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You searched for subject:( Teacher professional learning AND development). Showing records 1 – 30 of 2760 total matches.

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Edith Cowan University

1. Sari, Eunice R. Teacher professional development in an online learning community : a case study in Indonesia.

Degree: 2012, Edith Cowan University

 Over the past decade the rapid pace of technological innovation has changed the knowledge-based society and gradually changed the way teaching and learning are conducted… (more)

Subjects/Keywords: Teacher professional development; web-based learning; Teacher Education and Professional Development

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APA (6th Edition):

Sari, E. R. (2012). Teacher professional development in an online learning community : a case study in Indonesia. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/470

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):

Sari, Eunice R. “Teacher professional development in an online learning community : a case study in Indonesia.” 2012. Thesis, Edith Cowan University. Accessed February 16, 2019. http://ro.ecu.edu.au/theses/470.

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

MLA Handbook (7th Edition):

Sari, Eunice R. “Teacher professional development in an online learning community : a case study in Indonesia.” 2012. Web. 16 Feb 2019.

Vancouver:

Sari ER. Teacher professional development in an online learning community : a case study in Indonesia. [Internet] [Thesis]. Edith Cowan University; 2012. [cited 2019 Feb 16]. Available from: http://ro.ecu.edu.au/theses/470.

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

Council of Science Editors:

Sari ER. Teacher professional development in an online learning community : a case study in Indonesia. [Thesis]. Edith Cowan University; 2012. Available from: http://ro.ecu.edu.au/theses/470

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


University of Texas – Austin

2. -8853-3850. Online teacher learning communities : how can Facebook support professional development?.

Degree: Curriculum and Instruction, 2018, University of Texas – Austin

 Developing and supporting teacher identity has been largely overlooked in the professional development arena. Components of identity are typically associated with the more affective development(more)

Subjects/Keywords: Professional development; Teacher identity; Professional identity; Online learning; Professional learning community; Professional development tools

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APA (6th Edition):

-8853-3850. (2018). Online teacher learning communities : how can Facebook support professional development?. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/67651

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

Chicago Manual of Style (16th Edition):

-8853-3850. “Online teacher learning communities : how can Facebook support professional development?.” 2018. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/67651.

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

MLA Handbook (7th Edition):

-8853-3850. “Online teacher learning communities : how can Facebook support professional development?.” 2018. Web. 16 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8853-3850. Online teacher learning communities : how can Facebook support professional development?. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/67651.

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

Council of Science Editors:

-8853-3850. Online teacher learning communities : how can Facebook support professional development?. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/67651

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


University of Cambridge

3. 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 (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 February 16, 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. 16 Feb 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 Feb 16]. 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


Boston College

4. Moore, Meredith Cromwell. A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2018, Boston College

Professional development is widely viewed as a key lever for school change. Each year, federal and state governments pour billions of dollars into developing teachers,… (more)

Subjects/Keywords: Complexity Theory; Professional Development; Teacher Learning

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APA (6th Edition):

Moore, M. C. (2018). A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:108093

Chicago Manual of Style (16th Edition):

Moore, Meredith Cromwell. “A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory.” 2018. Doctoral Dissertation, Boston College. Accessed February 16, 2019. http://dlib.bc.edu/islandora/object/bc-ir:108093.

MLA Handbook (7th Edition):

Moore, Meredith Cromwell. “A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory.” 2018. Web. 16 Feb 2019.

Vancouver:

Moore MC. A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory. [Internet] [Doctoral dissertation]. Boston College; 2018. [cited 2019 Feb 16]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108093.

