdf.

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

Council of Science Editors:

Heyward S. Reforming teaching practice in Indonesia: A case study of the implementation of active learning in North Maluku primary schools. [Thesis]. University of Tasmania; 2014. Available from: https://eprints.utas.edu.au/22399/1/Whole-Heyward-thesis.pdf

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


UCLA

11. Brown, Adaina Elizabeth. Policy to Practice: The Perspectives of Teachers and Administrators on the Implementation of Common Core Utilizing Action Research to Design a Professional Development Model.

Degree: Education, 2016, UCLA

 This traditional form of action research project, based on the work of Kurt Lewin (Coghlan, D. and Brannick, T., 2007), addresses the problem of how… (more)

Subjects/Keywords: Education; Educational leadership; Education policy; Action Research; Common Core; Professional Development

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APA (6th Edition):

Brown, A. E. (2016). Policy to Practice: The Perspectives of Teachers and Administrators on the Implementation of Common Core Utilizing Action Research to Design a Professional Development Model. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/3w04r4zm

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):

Brown, Adaina Elizabeth. “Policy to Practice: The Perspectives of Teachers and Administrators on the Implementation of Common Core Utilizing Action Research to Design a Professional Development Model.” 2016. Thesis, UCLA. Accessed April 19, 2019. http://www.escholarship.org/uc/item/3w04r4zm.

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

MLA Handbook (7th Edition):

Brown, Adaina Elizabeth. “Policy to Practice: The Perspectives of Teachers and Administrators on the Implementation of Common Core Utilizing Action Research to Design a Professional Development Model.” 2016. Web. 19 Apr 2019.

Vancouver:

Brown AE. Policy to Practice: The Perspectives of Teachers and Administrators on the Implementation of Common Core Utilizing Action Research to Design a Professional Development Model. [Internet] [Thesis]. UCLA; 2016. [cited 2019 Apr 19]. Available from: http://www.escholarship.org/uc/item/3w04r4zm.

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

Council of Science Editors:

Brown AE. Policy to Practice: The Perspectives of Teachers and Administrators on the Implementation of Common Core Utilizing Action Research to Design a Professional Development Model. [Thesis]. UCLA; 2016. Available from: http://www.escholarship.org/uc/item/3w04r4zm

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


University of Illinois – Chicago

12. Kelly, Anne H. Making Sense of Common Core Aligned Mathematics: Familiar Obstacles and New Incentives.

Degree: 2016, University of Illinois – Chicago

 Recent legislation linked new Common Core State standards and accountability policies to focus mathematics instruction in certain ways. Adopting a situated perspective, this single case… (more)

Subjects/Keywords: Education policy; professional development; standards; mathematics education; teacher collaboration; observational research

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APA (6th Edition):

Kelly, A. H. (2016). Making Sense of Common Core Aligned Mathematics: Familiar Obstacles and New Incentives. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20937

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):

Kelly, Anne H. “Making Sense of Common Core Aligned Mathematics: Familiar Obstacles and New Incentives.” 2016. Thesis, University of Illinois – Chicago. Accessed April 19, 2019. http://hdl.handle.net/10027/20937.

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

MLA Handbook (7th Edition):

Kelly, Anne H. “Making Sense of Common Core Aligned Mathematics: Familiar Obstacles and New Incentives.” 2016. Web. 19 Apr 2019.

Vancouver:

Kelly AH. Making Sense of Common Core Aligned Mathematics: Familiar Obstacles and New Incentives. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10027/20937.

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

Council of Science Editors:

Kelly AH. Making Sense of Common Core Aligned Mathematics: Familiar Obstacles and New Incentives. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20937

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


University of Minnesota

13. Borchers, Bruce Todd. A study to determine the practices of high school principals and central office administrators who effectively foster continuous professional learning in high schools.

Degree: Educational Policy and Administration, 2009, University of Minnesota

 The purpose of this study was to discover the ways that central office and school level leaders initiate and advance a culture of continuous professional(more)

Subjects/Keywords: Continuous; Development; High Schools; Improvement; PLC; Professional; Educational Policy and Administration

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APA (6th Edition):

Borchers, B. T. (2009). A study to determine the practices of high school principals and central office administrators who effectively foster continuous professional learning in high schools. (Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/58218

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):

Borchers, Bruce Todd. “A study to determine the practices of high school principals and central office administrators who effectively foster continuous professional learning in high schools.” 2009. Thesis, University of Minnesota. Accessed April 19, 2019. http://purl.umn.edu/58218.

