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You searched for subject:( Teacher development). Showing records 1 – 30 of 3893 total matches.

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University of Georgia

1. Rhodes, Ginger Alayne. Professional noticing: how do teachers make sense of students' mathematical thinking?.

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

 The purpose of this study was to understand how teachers make sense of their students' mathematical thinking. Specifically, learning trajectories and professional noticing were used… (more)

Subjects/Keywords: Teacher development

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

APA (6th Edition):

Rhodes, G. A. (2007). Professional noticing: how do teachers make sense of students' mathematical thinking?. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/rhodes_ginger_a_200708_phd

Chicago Manual of Style (16th Edition):

Rhodes, Ginger Alayne. “Professional noticing: how do teachers make sense of students' mathematical thinking?.” 2007. Doctoral Dissertation, University of Georgia. Accessed October 23, 2019. http://purl.galileo.usg.edu/uga_etd/rhodes_ginger_a_200708_phd.

MLA Handbook (7th Edition):

Rhodes, Ginger Alayne. “Professional noticing: how do teachers make sense of students' mathematical thinking?.” 2007. Web. 23 Oct 2019.

Vancouver:

Rhodes GA. Professional noticing: how do teachers make sense of students' mathematical thinking?. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Oct 23]. Available from: http://purl.galileo.usg.edu/uga_etd/rhodes_ginger_a_200708_phd.

Council of Science Editors:

Rhodes GA. Professional noticing: how do teachers make sense of students' mathematical thinking?. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/rhodes_ginger_a_200708_phd


University of KwaZulu-Natal

2. Samuel, Michael Anthony. Beyond the Garden of Eden: deep teacher professional development.

Degree: 2009, University of KwaZulu-Natal

 Becoming a professional teacher is falsely understood to be a simple process: usually consisting of a transference of skills to execute classroom pedagogy or classroom… (more)

Subjects/Keywords: Teacher professional development.

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APA (6th Edition):

Samuel, M. A. (2009). Beyond the Garden of Eden: deep teacher professional development. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/10960

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):

Samuel, Michael Anthony. “Beyond the Garden of Eden: deep teacher professional development.” 2009. Thesis, University of KwaZulu-Natal. Accessed October 23, 2019. http://hdl.handle.net/10413/10960.

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

MLA Handbook (7th Edition):

Samuel, Michael Anthony. “Beyond the Garden of Eden: deep teacher professional development.” 2009. Web. 23 Oct 2019.

Vancouver:

Samuel MA. Beyond the Garden of Eden: deep teacher professional development. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10413/10960.

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

Council of Science Editors:

Samuel MA. Beyond the Garden of Eden: deep teacher professional development. [Thesis]. University of KwaZulu-Natal; 2009. Available from: http://hdl.handle.net/10413/10960

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


Addis Ababa University

3. Gebrehiwot, Kesete. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .

Degree: 2011, Addis Ababa University

 The study was suited in cluster school-Teacher Education Institutes relationship in Tigray Region which aims to investigate the status accomplishment, practice and challenges, impact along… (more)

Subjects/Keywords: teacher professional development

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APA (6th Edition):

Gebrehiwot, K. (2011). The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6426

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):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Thesis, Addis Ababa University. Accessed October 23, 2019. http://etd.aau.edu.et/dspace/handle/123456789/6426.

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

MLA Handbook (7th Edition):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Web. 23 Oct 2019.

Vancouver:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Internet] [Thesis]. Addis Ababa University; 2011. [cited 2019 Oct 23]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6426.

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

Council of Science Editors:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Thesis]. Addis Ababa University; 2011. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6426

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


Addis Ababa University

4. Gebrehiwot, Kesete. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .

Degree: 2011, Addis Ababa University

 The study was suited in cluster school-Teacher Education Institutes relationship in Tigray Region which aims to investigate the status accomplishment, practice and challenges, impact along… (more)

Subjects/Keywords: teacher professional development

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

APA (6th Edition):

Gebrehiwot, K. (2011). The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6428

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):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Thesis, Addis Ababa University. Accessed October 23, 2019. http://etd.aau.edu.et/dspace/handle/123456789/6428.

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

MLA Handbook (7th Edition):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Web. 23 Oct 2019.

Vancouver:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Internet] [Thesis]. Addis Ababa University; 2011. [cited 2019 Oct 23]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6428.