Council of Science Editors:

Moore MC. A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory. [Doctoral Dissertation]. Boston College; 2018. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108093


University of Notre Dame

5. Andrea Lynn Christensen. Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>.

Degree: PhD, Psychology, 2012, University of Notre Dame

  In response to the need for change in teaching practices, educators have bolstered efforts to provide professional development for teachers. However, research suggests that… (more)

Subjects/Keywords: motivation; leadership; learning communities; teacher professional development

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APA (6th Edition):

Christensen, A. L. (2012). Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>. (Doctoral Dissertation). University of Notre Dame. Retrieved from https://curate.nd.edu/show/n583xs57x2v

Chicago Manual of Style (16th Edition):

Christensen, Andrea Lynn. “Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>.” 2012. Doctoral Dissertation, University of Notre Dame. Accessed February 16, 2019. https://curate.nd.edu/show/n583xs57x2v.

MLA Handbook (7th Edition):

Christensen, Andrea Lynn. “Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>.” 2012. Web. 16 Feb 2019.

Vancouver:

Christensen AL. Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>. [Internet] [Doctoral dissertation]. University of Notre Dame; 2012. [cited 2019 Feb 16]. Available from: https://curate.nd.edu/show/n583xs57x2v.

Council of Science Editors:

Christensen AL. Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>. [Doctoral Dissertation]. University of Notre Dame; 2012. Available from: https://curate.nd.edu/show/n583xs57x2v


University of Toronto

6. Beach, Pamela-Jane Kathleen. Professional Learning in Informal Online Environments: Examining Elementary Teachers’ Cognitive Processes and Learning Experiences as They Navigate a Professional Development Website.

Degree: PhD, 2015, University of Toronto

 This thesis is comprised of two studies. The first is a mixed methods study comparing three types of think aloud methods for examining elementary teachers’… (more)

Subjects/Keywords: online professional development; teacher cognition; teacher learning; teacher professional development; think aloud methodology; 0633

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APA (6th Edition):

Beach, P. K. (2015). Professional Learning in Informal Online Environments: Examining Elementary Teachers’ Cognitive Processes and Learning Experiences as They Navigate a Professional Development Website. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/70809

Chicago Manual of Style (16th Edition):

Beach, Pamela-Jane Kathleen. “Professional Learning in Informal Online Environments: Examining Elementary Teachers’ Cognitive Processes and Learning Experiences as They Navigate a Professional Development Website.” 2015. Doctoral Dissertation, University of Toronto. Accessed February 16, 2019. http://hdl.handle.net/1807/70809.

MLA Handbook (7th Edition):

Beach, Pamela-Jane Kathleen. “Professional Learning in Informal Online Environments: Examining Elementary Teachers’ Cognitive Processes and Learning Experiences as They Navigate a Professional Development Website.” 2015. Web. 16 Feb 2019.

Vancouver:

Beach PK. Professional Learning in Informal Online Environments: Examining Elementary Teachers’ Cognitive Processes and Learning Experiences as They Navigate a Professional Development Website. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1807/70809.

Council of Science Editors:

Beach PK. Professional Learning in Informal Online Environments: Examining Elementary Teachers’ Cognitive Processes and Learning Experiences as They Navigate a Professional Development Website. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70809


Virginia Commonwealth University

7. Best, Kathryn W. UNDERSTANDING THE IMPACT OF A GLOBAL UNIVERSAL DESIGN FOR LEARNING (UDL) VIRTUAL CLASSROOM ON JAMAICAN EDUCATORS THROUGH THE LENS OF HOW PEOPLE LEARN (HPL).

Degree: PhD, Special Education, 2016, Virginia Commonwealth University

  This case study examined learning components and outcomes of the UDL Virtual Classroom project, a web-based professional development program that was a collaboration between… (more)

Subjects/Keywords: universal design for learning; UDL; professional development; teacher learning; Education; Teacher Education and Professional Development

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APA (6th Edition):

Best, K. W. (2016). UNDERSTANDING THE IMPACT OF A GLOBAL UNIVERSAL DESIGN FOR LEARNING (UDL) VIRTUAL CLASSROOM ON JAMAICAN EDUCATORS THROUGH THE LENS OF HOW PEOPLE LEARN (HPL). (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4105

Chicago Manual of Style (16th Edition):

Best, Kathryn W. “UNDERSTANDING THE IMPACT OF A GLOBAL UNIVERSAL DESIGN FOR LEARNING (UDL) VIRTUAL CLASSROOM ON JAMAICAN EDUCATORS THROUGH THE LENS OF HOW PEOPLE LEARN (HPL).” 2016. Doctoral Dissertation, Virginia Commonwealth University. Accessed February 16, 2019. https://scholarscompass.vcu.edu/etd/4105.