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

MLA Handbook (7th Edition):

Borchers, Bruce Todd. “A study to determine the practices of high school principals and central office administrators who effectively foster continuous professional learning in high schools.” 2009. Web. 19 Apr 2019.

Vancouver:

Borchers BT. A study to determine the practices of high school principals and central office administrators who effectively foster continuous professional learning in high schools. [Internet] [Thesis]. University of Minnesota; 2009. [cited 2019 Apr 19]. Available from: http://purl.umn.edu/58218.

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

Council of Science Editors:

Borchers BT. A study to determine the practices of high school principals and central office administrators who effectively foster continuous professional learning in high schools. [Thesis]. University of Minnesota; 2009. Available from: http://purl.umn.edu/58218

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


University of Illinois – Urbana-Champaign

14. Lee, Sun Hee. Korean middle- and high-school math teachers' understanding of formative assessment: an interview study.

Degree: PhD, 1144, 2014, University of Illinois – Urbana-Champaign

 This interview study was conducted to learn about twelve Korean middle- and high-school math teachers’ understandings of formative assessment. Face-to-face semi-stuctured interviews and field notes… (more)

Subjects/Keywords: Mathematics Education; Formative Assessment; Educational Policy; Professional Development; Interviews; Mathematics Teachers

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APA (6th Edition):

Lee, S. H. (2014). Korean middle- and high-school math teachers' understanding of formative assessment: an interview study. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50550

Chicago Manual of Style (16th Edition):

Lee, Sun Hee. “Korean middle- and high-school math teachers' understanding of formative assessment: an interview study.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 19, 2019. http://hdl.handle.net/2142/50550.

MLA Handbook (7th Edition):

Lee, Sun Hee. “Korean middle- and high-school math teachers' understanding of formative assessment: an interview study.” 2014. Web. 19 Apr 2019.

Vancouver:

Lee SH. Korean middle- and high-school math teachers' understanding of formative assessment: an interview study. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/2142/50550.

Council of Science Editors:

Lee SH. Korean middle- and high-school math teachers' understanding of formative assessment: an interview study. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50550


University of Rochester

15. De Siena, Alaina C. Teacher evaluation: how New York’s APPR shapes a suburban elementary teacher’s professional learning.

Degree: EdD, 2018, University of Rochester

 This dissertation study examined how the professional learning of a suburban elementary school teacher was shaped through the experience of New York’s teacher evaluation system,… (more)

Subjects/Keywords: Educational policy; Educational leadership; Teacher learning; Professional development

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

APA (6th Edition):

De Siena, A. C. (2018). Teacher evaluation: how New York’s APPR shapes a suburban elementary teacher’s professional learning. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/33432

Chicago Manual of Style (16th Edition):

De Siena, Alaina C. “Teacher evaluation: how New York’s APPR shapes a suburban elementary teacher’s professional learning.” 2018. Doctoral Dissertation, University of Rochester. Accessed April 19, 2019. http://hdl.handle.net/1802/33432.

MLA Handbook (7th Edition):

De Siena, Alaina C. “Teacher evaluation: how New York’s APPR shapes a suburban elementary teacher’s professional learning.” 2018. Web. 19 Apr 2019.

Vancouver:

De Siena AC. Teacher evaluation: how New York’s APPR shapes a suburban elementary teacher’s professional learning. [Internet] [Doctoral dissertation]. University of Rochester; 2018. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1802/33432.

Council of Science Editors:

De Siena AC. Teacher evaluation: how New York’s APPR shapes a suburban elementary teacher’s professional learning. [Doctoral Dissertation]. University of Rochester; 2018. Available from: http://hdl.handle.net/1802/33432


Virginia Tech

16. Moles II, Kenneth Eugene. The Use of Technology by Public School Principals.

Degree: PhD, Educational Leadership and Policy Studies, 2016, Virginia Tech

 Technology has always been a part of a principal's daily duties. Whether the technology is a pencil, an intercom system, a laptop computer, or mobile… (more)

Subjects/Keywords: technology; use; access; support; dispositions; professional development; knowledge; policy; future trends

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APA (6th Edition):

Moles II, K. E. (2016). The Use of Technology by Public School Principals. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/79816

Chicago Manual of Style (16th Edition):

Moles II, Kenneth Eugene. “The Use of Technology by Public School Principals.” 2016. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/79816.