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

Council of Science Editors:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Thesis]. Addis Ababa University; 2011. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6428

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


Penn State University

5. Favre, David. THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY.

Degree: 2017, Penn State University

 The purpose of this research was to determine the effects of instructional modeling on novice teacher self-efficacy development. Self-efficacy is a key teacher variable associated… (more)

Subjects/Keywords: Teacher Self-efficacy; Teacher Development; Teacher Education; Teacher Motivation; Self-efficacy Measurement; Teacher Professional Development

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

APA (6th Edition):

Favre, D. (2017). THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13859def5107

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):

Favre, David. “THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY.” 2017. Thesis, Penn State University. Accessed October 23, 2019. https://etda.libraries.psu.edu/catalog/13859def5107.

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

MLA Handbook (7th Edition):

Favre, David. “THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY.” 2017. Web. 23 Oct 2019.

Vancouver:

Favre D. THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY. [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Oct 23]. Available from: https://etda.libraries.psu.edu/catalog/13859def5107.

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

Council of Science Editors:

Favre D. THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/13859def5107

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


University of Illinois – Urbana-Champaign

6. Kang, Grace. The power of teachers: exploring identity, agency, and collaboration in the context of literacy.

Degree: PhD, Curriculum and Instruction, 2015, University of Illinois – Urbana-Champaign

 This is a time when teachers are not treated as professionals and often are blamed for the state of today’s public education system. Although, there… (more)

Subjects/Keywords: collaboration; teacher agency; teacher identity; teacher practice; professional development; Teacher education

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APA (6th Edition):

Kang, G. (2015). The power of teachers: exploring identity, agency, and collaboration in the context of literacy. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78311

Chicago Manual of Style (16th Edition):

Kang, Grace. “The power of teachers: exploring identity, agency, and collaboration in the context of literacy.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 23, 2019. http://hdl.handle.net/2142/78311.

MLA Handbook (7th Edition):

Kang, Grace. “The power of teachers: exploring identity, agency, and collaboration in the context of literacy.” 2015. Web. 23 Oct 2019.

Vancouver:

Kang G. The power of teachers: exploring identity, agency, and collaboration in the context of literacy. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/2142/78311.

Council of Science Editors:

Kang G. The power of teachers: exploring identity, agency, and collaboration in the context of literacy. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78311


University of Illinois – Chicago

7. Sullivan, Mary P. How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice.

Degree: 2016, University of Illinois – Chicago

 Professional development (PD) is critical to educational change (Taylor, Raphael, & Au, 2011) and teachers mediate that change. Teacher interpretation during PD has the potential… (more)

Subjects/Keywords: Teacher Education; Professional Development; Teacher Interpretation

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APA (6th Edition):

Sullivan, M. P. (2016). How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21527

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):

Sullivan, Mary P. “How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice.” 2016. Thesis, University of Illinois – Chicago. Accessed October 23, 2019. http://hdl.handle.net/10027/21527.

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

MLA Handbook (7th Edition):

Sullivan, Mary P. “How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice.” 2016. Web. 23 Oct 2019.

Vancouver:

Sullivan MP. How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10027/21527.

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

Council of Science Editors:

Sullivan MP. How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21527

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


University of Toronto

8. Krop, Joanna. Out of the Shadow: Archetypes that Keep Teachers in Patterns of Stress.

Degree: 2015, University of Toronto

This study investigates if and how teachers’ relationships to their teaching stress and work transformed as a result of taking part in a workshop designed… (more)

Subjects/Keywords: Archetypes; Burnout; Teacher Development; Teacher Stress; 0515

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APA (6th Edition):

Krop, J. (2015). Out of the Shadow: Archetypes that Keep Teachers in Patterns of Stress. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/70353

Chicago Manual of Style (16th Edition):

Krop, Joanna. “Out of the Shadow: Archetypes that Keep Teachers in Patterns of Stress.” 2015. Masters Thesis, University of Toronto. Accessed October 23, 2019. http://hdl.handle.net/1807/70353.

MLA Handbook (7th Edition):

Krop, Joanna. “Out of the Shadow: Archetypes that Keep Teachers in Patterns of Stress.” 2015. Web. 23 Oct 2019.

Vancouver:

Krop J. Out of the Shadow: Archetypes that Keep Teachers in Patterns of Stress. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1807/70353.