MLA Handbook (7th Edition):

Best, Kathryn W. “UNDERSTANDING THE IMPACT OF A GLOBAL UNIVERSAL DESIGN FOR LEARNING (UDL) VIRTUAL CLASSROOM ON JAMAICAN EDUCATORS THROUGH THE LENS OF HOW PEOPLE LEARN (HPL).” 2016. Web. 16 Feb 2019.

Vancouver:

Best KW. UNDERSTANDING THE IMPACT OF A GLOBAL UNIVERSAL DESIGN FOR LEARNING (UDL) VIRTUAL CLASSROOM ON JAMAICAN EDUCATORS THROUGH THE LENS OF HOW PEOPLE LEARN (HPL). [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2016. [cited 2019 Feb 16]. Available from: https://scholarscompass.vcu.edu/etd/4105.

Council of Science Editors:

Best KW. UNDERSTANDING THE IMPACT OF A GLOBAL UNIVERSAL DESIGN FOR LEARNING (UDL) VIRTUAL CLASSROOM ON JAMAICAN EDUCATORS THROUGH THE LENS OF HOW PEOPLE LEARN (HPL). [Doctoral Dissertation]. Virginia Commonwealth University; 2016. Available from: https://scholarscompass.vcu.edu/etd/4105


University of Victoria

8. Kraig, Charlie. Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners.

Degree: Dept. of Educational Psychology and Leadership Studies, 2013, University of Victoria

 This thesis explores the notion of teachers as adult learners, the professional development and professional learning available to them, and a space where these ideas… (more)

Subjects/Keywords: teacher learning; professional development; adult learner; professional learning

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APA (6th Edition):

Kraig, C. (2013). Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/4895

Chicago Manual of Style (16th Edition):

Kraig, Charlie. “Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners.” 2013. Masters Thesis, University of Victoria. Accessed February 16, 2019. http://hdl.handle.net/1828/4895.

MLA Handbook (7th Edition):

Kraig, Charlie. “Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners.” 2013. Web. 16 Feb 2019.

Vancouver:

Kraig C. Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners. [Internet] [Masters thesis]. University of Victoria; 2013. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1828/4895.

Council of Science Editors:

Kraig C. Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners. [Masters Thesis]. University of Victoria; 2013. Available from: http://hdl.handle.net/1828/4895

9. Clarke, Katie Carol. The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives.

Degree: 2014, Minnesota State University – Mankato

 The purpose of this mixed-methods study was to identify the successes and challenges in establishing professional learning communities (PLC) within 25 school districts in southwest… (more)

Subjects/Keywords: collaboration; professional development; professional learning communities; teacher learning; Educational Leadership

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APA (6th Edition):

Clarke, K. C. (2014). The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives. (Thesis). Minnesota State University – Mankato. Retrieved from https://cornerstone.lib.mnsu.edu/etds/341

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):

Clarke, Katie Carol. “The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives.” 2014. Thesis, Minnesota State University – Mankato. Accessed February 16, 2019. https://cornerstone.lib.mnsu.edu/etds/341.

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

MLA Handbook (7th Edition):

Clarke, Katie Carol. “The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives.” 2014. Web. 16 Feb 2019.

Vancouver:

Clarke KC. The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives. [Internet] [Thesis]. Minnesota State University – Mankato; 2014. [cited 2019 Feb 16]. Available from: https://cornerstone.lib.mnsu.edu/etds/341.