MLA Handbook (7th Edition):

Moles II, Kenneth Eugene. “The Use of Technology by Public School Principals.” 2016. Web. 19 Apr 2019.

Vancouver:

Moles II KE. The Use of Technology by Public School Principals. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/79816.

Council of Science Editors:

Moles II KE. The Use of Technology by Public School Principals. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/79816


University of Arkansas

17. Cast, Darlynn. The Perceived Impact of the National Board Certification Process on Arkansas Teachers.

Degree: Doctor of Education in Human Resource and Workforce Development (EdD), Human Resource and Workforce Development (EdD), 2014, University of Arkansas

  This study assessed the perceived impact of the National Board Certification program on Arkansas teachers, relative to their professional practice, leadership practice, and students'… (more)

Subjects/Keywords: National Board Certification; Professional Leadership; Professional Practice; Quality; Student Achievement; Teacher; Education Policy; Other Teacher Education and Professional Development

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

APA (6th Edition):

Cast, D. (2014). The Perceived Impact of the National Board Certification Process on Arkansas Teachers. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2368

Chicago Manual of Style (16th Edition):

Cast, Darlynn. “The Perceived Impact of the National Board Certification Process on Arkansas Teachers.” 2014. Doctoral Dissertation, University of Arkansas. Accessed April 19, 2019. https://scholarworks.uark.edu/etd/2368.

MLA Handbook (7th Edition):

Cast, Darlynn. “The Perceived Impact of the National Board Certification Process on Arkansas Teachers.” 2014. Web. 19 Apr 2019.

Vancouver:

Cast D. The Perceived Impact of the National Board Certification Process on Arkansas Teachers. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2019 Apr 19]. Available from: https://scholarworks.uark.edu/etd/2368.

Council of Science Editors:

Cast D. The Perceived Impact of the National Board Certification Process on Arkansas Teachers. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: https://scholarworks.uark.edu/etd/2368


University of Florida

18. Mundy, Charlotte. Reading First Reading Coaches' Interpretations and Enactments of Their Role as Reading Coach.

Degree: PhD, Curriculum and Instruction (ISC) - Teaching and Learning, 2009, University of Florida

 As a way to establish job-embedded, ongoing professional development recent policies and initiatives have required schools and districts to appoint school-based coaches. The Reading First… (more)

Subjects/Keywords: Classrooms; Coaching; Educational research; Grade levels; Learning; Professional development; Professional development schools; Schools; Students; Teachers; coaching, development, elementary, first, policy, professional, reading

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

APA (6th Edition):

Mundy, C. (2009). Reading First Reading Coaches' Interpretations and Enactments of Their Role as Reading Coach. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0024886

Chicago Manual of Style (16th Edition):

Mundy, Charlotte. “Reading First Reading Coaches' Interpretations and Enactments of Their Role as Reading Coach.” 2009. Doctoral Dissertation, University of Florida. Accessed April 19, 2019. http://ufdc.ufl.edu/UFE0024886.

MLA Handbook (7th Edition):

Mundy, Charlotte. “Reading First Reading Coaches' Interpretations and Enactments of Their Role as Reading Coach.” 2009. Web. 19 Apr 2019.

Vancouver:

Mundy C. Reading First Reading Coaches' Interpretations and Enactments of Their Role as Reading Coach. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2019 Apr 19]. Available from: http://ufdc.ufl.edu/UFE0024886.

Council of Science Editors:

Mundy C. Reading First Reading Coaches' Interpretations and Enactments of Their Role as Reading Coach. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0024886


University of Georgia

19. Darden, George Washington. A study of the views and positions of school administrators toward professional development.

Degree: PhD, Social Foundations of Education, 2011, University of Georgia

 This multi-site case study focused on administrators who work in the schools of the Cobb County, Georgia, school system—one of the largest, most diverse, and… (more)

Subjects/Keywords: Professional development

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APA (6th Edition):

Darden, G. W. (2011). A study of the views and positions of school administrators toward professional development. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/darden_george_w_201112_phd

Chicago Manual of Style (16th Edition):

Darden, George Washington. “A study of the views and positions of school administrators toward professional development.” 2011. Doctoral Dissertation, University of Georgia. Accessed April 19, 2019. http://purl.galileo.usg.edu/uga_etd/darden_george_w_201112_phd.