Council of Science Editors:

Krop J. Out of the Shadow: Archetypes that Keep Teachers in Patterns of Stress. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70353


North Carolina State University

9. Castleberry, Emily. Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators.

Degree: EdD, Adult and Community College Education, 2010, North Carolina State University

 ABSTRACT CASTLEBERRY, EMILY. Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators. (Under the direction of Dr. Brad… (more)

Subjects/Keywords: Professional Development; Teacher Attrition; Teacher Retention

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

APA (6th Edition):

Castleberry, E. (2010). Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/6242

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):

Castleberry, Emily. “Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators.” 2010. Thesis, North Carolina State University. Accessed October 23, 2019. http://www.lib.ncsu.edu/resolver/1840.16/6242.

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

MLA Handbook (7th Edition):

Castleberry, Emily. “Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators.” 2010. Web. 23 Oct 2019.

Vancouver:

Castleberry E. Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators. [Internet] [Thesis]. North Carolina State University; 2010. [cited 2019 Oct 23]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6242.

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

Council of Science Editors:

Castleberry E. Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators. [Thesis]. North Carolina State University; 2010. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6242

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


University of Exeter

10. Abdelhafez, Ahmed. An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning.

Degree: PhD, 2010, University of Exeter

 This study aimed to investigate what constituted the professional practical knowledge of EFL experienced teachers in the Egyptian context and what the sources of their… (more)

Subjects/Keywords: 370.711; Teacher Knowledge : Teacher Learning : Teacher Development : teacher education : Mixed Methodology : Professional Development

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

APA (6th Edition):

Abdelhafez, A. (2010). An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/119325

Chicago Manual of Style (16th Edition):

Abdelhafez, Ahmed. “An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning.” 2010. Doctoral Dissertation, University of Exeter. Accessed October 23, 2019. http://hdl.handle.net/10036/119325.

MLA Handbook (7th Edition):

Abdelhafez, Ahmed. “An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning.” 2010. Web. 23 Oct 2019.

Vancouver:

Abdelhafez A. An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning. [Internet] [Doctoral dissertation]. University of Exeter; 2010. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10036/119325.

Council of Science Editors:

Abdelhafez A. An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning. [Doctoral Dissertation]. University of Exeter; 2010. Available from: http://hdl.handle.net/10036/119325


University of Georgia

11. Meeler, Regina Linton. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.

Degree: PhD, Elementary Education, 2008, University of Georgia

 The diversity of the population of elementary school children is increasing. Yet, the teaching force that educates children is relatively homogeneous. Preservice teachers preparation insitutions… (more)

Subjects/Keywords: Teacher education; Diversity; Professional Development

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

APA (6th Edition):

Meeler, R. L. (2008). Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/meeler_regina_e_200812_phd

Chicago Manual of Style (16th Edition):

Meeler, Regina Linton. “Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.” 2008. Doctoral Dissertation, University of Georgia. Accessed October 23, 2019. http://purl.galileo.usg.edu/uga_etd/meeler_regina_e_200812_phd.

MLA Handbook (7th Edition):

Meeler, Regina Linton. “Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.” 2008. Web. 23 Oct 2019.

Vancouver:

Meeler RL. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Oct 23]. Available from: http://purl.galileo.usg.edu/uga_etd/meeler_regina_e_200812_phd.

Council of Science Editors:

Meeler RL. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/meeler_regina_e_200812_phd


University of Georgia

12. Tyminski, Andrew Michael. Teacher lust: its antecedents and enactments in a collegiate mathematics course.

Degree: PhD, Mathematics Education, 2006, University of Georgia

 This dissertation examines Mary Boole's construct of teacher lust within a collegiate mathematics classroom. It presents the author's conception of the construct, describes its enactment… (more)

Subjects/Keywords: teacher development

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

APA (6th Edition):

Tyminski, A. M. (2006). Teacher lust: its antecedents and enactments in a collegiate mathematics course. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/tyminski_andrew_m_200608_phd

Chicago Manual of Style (16th Edition):

Tyminski, Andrew Michael. “Teacher lust: its antecedents and enactments in a collegiate mathematics course.” 2006. Doctoral Dissertation, University of Georgia. Accessed October 23, 2019. http://purl.galileo.usg.edu/uga_etd/tyminski_andrew_m_200608_phd.