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

Council of Science Editors:

Clarke KC. The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives. [Thesis]. Minnesota State University – Mankato; 2014. Available from: https://cornerstone.lib.mnsu.edu/etds/341

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


University of the Western Cape

10. Smith, Charles Raymond. Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership .

Degree: 2015, University of the Western Cape

 Ways of enacting effective professional development (PD) and professional learning (PL) of teachers are diverse and often contested and therefore needs sustained inquiry (Schuck, Aubussona,… (more)

Subjects/Keywords: Teacher development; Collaboration inquiry; Continuous professional development; Professional learning communities

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APA (6th Edition):

Smith, C. R. (2015). Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4943

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):

Smith, Charles Raymond. “Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership .” 2015. Thesis, University of the Western Cape. Accessed February 16, 2019. http://hdl.handle.net/11394/4943.

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

MLA Handbook (7th Edition):

Smith, Charles Raymond. “Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership .” 2015. Web. 16 Feb 2019.

Vancouver:

Smith CR. Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership . [Internet] [Thesis]. University of the Western Cape; 2015. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/11394/4943.

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

Council of Science Editors:

Smith CR. Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership . [Thesis]. University of the Western Cape; 2015. Available from: http://hdl.handle.net/11394/4943

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


University of Alberta

11. Timanson, Pamela D. Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture.

Degree: PhD, Department of Educational Policy Studies, 2016, University of Alberta

 In this study, the author utilized a conceptual framework of knowledge cultures to investigate how teachers experienced informal learning. This study explored the interdependence between… (more)

Subjects/Keywords: teacher informal learning; teacher professional development; knowledge culture; teacher knowledge

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APA (6th Edition):

Timanson, P. D. (2016). Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/c79407x38m

Chicago Manual of Style (16th Edition):

Timanson, Pamela D. “Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture.” 2016. Doctoral Dissertation, University of Alberta. Accessed February 16, 2019. https://era.library.ualberta.ca/files/c79407x38m.

MLA Handbook (7th Edition):

Timanson, Pamela D. “Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture.” 2016. Web. 16 Feb 2019.

Vancouver:

Timanson PD. Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture. [Internet] [Doctoral dissertation]. University of Alberta; 2016. [cited 2019 Feb 16]. Available from: https://era.library.ualberta.ca/files/c79407x38m.

Council of Science Editors:

Timanson PD. Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture. [Doctoral Dissertation]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/c79407x38m


Penn State University

12. Flarend, Alice. Identifying and Supporting Productive Collaborative Teacher Talk.

Degree: 2017, Penn State University

 As improvements and changes in science education are promulgated, science teachers must be educated about these changes. Professional development programs are central to promoting teacher(more)

Subjects/Keywords: science teaching; teacher professional development; teacher learning; teacher discourse

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APA (6th Edition):

Flarend, A. (2017). Identifying and Supporting Productive Collaborative Teacher Talk. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13718ama177

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):

Flarend, Alice. “Identifying and Supporting Productive Collaborative Teacher Talk.” 2017. Thesis, Penn State University. Accessed February 16, 2019. https://etda.libraries.psu.edu/catalog/13718ama177.

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

MLA Handbook (7th Edition):

Flarend, Alice. “Identifying and Supporting Productive Collaborative Teacher Talk.” 2017. Web. 16 Feb 2019.

Vancouver:

Flarend A. Identifying and Supporting Productive Collaborative Teacher Talk. [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Feb 16]. Available from: https://etda.libraries.psu.edu/catalog/13718ama177.

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

Council of Science Editors:

Flarend A. Identifying and Supporting Productive Collaborative Teacher Talk. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/13718ama177

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


University of KwaZulu-Natal

13. Msomi, Derrick Mthandeni. An exploration of teacher learning in Grade 12 history professional development workshops.

Degree: 2016, University of KwaZulu-Natal

 This exploratory study focuses on teacher learning in Grade 12 History Professional Development Workshops. The study explores the nature and purpose of the professional development(more)

Subjects/Keywords: Theses - Education.; Professional development.; History teachers.; Teacher learning.; Teacher development studies.