MLA Handbook (7th Edition):

Darden, George Washington. “A study of the views and positions of school administrators toward professional development.” 2011. Web. 19 Apr 2019.

Vancouver:

Darden GW. A study of the views and positions of school administrators toward professional development. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Apr 19]. Available from: http://purl.galileo.usg.edu/uga_etd/darden_george_w_201112_phd.

Council of Science Editors:

Darden GW. A study of the views and positions of school administrators toward professional development. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/darden_george_w_201112_phd


University of Georgia

20. Reeves, Marion McCoy. Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction.

Degree: PhD, Science Education, 2011, University of Georgia

 Mandated changes in practice often leave experienced teachers in need of professional development. During the ten years prior to this study science teachers had been… (more)

Subjects/Keywords: professional development

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

APA (6th Edition):

Reeves, M. M. (2011). Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/reeves_marion_m_201112_phd

Chicago Manual of Style (16th Edition):

Reeves, Marion McCoy. “Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction.” 2011. Doctoral Dissertation, University of Georgia. Accessed April 19, 2019. http://purl.galileo.usg.edu/uga_etd/reeves_marion_m_201112_phd.

MLA Handbook (7th Edition):

Reeves, Marion McCoy. “Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction.” 2011. Web. 19 Apr 2019.

Vancouver:

Reeves MM. Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Apr 19]. Available from: http://purl.galileo.usg.edu/uga_etd/reeves_marion_m_201112_phd.

Council of Science Editors:

Reeves MM. Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/reeves_marion_m_201112_phd


University of Georgia

21. Johnson, Melinda Louise. Writing 2.0: designing pathways to a 21st century writing pedagogy.

Degree: PhD, English Education, 2014, University of Georgia

 In this study, the author examines how teachers at a public middle school and high school in the Southeastern United States learn to incorporate digital… (more)

Subjects/Keywords: professional development

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APA (6th Edition):

Johnson, M. L. (2014). Writing 2.0: designing pathways to a 21st century writing pedagogy. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/johnson_melinda_l_201408_phd

Chicago Manual of Style (16th Edition):

Johnson, Melinda Louise. “Writing 2.0: designing pathways to a 21st century writing pedagogy.” 2014. Doctoral Dissertation, University of Georgia. Accessed April 19, 2019. http://purl.galileo.usg.edu/uga_etd/johnson_melinda_l_201408_phd.

MLA Handbook (7th Edition):

Johnson, Melinda Louise. “Writing 2.0: designing pathways to a 21st century writing pedagogy.” 2014. Web. 19 Apr 2019.

Vancouver:

Johnson ML. Writing 2.0: designing pathways to a 21st century writing pedagogy. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 Apr 19]. Available from: http://purl.galileo.usg.edu/uga_etd/johnson_melinda_l_201408_phd.

Council of Science Editors:

Johnson ML. Writing 2.0: designing pathways to a 21st century writing pedagogy. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/johnson_melinda_l_201408_phd


University of Georgia

22. Deaton, Cynthia C. Minchew. Examining evidence-based explanations in in-service science teachers' reflections.

Degree: PhD, Science Education, 2007, University of Georgia

 This qualitative study examined evidence-based explanations developed by in-service elementary science teachers as they reflected on their science teaching practice. To examine their evidence-based explanations,… (more)

Subjects/Keywords: professional development

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APA (6th Edition):

Deaton, C. C. M. (2007). Examining evidence-based explanations in in-service science teachers' reflections. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/minchew_cynthia_c_200712_phd

Chicago Manual of Style (16th Edition):

Deaton, Cynthia C Minchew. “Examining evidence-based explanations in in-service science teachers' reflections.” 2007. Doctoral Dissertation, University of Georgia. Accessed April 19, 2019. http://purl.galileo.usg.edu/uga_etd/minchew_cynthia_c_200712_phd.

MLA Handbook (7th Edition):

Deaton, Cynthia C Minchew. “Examining evidence-based explanations in in-service science teachers' reflections.” 2007. Web. 19 Apr 2019.