MLA Handbook (7th Edition):

Tyminski, Andrew Michael. “Teacher lust: its antecedents and enactments in a collegiate mathematics course.” 2006. Web. 23 Oct 2019.

Vancouver:

Tyminski AM. Teacher lust: its antecedents and enactments in a collegiate mathematics course. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2019 Oct 23]. Available from: http://purl.galileo.usg.edu/uga_etd/tyminski_andrew_m_200608_phd.

Council of Science Editors:

Tyminski AM. Teacher lust: its antecedents and enactments in a collegiate mathematics course. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/tyminski_andrew_m_200608_phd


Washington State University

13. Attwood, Adam Imbrogno. Aesthetic literacy through the avant-garde| Establishing an aesthetically responsive curriculum.

Degree: 2015, Washington State University

  The purpose of this exploratory case study is to identify, develop, and posit an aesthetically responsive curriculum theory as a praxis approach for preparing… (more)

Subjects/Keywords: Teacher education; Aesthetics; Curriculum development

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APA (6th Edition):

Attwood, A. I. (2015). Aesthetic literacy through the avant-garde| Establishing an aesthetically responsive curriculum. (Thesis). Washington State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3715154

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):

Attwood, Adam Imbrogno. “Aesthetic literacy through the avant-garde| Establishing an aesthetically responsive curriculum.” 2015. Thesis, Washington State University. Accessed October 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3715154.

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

MLA Handbook (7th Edition):

Attwood, Adam Imbrogno. “Aesthetic literacy through the avant-garde| Establishing an aesthetically responsive curriculum.” 2015. Web. 23 Oct 2019.

Vancouver:

Attwood AI. Aesthetic literacy through the avant-garde| Establishing an aesthetically responsive curriculum. [Internet] [Thesis]. Washington State University; 2015. [cited 2019 Oct 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3715154.

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

Council of Science Editors:

Attwood AI. Aesthetic literacy through the avant-garde| Establishing an aesthetically responsive curriculum. [Thesis]. Washington State University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3715154

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


Washington State University

14. Crowell, Mary L. Facilitating difficult knowledge in the classroom| Intimate transgressive pedagogy from a psychoanalytic and poststructural feminist framework.

Degree: 2015, Washington State University

  This dissertation seeks to address the facilitation of difficult knowledges in the classroom. I employ constructs of poststructural feminism to critique rationalist-only frameworks that… (more)

Subjects/Keywords: Pedagogy; Teacher education; Curriculum development

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APA (6th Edition):

Crowell, M. L. (2015). Facilitating difficult knowledge in the classroom| Intimate transgressive pedagogy from a psychoanalytic and poststructural feminist framework. (Thesis). Washington State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3715181

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):

Crowell, Mary L. “Facilitating difficult knowledge in the classroom| Intimate transgressive pedagogy from a psychoanalytic and poststructural feminist framework.” 2015. Thesis, Washington State University. Accessed October 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3715181.

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

MLA Handbook (7th Edition):

Crowell, Mary L. “Facilitating difficult knowledge in the classroom| Intimate transgressive pedagogy from a psychoanalytic and poststructural feminist framework.” 2015. Web. 23 Oct 2019.

Vancouver:

Crowell ML. Facilitating difficult knowledge in the classroom| Intimate transgressive pedagogy from a psychoanalytic and poststructural feminist framework. [Internet] [Thesis]. Washington State University; 2015. [cited 2019 Oct 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3715181.

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

Council of Science Editors:

Crowell ML. Facilitating difficult knowledge in the classroom| Intimate transgressive pedagogy from a psychoanalytic and poststructural feminist framework. [Thesis]. Washington State University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3715181

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


Addis Ababa University

15. Gezu, Urgessa Megerssa. The Status of Teacher Development Program in Oromia Colleges of Teacher Education .

Degree: 2012, Addis Ababa University

 The Status of Teacher Development Program in Oromia Colleges of Teacher Education Gezu Urgessa Addis Ababa University, 2012 The purpose of this study was to… (more)

Subjects/Keywords: Teacher Development; Oromia Colleges

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

APA (6th Edition):

Gezu, U. M. (2012). The Status of Teacher Development Program in Oromia Colleges of Teacher Education . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/558

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):

Gezu, Urgessa Megerssa. “The Status of Teacher Development Program in Oromia Colleges of Teacher Education .” 2012. Thesis, Addis Ababa University. Accessed October 23, 2019. http://etd.aau.edu.et/dspace/handle/123456789/558.