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APA (6th Edition):

Msomi, D. M. (2016). An exploration of teacher learning in Grade 12 history professional development workshops. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15917

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):

Msomi, Derrick Mthandeni. “An exploration of teacher learning in Grade 12 history professional development workshops.” 2016. Thesis, University of KwaZulu-Natal. Accessed February 16, 2019. http://hdl.handle.net/10413/15917.

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

MLA Handbook (7th Edition):

Msomi, Derrick Mthandeni. “An exploration of teacher learning in Grade 12 history professional development workshops.” 2016. Web. 16 Feb 2019.

Vancouver:

Msomi DM. An exploration of teacher learning in Grade 12 history professional development workshops. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10413/15917.

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

Council of Science Editors:

Msomi DM. An exploration of teacher learning in Grade 12 history professional development workshops. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15917

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


University of Exeter

14. 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 (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 February 16, 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. 16 Feb 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 Feb 16]. 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

15. Juracka, Stephen. Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership.

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

 <h1>ABSTRACT</h1> This Policy Advocacy paper focuses on expanding the District ABC Staff Development policy to include Drago-Severson’s (2009) pillars of adult learning. Research indicates the… (more)

Subjects/Keywords: Professional Development; Professional Learning Communities; Mentorship; Shared Leadership; Educational Leadership; Other Teacher Education and Professional Development; Teacher Education and Professional Development

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

APA (6th Edition):

Juracka, S. (2018). Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/327

Chicago Manual of Style (16th Edition):

Juracka, Stephen. “Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership.” 2018. Doctoral Dissertation, National-Louis University. Accessed February 16, 2019. https://digitalcommons.nl.edu/diss/327.

MLA Handbook (7th Edition):

Juracka, Stephen. “Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership.” 2018. Web. 16 Feb 2019.

Vancouver:

Juracka S. Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership. [Internet] [Doctoral dissertation]. National-Louis University; 2018. [cited 2019 Feb 16]. Available from: https://digitalcommons.nl.edu/diss/327.

Council of Science Editors:

Juracka S. Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership. [Doctoral Dissertation]. National-Louis University; 2018. Available from: https://digitalcommons.nl.edu/diss/327


Kennesaw State University

16. King, Valerie. A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2017, Kennesaw State University

  This study reveals educators’ experiences with using Twitter as a professional learning network. The context of this study is framed by the notion of… (more)

Subjects/Keywords: Twitter; Online Professional Learning; Teacher Isolation; Atlas ti; Adult Learning; Innovative Professional Learning; Ubiquitous Learning; Teacher Education and Professional Development

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

APA (6th Edition):

King, V. (2017). A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/16

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):

King, Valerie. “A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network.” 2017. Thesis, Kennesaw State University. Accessed February 16, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/16.

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

MLA Handbook (7th Edition):

King, Valerie. “A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network.” 2017. Web. 16 Feb 2019.

Vancouver:

King V. A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 Feb 16]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/16.

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

Council of Science Editors:

King V. A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/16

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


Kennesaw State University

17. Kennedy, Ashley. Teacher Perceptions of School-Based and District Professional Development.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2017, Kennesaw State University

Professional development is a leading topic of discussion in the field of education. Because teachers are responsible for implementing relevant instructional practices, meeting the… (more)

Subjects/Keywords: teacher perceptions; professional development; school-based and district professional learning; professional learning communities; Educational Leadership

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

APA (6th Edition):

Kennedy, A. (2017). Teacher Perceptions of School-Based and District Professional Development. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17

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):

Kennedy, Ashley. “Teacher Perceptions of School-Based and District Professional Development.” 2017. Thesis, Kennesaw State University. Accessed February 16, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17.

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

MLA Handbook (7th Edition):

Kennedy, Ashley. “Teacher Perceptions of School-Based and District Professional Development.” 2017. Web. 16 Feb 2019.

Vancouver:

Kennedy A. Teacher Perceptions of School-Based and District Professional Development. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 Feb 16]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17.