Vancouver:

Deaton CCM. Examining evidence-based explanations in in-service science teachers' reflections. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Apr 19]. Available from: http://purl.galileo.usg.edu/uga_etd/minchew_cynthia_c_200712_phd.

Council of Science Editors:

Deaton CCM. Examining evidence-based explanations in in-service science teachers' reflections. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/minchew_cynthia_c_200712_phd


Addis Ababa University

23. Dagne, Dangarsa. Secondary school teachers’ practice of using Teaching portfolio in their professional Development, the case of Zala Wo .

Degree: 2014, Addis Ababa University

 The purpose of this study was to explore the practices of teaching portfolios in professional development of secondary schools in Zala Woreda. To realize these… (more)

Subjects/Keywords: professional development

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APA (6th Edition):

Dagne, D. (2014). Secondary school teachers’ practice of using Teaching portfolio in their professional Development, the case of Zala Wo . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7054

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):

Dagne, Dangarsa. “Secondary school teachers’ practice of using Teaching portfolio in their professional Development, the case of Zala Wo .” 2014. Thesis, Addis Ababa University. Accessed April 19, 2019. http://etd.aau.edu.et/dspace/handle/123456789/7054.

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

MLA Handbook (7th Edition):

Dagne, Dangarsa. “Secondary school teachers’ practice of using Teaching portfolio in their professional Development, the case of Zala Wo .” 2014. Web. 19 Apr 2019.

Vancouver:

Dagne D. Secondary school teachers’ practice of using Teaching portfolio in their professional Development, the case of Zala Wo . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2019 Apr 19]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7054.

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

Council of Science Editors:

Dagne D. Secondary school teachers’ practice of using Teaching portfolio in their professional Development, the case of Zala Wo . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7054

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


California State Polytechnic University – Pomona

24. Frenes-Gomez, Denisse. 6th - 8th Vertical Math Curriculum Alignment: Algebra as the Gatekeeper.

Degree: MA, Department of Education, 2018, California State Polytechnic University – Pomona

 The purpose of this project was to create a series of professional development workshops for 6th - 8th grade math teachers to provide support and… (more)

Subjects/Keywords: professional development

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APA (6th Edition):

Frenes-Gomez, D. (2018). 6th - 8th Vertical Math Curriculum Alignment: Algebra as the Gatekeeper. (Masters Thesis). California State Polytechnic University – Pomona. Retrieved from http://hdl.handle.net/10211.3/199707

Chicago Manual of Style (16th Edition):

Frenes-Gomez, Denisse. “6th - 8th Vertical Math Curriculum Alignment: Algebra as the Gatekeeper.” 2018. Masters Thesis, California State Polytechnic University – Pomona. Accessed April 19, 2019. http://hdl.handle.net/10211.3/199707.

MLA Handbook (7th Edition):

Frenes-Gomez, Denisse. “6th - 8th Vertical Math Curriculum Alignment: Algebra as the Gatekeeper.” 2018. Web. 19 Apr 2019.

Vancouver:

Frenes-Gomez D. 6th - 8th Vertical Math Curriculum Alignment: Algebra as the Gatekeeper. [Internet] [Masters thesis]. California State Polytechnic University – Pomona; 2018. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10211.3/199707.

Council of Science Editors:

Frenes-Gomez D. 6th - 8th Vertical Math Curriculum Alignment: Algebra as the Gatekeeper. [Masters Thesis]. California State Polytechnic University – Pomona; 2018. Available from: http://hdl.handle.net/10211.3/199707


University of Zambia

25. Mataka, Sheba Moyo. Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia .

Degree: 2011, University of Zambia

 Continuing Professional Development (CPD) programmes are planned educational activities practiced both within and outside school, primarily to develop or upgrade the professional knowledge, skills, attitudes… (more)

Subjects/Keywords: Professional Development

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APA (6th Edition):

Mataka, S. M. (2011). Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/412

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):

Mataka, Sheba Moyo. “Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia .” 2011. Thesis, University of Zambia. Accessed April 19, 2019. http://hdl.handle.net/123456789/412.

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

MLA Handbook (7th Edition):

Mataka, Sheba Moyo. “Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia .” 2011. Web. 19 Apr 2019.

Vancouver:

Mataka SM. Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia . [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/123456789/412.