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

MLA Handbook (7th Edition):

Gezu, Urgessa Megerssa. “The Status of Teacher Development Program in Oromia Colleges of Teacher Education .” 2012. Web. 23 Oct 2019.

Vancouver:

Gezu UM. The Status of Teacher Development Program in Oromia Colleges of Teacher Education . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2019 Oct 23]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/558.

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

Council of Science Editors:

Gezu UM. The Status of Teacher Development Program in Oromia Colleges of Teacher Education . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/558

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

16. Cullen, Dianne Margaret. Pre-service teacher education in the postmodern state.

Degree: PhD, 2012, Australian Catholic University

 Over the past thirty years more than one hundred teaching and teacher education inquiries have been published in Australia. Despite each of these documents having… (more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6th Edition):

Cullen, D. M. (2012). Pre-service teacher education in the postmodern state. (Doctoral Dissertation). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/429

Chicago Manual of Style (16th Edition):

Cullen, Dianne Margaret. “Pre-service teacher education in the postmodern state.” 2012. Doctoral Dissertation, Australian Catholic University. Accessed October 23, 2019. https://researchbank.acu.edu.au/theses/429.

MLA Handbook (7th Edition):

Cullen, Dianne Margaret. “Pre-service teacher education in the postmodern state.” 2012. Web. 23 Oct 2019.

Vancouver:

Cullen DM. Pre-service teacher education in the postmodern state. [Internet] [Doctoral dissertation]. Australian Catholic University; 2012. [cited 2019 Oct 23]. Available from: https://researchbank.acu.edu.au/theses/429.

Council of Science Editors:

Cullen DM. Pre-service teacher education in the postmodern state. [Doctoral Dissertation]. Australian Catholic University; 2012. Available from: https://researchbank.acu.edu.au/theses/429

17. Priest, Katie. Decreasing Teacher Burnout Through Teaching Effective and Efficient Grading Strategies .

Degree: 2018, California State University – San Marcos

 Because teachers leaving the field of education can greatly impact student learning and achievement, administrators need to reflect upon how they can impact their schools… (more)

Subjects/Keywords: Grading; Professional Development; Teacher Burnout

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

APA (6th Edition):

Priest, K. (2018). Decreasing Teacher Burnout Through Teaching Effective and Efficient Grading Strategies . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/200392

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):

Priest, Katie. “Decreasing Teacher Burnout Through Teaching Effective and Efficient Grading Strategies .” 2018. Thesis, California State University – San Marcos. Accessed October 23, 2019. http://hdl.handle.net/10211.3/200392.

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

MLA Handbook (7th Edition):

Priest, Katie. “Decreasing Teacher Burnout Through Teaching Effective and Efficient Grading Strategies .” 2018. Web. 23 Oct 2019.

Vancouver:

Priest K. Decreasing Teacher Burnout Through Teaching Effective and Efficient Grading Strategies . [Internet] [Thesis]. California State University – San Marcos; 2018. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10211.3/200392.

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

Council of Science Editors:

Priest K. Decreasing Teacher Burnout Through Teaching Effective and Efficient Grading Strategies . [Thesis]. California State University – San Marcos; 2018. Available from: http://hdl.handle.net/10211.3/200392

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


University of Manchester

18. O'Connell, Joseph. Towards an understanding of the factors that influence teacher engagement in continuimng professional development.

Degree: 2010, University of Manchester

 The aim of the research reported in this thesis is to examine the factors that Irish post-primary teachers report as influencing their decision making regarding… (more)

Subjects/Keywords: Teacher engagement; continuing professional development

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APA (6th Edition):

O'Connell, J. (2010). Towards an understanding of the factors that influence teacher engagement in continuimng professional development. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:96672

Chicago Manual of Style (16th Edition):

O'Connell, Joseph. “Towards an understanding of the factors that influence teacher engagement in continuimng professional development.” 2010. Doctoral Dissertation, University of Manchester. Accessed October 23, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:96672.

MLA Handbook (7th Edition):

O'Connell, Joseph. “Towards an understanding of the factors that influence teacher engagement in continuimng professional development.” 2010. Web. 23 Oct 2019.