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

Council of Science Editors:

Kennedy A. Teacher Perceptions of School-Based and District Professional Development. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17

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


University of Arkansas

18. Koonce, Michael John. Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2017, University of Arkansas

  The purpose of this study was to identify factors that served as barriers to principal engagement in the professional development process and identify what… (more)

Subjects/Keywords: Capacity Building; Principal Engagement; Professional Development; Professional Learning; Educational Leadership; Teacher Education and Professional Development

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

APA (6th Edition):

Koonce, M. J. (2017). Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/2625

Chicago Manual of Style (16th Edition):

Koonce, Michael John. “Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports.” 2017. Doctoral Dissertation, University of Arkansas. Accessed February 16, 2019. http://scholarworks.uark.edu/etd/2625.

MLA Handbook (7th Edition):

Koonce, Michael John. “Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports.” 2017. Web. 16 Feb 2019.

Vancouver:

Koonce MJ. Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Feb 16]. Available from: http://scholarworks.uark.edu/etd/2625.

Council of Science Editors:

Koonce MJ. Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: http://scholarworks.uark.edu/etd/2625


University of Waikato

19. Capili-Balbalin, Wenefe. The Development of Professional Learning Communities (PLCs) in the Philippines: Roles and Views of Secondary School Principals .

Degree: 2017, University of Waikato

 It is widely recognised that principals play an indispensable role in the professional development of teachers in schools. In the Philippines, principals encourage teachers to… (more)

Subjects/Keywords: Professional learning communities; professional development; school reform; principal leadership; teacher leadership

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

APA (6th Edition):

Capili-Balbalin, W. (2017). The Development of Professional Learning Communities (PLCs) in the Philippines: Roles and Views of Secondary School Principals . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/11327

Chicago Manual of Style (16th Edition):

Capili-Balbalin, Wenefe. “The Development of Professional Learning Communities (PLCs) in the Philippines: Roles and Views of Secondary School Principals .” 2017. Masters Thesis, University of Waikato. Accessed February 16, 2019. http://hdl.handle.net/10289/11327.

MLA Handbook (7th Edition):

Capili-Balbalin, Wenefe. “The Development of Professional Learning Communities (PLCs) in the Philippines: Roles and Views of Secondary School Principals .” 2017. Web. 16 Feb 2019.

Vancouver:

Capili-Balbalin W. The Development of Professional Learning Communities (PLCs) in the Philippines: Roles and Views of Secondary School Principals . [Internet] [Masters thesis]. University of Waikato; 2017. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10289/11327.

Council of Science Editors:

Capili-Balbalin W. The Development of Professional Learning Communities (PLCs) in the Philippines: Roles and Views of Secondary School Principals . [Masters Thesis]. University of Waikato; 2017. Available from: http://hdl.handle.net/10289/11327


Western Kentucky University

20. Payne, Jettie Pearl. Professional Development and Its Influence on Teacher Practice and Student Achievement.

Degree: Specialist in Education, School of Teacher Education, 2018, Western Kentucky University

  This paper examines the characteristics of effective professional development (PD). It discusses the change process in a system and how it applies to an… (more)

Subjects/Keywords: authentic; effective professional learning; Teacher Education and Professional Development

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

APA (6th Edition):

Payne, J. P. (2018). Professional Development and Its Influence on Teacher Practice and Student Achievement. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/3064

Chicago Manual of Style (16th Edition):

Payne, Jettie Pearl. “Professional Development and Its Influence on Teacher Practice and Student Achievement.” 2018. Masters Thesis, Western Kentucky University. Accessed February 16, 2019. https://digitalcommons.wku.edu/theses/3064.

MLA Handbook (7th Edition):

Payne, Jettie Pearl. “Professional Development and Its Influence on Teacher Practice and Student Achievement.” 2018. Web. 16 Feb 2019.