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

Council of Science Editors:

Mataka SM. Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/412

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


University of Hawaii – Manoa

26. Walker, Michael Thomas. The neuroscience of decision-making : from heuristics to matrices, making thinking visible.

Degree: 2015, University of Hawaii – Manoa

D.Ed. University of Hawaii at Manoa 2014.

Everyone involved in education is a decision-maker, from classroom teachers to trustees, and the decisions we make are… (more)

Subjects/Keywords: professional development

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APA (6th Edition):

Walker, M. T. (2015). The neuroscience of decision-making : from heuristics to matrices, making thinking visible. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/100354

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):

Walker, Michael Thomas. “The neuroscience of decision-making : from heuristics to matrices, making thinking visible.” 2015. Thesis, University of Hawaii – Manoa. Accessed April 19, 2019. http://hdl.handle.net/10125/100354.

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

MLA Handbook (7th Edition):

Walker, Michael Thomas. “The neuroscience of decision-making : from heuristics to matrices, making thinking visible.” 2015. Web. 19 Apr 2019.

Vancouver:

Walker MT. The neuroscience of decision-making : from heuristics to matrices, making thinking visible. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10125/100354.

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

Council of Science Editors:

Walker MT. The neuroscience of decision-making : from heuristics to matrices, making thinking visible. [Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/100354

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


University of Manchester

27. Greenwood, Joanne. Educational professionals’ experience of English educational policy; developingand promoting inclusive practice through collaborative action research.

Degree: 2016, University of Manchester

 The focus of this thesis was to explore educational professionals’ everyday experienceof English educational policies; narrowing its focus to policy which promotes aninclusion agenda. The… (more)

Subjects/Keywords: Teacher voice; Teacher professional development; English educational policy; Teacher professional identity; Action research; Education; Cooperative inquiry; person-centred practice; Educational reform

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APA (6th Edition):

Greenwood, J. (2016). Educational professionals’ experience of English educational policy; developingand promoting inclusive practice through collaborative action research. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302432

Chicago Manual of Style (16th Edition):

Greenwood, Joanne. “Educational professionals’ experience of English educational policy; developingand promoting inclusive practice through collaborative action research.” 2016. Doctoral Dissertation, University of Manchester. Accessed April 19, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302432.

MLA Handbook (7th Edition):

Greenwood, Joanne. “Educational professionals’ experience of English educational policy; developingand promoting inclusive practice through collaborative action research.” 2016. Web. 19 Apr 2019.

Vancouver:

Greenwood J. Educational professionals’ experience of English educational policy; developingand promoting inclusive practice through collaborative action research. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Apr 19]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302432.

Council of Science Editors:

Greenwood J. Educational professionals’ experience of English educational policy; developingand promoting inclusive practice through collaborative action research. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302432


Universidade do Rio Grande do Norte

28. Lauande, Maria de Fátima Ribeiro Franco. Política de formação de professores: uma leitura a partir da análise do programa especial de formação de professores para a educação básica PROEB/UFMA .

Degree: 2010, Universidade do Rio Grande do Norte

 Study of Teacher Education Policy: a reading from the analysis of Programa Especial de Formação de Professores para a Educação Básica Proeb - aims to… (more)

Subjects/Keywords: Política Educacional; Formação de Professores; Currículo; Profissionalização docente; Educational Policy; Teacher Training; Curriculum; Professional Development

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APA (6th Edition):

Lauande, M. d. F. R. F. (2010). Política de formação de professores: uma leitura a partir da análise do programa especial de formação de professores para a educação básica PROEB/UFMA . (Doctoral Dissertation). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14330

Chicago Manual of Style (16th Edition):

Lauande, Maria de Fátima Ribeiro Franco. “Política de formação de professores: uma leitura a partir da análise do programa especial de formação de professores para a educação básica PROEB/UFMA .” 2010. Doctoral Dissertation, Universidade do Rio Grande do Norte. Accessed April 19, 2019. http://repositorio.ufrn.br/handle/123456789/14330.

MLA Handbook (7th Edition):

Lauande, Maria de Fátima Ribeiro Franco. “Política de formação de professores: uma leitura a partir da análise do programa especial de formação de professores para a educação básica PROEB/UFMA .” 2010. Web. 19 Apr 2019.

Vancouver:

Lauande MdFRF. Política de formação de professores: uma leitura a partir da análise do programa especial de formação de professores para a educação básica PROEB/UFMA . [Internet] [Doctoral dissertation]. Universidade do Rio Grande do Norte; 2010. [cited 2019 Apr 19]. Available from: http://repositorio.ufrn.br/handle/123456789/14330.