Vancouver:

O'Connell J. Towards an understanding of the factors that influence teacher engagement in continuimng professional development. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2019 Oct 23]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:96672.

Council of Science Editors:

O'Connell J. Towards an understanding of the factors that influence teacher engagement in continuimng professional development. [Doctoral Dissertation]. University of Manchester; 2010. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:96672


Oklahoma State University

19. Ely, Jeana Dawn. Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits.

Degree: School of Teaching and Curriculum Leadership, 2011, Oklahoma State University

 This inquiry, using survey and interview techniques, demonstrated both quantitative and qualitative research methodologies. In this study, effective teacher traits related to successful classroom structure… (more)

Subjects/Keywords: master teacher competency; professional development

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

APA (6th Edition):

Ely, J. D. (2011). Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7385

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):

Ely, Jeana Dawn. “Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits.” 2011. Thesis, Oklahoma State University. Accessed October 23, 2019. http://hdl.handle.net/11244/7385.

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

MLA Handbook (7th Edition):

Ely, Jeana Dawn. “Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits.” 2011. Web. 23 Oct 2019.

Vancouver:

Ely JD. Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits. [Internet] [Thesis]. Oklahoma State University; 2011. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/11244/7385.

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

Council of Science Editors:

Ely JD. Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits. [Thesis]. Oklahoma State University; 2011. Available from: http://hdl.handle.net/11244/7385

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


West Virginia University

20. 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

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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 October 23, 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. 23 Oct 2019.

Vancouver:

Hubler-Larimore LM. Pedagogical Practices: Nurturing and Maintaining Democratic Habits. [Internet] [Thesis]. West Virginia University; 2011. [cited 2019 Oct 23]. 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

21. Wiechmann, Juria C. Pedagogies of Resistance.

Degree: 2019, Minot State University

  Many teachers describe teaching as a vocation. Similar to a priest, rabbi, imam, nun or monk, a teacher may feel morally justified to break… (more)

Subjects/Keywords: Teacher education; Curriculum development

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APA (6th Edition):

Wiechmann, J. C. (2019). Pedagogies of Resistance. (Thesis). Minot State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=13425660

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):

Wiechmann, Juria C. “Pedagogies of Resistance.” 2019. Thesis, Minot State University. Accessed October 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425660.

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

MLA Handbook (7th Edition):

Wiechmann, Juria C. “Pedagogies of Resistance.” 2019. Web. 23 Oct 2019.

Vancouver:

Wiechmann JC. Pedagogies of Resistance. [Internet] [Thesis]. Minot State University; 2019. [cited 2019 Oct 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=13425660.

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

Council of Science Editors:

Wiechmann JC. Pedagogies of Resistance. [Thesis]. Minot State University; 2019. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=13425660

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

22. Barbosa, Perla De Oliveira. Prospective Teachers Dismantling Anti-Bilingual Hegemonic Discourses| Exploring a Pedagogy of Participatory Possibilities for "Political Clarity" and "Political Agency".

Degree: 2018, New Mexico State University

  The public education system in the U.S. has been under assault with the latest neoliberal education reforms. Those reforms are characterized by their antidemocratic… (more)

Subjects/Keywords: Pedagogy; Teacher education; Curriculum development

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

APA (6th Edition):

Barbosa, P. D. O. (2018). Prospective Teachers Dismantling Anti-Bilingual Hegemonic Discourses| Exploring a Pedagogy of Participatory Possibilities for "Political Clarity" and "Political Agency". (Thesis). New Mexico State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10985660

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):

Barbosa, Perla De Oliveira. “Prospective Teachers Dismantling Anti-Bilingual Hegemonic Discourses| Exploring a Pedagogy of Participatory Possibilities for "Political Clarity" and "Political Agency".” 2018. Thesis, New Mexico State University. Accessed October 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10985660.

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

MLA Handbook (7th Edition):

Barbosa, Perla De Oliveira. “Prospective Teachers Dismantling Anti-Bilingual Hegemonic Discourses| Exploring a Pedagogy of Participatory Possibilities for "Political Clarity" and "Political Agency".” 2018. Web. 23 Oct 2019.

Vancouver:

Barbosa PDO. Prospective Teachers Dismantling Anti-Bilingual Hegemonic Discourses| Exploring a Pedagogy of Participatory Possibilities for "Political Clarity" and "Political Agency". [Internet] [Thesis]. New Mexico State University; 2018. [cited 2019 Oct 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10985660.