Vancouver:

Payne JP. Professional Development and Its Influence on Teacher Practice and Student Achievement. [Internet] [Masters thesis]. Western Kentucky University; 2018. [cited 2019 Feb 16]. Available from: https://digitalcommons.wku.edu/theses/3064.

Council of Science Editors:

Payne JP. Professional Development and Its Influence on Teacher Practice and Student Achievement. [Masters Thesis]. Western Kentucky University; 2018. Available from: https://digitalcommons.wku.edu/theses/3064


North Carolina State University

21. Campbell, Matthew Paul. Mathematics Teachers and Professional Learning Communities: Understanding Professional Development in Collaborative Settings.

Degree: MS, Mathematics Education, 2009, North Carolina State University

 As a result of the recent increased emphasis on mathematics professional development (MPD), studies have attempted to identify a set of features that are commonly… (more)

Subjects/Keywords: mathematics teachers; professional learning communities; PLC; professional development; teacher collaboration

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

APA (6th Edition):

Campbell, M. P. (2009). Mathematics Teachers and Professional Learning Communities: Understanding Professional Development in Collaborative Settings. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/928

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):

Campbell, Matthew Paul. “Mathematics Teachers and Professional Learning Communities: Understanding Professional Development in Collaborative Settings.” 2009. Thesis, North Carolina State University. Accessed February 16, 2019. http://www.lib.ncsu.edu/resolver/1840.16/928.

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

MLA Handbook (7th Edition):

Campbell, Matthew Paul. “Mathematics Teachers and Professional Learning Communities: Understanding Professional Development in Collaborative Settings.” 2009. Web. 16 Feb 2019.

Vancouver:

Campbell MP. Mathematics Teachers and Professional Learning Communities: Understanding Professional Development in Collaborative Settings. [Internet] [Thesis]. North Carolina State University; 2009. [cited 2019 Feb 16]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/928.

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

Council of Science Editors:

Campbell MP. Mathematics Teachers and Professional Learning Communities: Understanding Professional Development in Collaborative Settings. [Thesis]. North Carolina State University; 2009. Available from: http://www.lib.ncsu.edu/resolver/1840.16/928

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


Georgia State University

22. Hayes, Rhonda S. The Study of Literacy Coaching Observations and Interviews with Elementary Teachers.

Degree: PhD, Educational Policy Studies, 2010, Georgia State University

  The purpose of this study is to examine the coaching interactions of two literacy coaches and four classroom teachers in order to explore how… (more)

Subjects/Keywords: literacy coaching; teacher learning; professional development; literacy; teacher reflection

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

APA (6th Edition):

Hayes, R. S. (2010). The Study of Literacy Coaching Observations and Interviews with Elementary Teachers. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/53

Chicago Manual of Style (16th Edition):

Hayes, Rhonda S. “The Study of Literacy Coaching Observations and Interviews with Elementary Teachers.” 2010. Doctoral Dissertation, Georgia State University. Accessed February 16, 2019. https://scholarworks.gsu.edu/eps_diss/53.

MLA Handbook (7th Edition):

Hayes, Rhonda S. “The Study of Literacy Coaching Observations and Interviews with Elementary Teachers.” 2010. Web. 16 Feb 2019.

Vancouver:

Hayes RS. The Study of Literacy Coaching Observations and Interviews with Elementary Teachers. [Internet] [Doctoral dissertation]. Georgia State University; 2010. [cited 2019 Feb 16]. Available from: https://scholarworks.gsu.edu/eps_diss/53.

Council of Science Editors:

Hayes RS. The Study of Literacy Coaching Observations and Interviews with Elementary Teachers. [Doctoral Dissertation]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/eps_diss/53


University of Toronto

23. Carnegie, Antoinette Andrea. Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach.

Degree: 2014, University of Toronto

Teachers' beliefs and perceptions play a significant role in how teachers experience learning and strongly influence what they will, or will not do in their… (more)

Subjects/Keywords: learning; professional development; reflective practice; teacher beliefs; teacher perceptions; 0515

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

APA (6th Edition):

Carnegie, A. A. (2014). Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/67881

Chicago Manual of Style (16th Edition):

Carnegie, Antoinette Andrea. “Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach.” 2014. Masters Thesis, University of Toronto. Accessed February 16, 2019. http://hdl.handle.net/1807/67881.