Council of Science Editors:

Lauande MdFRF. Política de formação de professores: uma leitura a partir da análise do programa especial de formação de professores para a educação básica PROEB/UFMA . [Doctoral Dissertation]. Universidade do Rio Grande do Norte; 2010. Available from: http://repositorio.ufrn.br/handle/123456789/14330


Universidade do Rio Grande do Norte

29. Lauande, Maria de Fátima Ribeiro Franco. Política de formação de professores: uma leitura a partir da análise do programa especial de formação de professores para a educação básica PROEB/UFMA .

Degree: 2010, Universidade do Rio Grande do Norte

 Study of Teacher Education Policy: a reading from the analysis of Programa Especial de Formação de Professores para a Educação Básica Proeb - aims to… (more)

Subjects/Keywords: Política Educacional; Formação de Professores; Currículo; Profissionalização docente; Educational Policy; Teacher Training; Curriculum; Professional Development

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APA (6th Edition):

Lauande, M. d. F. R. F. (2010). Política de formação de professores: uma leitura a partir da análise do programa especial de formação de professores para a educação básica PROEB/UFMA . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14330

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):

Lauande, Maria de Fátima Ribeiro Franco. “Política de formação de professores: uma leitura a partir da análise do programa especial de formação de professores para a educação básica PROEB/UFMA .” 2010. Thesis, Universidade do Rio Grande do Norte. Accessed April 19, 2019. http://repositorio.ufrn.br/handle/123456789/14330.

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

MLA Handbook (7th Edition):

Lauande, Maria de Fátima Ribeiro Franco. “Política de formação de professores: uma leitura a partir da análise do programa especial de formação de professores para a educação básica PROEB/UFMA .” 2010. Web. 19 Apr 2019.

Vancouver:

Lauande MdFRF. Política de formação de professores: uma leitura a partir da análise do programa especial de formação de professores para a educação básica PROEB/UFMA . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2010. [cited 2019 Apr 19]. Available from: http://repositorio.ufrn.br/handle/123456789/14330.

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

Council of Science Editors:

Lauande MdFRF. Política de formação de professores: uma leitura a partir da análise do programa especial de formação de professores para a educação básica PROEB/UFMA . [Thesis]. Universidade do Rio Grande do Norte; 2010. Available from: http://repositorio.ufrn.br/handle/123456789/14330

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

30. Field, Amber. Empowerment, Ownership, and Authentic Professional Learning: Meeting the Needs of Our Teachers Through Career Pathways.

Degree: EdD Doctor of Education, Educational Leadership, 2015, National-Louis University

  This policy advocacy paper, the third part of a series on professional development (PD) in the charter management organization KIPP NYC, argues for the… (more)

Subjects/Keywords: Professional Development; teacher collaboration; educational leadership; career pathways; policy advocacy; Education; Educational Leadership

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

APA (6th Edition):

Field, A. (2015). Empowerment, Ownership, and Authentic Professional Learning: Meeting the Needs of Our Teachers Through Career Pathways. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/117

Chicago Manual of Style (16th Edition):

Field, Amber. “Empowerment, Ownership, and Authentic Professional Learning: Meeting the Needs of Our Teachers Through Career Pathways.” 2015. Doctoral Dissertation, National-Louis University. Accessed April 19, 2019. http://digitalcommons.nl.edu/diss/117.

MLA Handbook (7th Edition):

Field, Amber. “Empowerment, Ownership, and Authentic Professional Learning: Meeting the Needs of Our Teachers Through Career Pathways.” 2015. Web. 19 Apr 2019.

Vancouver:

Field A. Empowerment, Ownership, and Authentic Professional Learning: Meeting the Needs of Our Teachers Through Career Pathways. [Internet] [Doctoral dissertation]. National-Louis University; 2015. [cited 2019 Apr 19]. Available from: http://digitalcommons.nl.edu/diss/117.

Council of Science Editors:

Field A. Empowerment, Ownership, and Authentic Professional Learning: Meeting the Needs of Our Teachers Through Career Pathways. [Doctoral Dissertation]. National-Louis University; 2015. Available from: http://digitalcommons.nl.edu/diss/117

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