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

Council of Science Editors:

Barbosa PDO. Prospective Teachers Dismantling Anti-Bilingual Hegemonic Discourses| Exploring a Pedagogy of Participatory Possibilities for "Political Clarity" and "Political Agency". [Thesis]. New Mexico State University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10985660

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


College of William and Mary

23. Farina, Deborah O. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.

Degree: Doctor of Education (EdD), Education, 2013, College of William and Mary

 Current traditional reflective practices in teacher preparation may be failing to address the needs of teacher candidates in terms of their identity formation as teachers.… (more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6th Edition):

Farina, D. O. (2013). The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618871

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):

Farina, Deborah O. “The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.” 2013. Thesis, College of William and Mary. Accessed October 23, 2019. https://scholarworks.wm.edu/etd/1539618871.

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

MLA Handbook (7th Edition):

Farina, Deborah O. “The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.” 2013. Web. 23 Oct 2019.

Vancouver:

Farina DO. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2019 Oct 23]. Available from: https://scholarworks.wm.edu/etd/1539618871.

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

Council of Science Editors:

Farina DO. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. [Thesis]. College of William and Mary; 2013. Available from: https://scholarworks.wm.edu/etd/1539618871

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


Wayne State University

24. Alhabeeb, Ebtesam Saleh. Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.

Degree: PhD, Curriculum and Instruction, 2016, Wayne State University

  This mixed-methods research study examines the influence of cultural mismatches on minority parents’ involvement in their children's education. Particularly, how Saudi families in the… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Alhabeeb, E. S. (2016). Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1507

Chicago Manual of Style (16th Edition):

Alhabeeb, Ebtesam Saleh. “Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.” 2016. Doctoral Dissertation, Wayne State University. Accessed October 23, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1507.

MLA Handbook (7th Edition):

Alhabeeb, Ebtesam Saleh. “Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.” 2016. Web. 23 Oct 2019.

Vancouver:

Alhabeeb ES. Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2019 Oct 23]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1507.

Council of Science Editors:

Alhabeeb ES. Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1507


Victoria University of Wellington

25. Sun, Dekun. Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge.

Degree: 2010, Victoria University of Wellington

 Much of L2 teacher cognition research has focused on L2 English education with native speakers teaching adult students at private institutes and tertiary levels. The… (more)

Subjects/Keywords: Language teacher development; Teaching Chinese

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

APA (6th Edition):

Sun, D. (2010). Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1480

Chicago Manual of Style (16th Edition):

Sun, Dekun. “Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge.” 2010. Doctoral Dissertation, Victoria University of Wellington. Accessed October 23, 2019. http://hdl.handle.net/10063/1480.

MLA Handbook (7th Edition):

Sun, Dekun. “Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge.” 2010. Web. 23 Oct 2019.

Vancouver:

Sun D. Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2010. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10063/1480.

Council of Science Editors:

Sun D. Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge. [Doctoral Dissertation]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1480


Duquesne University

26. Pulkowski, Cynthia. Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2014, Duquesne University

 Over the past few decades, stakeholders in education have placed significant emphasis on student achievement. Educational reform in the United States and internationally has set… (more)

Subjects/Keywords: coaching; community; development; professional; teacher

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

APA (6th Edition):

Pulkowski, C. (2014). Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1066

Chicago Manual of Style (16th Edition):

Pulkowski, Cynthia. “Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment.” 2014. Doctoral Dissertation, Duquesne University. Accessed October 23, 2019. https://dsc.duq.edu/etd/1066.

MLA Handbook (7th Edition):

Pulkowski, Cynthia. “Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment.” 2014. Web. 23 Oct 2019.

Vancouver:

Pulkowski C. Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment. [Internet] [Doctoral dissertation]. Duquesne University; 2014. [cited 2019 Oct 23]. Available from: https://dsc.duq.edu/etd/1066.

Council of Science Editors:

Pulkowski C. Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment. [Doctoral Dissertation]. Duquesne University; 2014. Available from: https://dsc.duq.edu/etd/1066


University of Iowa

27. Jang, Jeong Yoon. The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach.

Degree: PhD, Teaching and Learning, 2011, University of Iowa

  This study was designed to investigate the impact of using a Structured Reading Framework within the Science Writing Heuristic approach on a summary writing… (more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6th Edition):

Jang, J. Y. (2011). The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/1232

Chicago Manual of Style (16th Edition):

Jang, Jeong Yoon. “The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach.” 2011. Doctoral Dissertation, University of Iowa. Accessed October 23, 2019. https://ir.uiowa.edu/etd/1232.

MLA Handbook (7th Edition):

Jang, Jeong Yoon. “The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach.” 2011. Web. 23 Oct 2019.

Vancouver:

Jang JY. The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach. [Internet] [Doctoral dissertation]. University of Iowa; 2011. [cited 2019 Oct 23]. Available from: https://ir.uiowa.edu/etd/1232.

Council of Science Editors:

Jang JY. The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach. [Doctoral Dissertation]. University of Iowa; 2011. Available from: https://ir.uiowa.edu/etd/1232


University of Iowa

28. Alwahbi, Abdullah Abdulmohsen. Using contingency contracting to improve social interactions between students with ASD and their peers.

Degree: PhD, Teaching and Learning, 2017, University of Iowa

  Students with autism spectrum disorder (ASD) have severe impairment in social skills, which affects all areas of development. Researchers have indicated peer-mediated intervention (PMI)… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Alwahbi, A. A. (2017). Using contingency contracting to improve social interactions between students with ASD and their peers. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/5907

Chicago Manual of Style (16th Edition):

Alwahbi, Abdullah Abdulmohsen. “Using contingency contracting to improve social interactions between students with ASD and their peers.” 2017. Doctoral Dissertation, University of Iowa. Accessed October 23, 2019. https://ir.uiowa.edu/etd/5907.

MLA Handbook (7th Edition):

Alwahbi, Abdullah Abdulmohsen. “Using contingency contracting to improve social interactions between students with ASD and their peers.” 2017. Web. 23 Oct 2019.

Vancouver:

Alwahbi AA. Using contingency contracting to improve social interactions between students with ASD and their peers. [Internet] [Doctoral dissertation]. University of Iowa; 2017. [cited 2019 Oct 23]. Available from: https://ir.uiowa.edu/etd/5907.

Council of Science Editors:

Alwahbi AA. Using contingency contracting to improve social interactions between students with ASD and their peers. [Doctoral Dissertation]. University of Iowa; 2017. Available from: https://ir.uiowa.edu/etd/5907


University of Nevada – Las Vegas

29. Alnajjar, Khaled Ismail. A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience.

Degree: PhD, Teaching and Learning, 2016, University of Nevada – Las Vegas

  During the field experience, the mentors and preservice teachers share personal and professional experiences on a daily basis. This process of information sharing is… (more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6th Edition):

Alnajjar, K. I. (2016). A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2771

Chicago Manual of Style (16th Edition):

Alnajjar, Khaled Ismail. “A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience.” 2016. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed October 23, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2771.

MLA Handbook (7th Edition):

Alnajjar, Khaled Ismail. “A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience.” 2016. Web. 23 Oct 2019.

Vancouver:

Alnajjar KI. A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2016. [cited 2019 Oct 23]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2771.

Council of Science Editors:

Alnajjar KI. A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2016. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2771


University of Nevada – Las Vegas

30. Riddle, Derek R. A Descriptive Exploration of a Self-Directed Professional Development Approach.

Degree: PhD, Teaching and Learning, 2018, University of Nevada – Las Vegas

  Teachers, who are deemed the greatest in-school factor of student success, are often invited or mandated to engage in some form of professional development(more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6th Edition):

Riddle, D. R. (2018). A Descriptive Exploration of a Self-Directed Professional Development Approach. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3378

Chicago Manual of Style (16th Edition):

Riddle, Derek R. “A Descriptive Exploration of a Self-Directed Professional Development Approach.” 2018. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed October 23, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/3378.

MLA Handbook (7th Edition):

Riddle, Derek R. “A Descriptive Exploration of a Self-Directed Professional Development Approach.” 2018. Web. 23 Oct 2019.

Vancouver:

Riddle DR. A Descriptive Exploration of a Self-Directed Professional Development Approach. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2018. [cited 2019 Oct 23]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3378.

Council of Science Editors:

Riddle DR. A Descriptive Exploration of a Self-Directed Professional Development Approach. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2018. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3378

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