MLA Handbook (7th Edition):

Carnegie, Antoinette Andrea. “Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach.” 2014. Web. 16 Feb 2019.

Vancouver:

Carnegie AA. Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1807/67881.

Council of Science Editors:

Carnegie AA. Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/67881


Kennesaw State University

24. Funderburke, Ashley. On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2018, Kennesaw State University

  The current model of mass professional development for all teachers does not address the individual needs of each teacher (Berckenmeyer, 2014; Darling-Hammond et al.,… (more)

Subjects/Keywords: professional development; culture of education; adult learning theory; teacher resistance; self-efficacy; individualized professional development; Education; Teacher Education and Professional Development

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

APA (6th Edition):

Funderburke, A. (2018). On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32

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):

Funderburke, Ashley. “On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School.” 2018. Thesis, Kennesaw State University. Accessed February 16, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32.

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

MLA Handbook (7th Edition):

Funderburke, Ashley. “On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School.” 2018. Web. 16 Feb 2019.

Vancouver:

Funderburke A. On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Feb 16]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32.

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

Council of Science Editors:

Funderburke A. On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32

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


University of Florida

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Rodgers, Mary K. “Reflective Coaching Tensions and Transformations from Teachers' Experiences.” 2015. Doctoral Dissertation, University of Florida. Accessed February 16, 2019. http://ufdc.ufl.edu/UFE0047709.

MLA Handbook (7th Edition):

Rodgers, Mary K. “Reflective Coaching Tensions and Transformations from Teachers' Experiences.” 2015. Web. 16 Feb 2019.

Vancouver:

Rodgers MK. Reflective Coaching Tensions and Transformations from Teachers' Experiences. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Feb 16]. Available from: http://ufdc.ufl.edu/UFE0047709.

Council of Science Editors:

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


University of the Western Cape

26. Mettler, Eunice. Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape .

Degree: 2016, University of the Western Cape

 Continuing Professional Teacher Development (CPTD) of teachers at working class schools in South Africa has come under scrutiny over the past few years. Despite new… (more)

Subjects/Keywords: Skills development; Continuous professional development; Experiential learning; Continuing Professional Teacher Development (CPTD)

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

APA (6th Edition):

Mettler, E. (2016). Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5355

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):

Mettler, Eunice. “Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape .” 2016. Thesis, University of the Western Cape. Accessed February 16, 2019. http://hdl.handle.net/11394/5355.

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

MLA Handbook (7th Edition):

Mettler, Eunice. “Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape .” 2016. Web. 16 Feb 2019.

Vancouver:

Mettler E. Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape . [Internet] [Thesis]. University of the Western Cape; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/11394/5355.

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

Council of Science Editors:

Mettler E. Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape . [Thesis]. University of the Western Cape; 2016. Available from: http://hdl.handle.net/11394/5355

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


University of Toronto

27. Ferreyro Mazieres, Sofia Lorena. Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals.

Degree: 2016, University of Toronto

This study examined how elementary teachers identified and set specific goals to improve their mathematics teaching using the framework of the Ten Dimensions of Mathematics… (more)

Subjects/Keywords: Elementary Teachers; Professional Development; Professional Learning Goals; Teacher Beliefs; Teacher Goals; Teaching Mathematics; 0515

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

APA (6th Edition):

Ferreyro Mazieres, S. L. (2016). Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/72685

Chicago Manual of Style (16th Edition):

Ferreyro Mazieres, Sofia Lorena. “Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals.” 2016. Masters Thesis, University of Toronto. Accessed February 16, 2019. http://hdl.handle.net/1807/72685.

MLA Handbook (7th Edition):

Ferreyro Mazieres, Sofia Lorena. “Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals.” 2016. Web. 16 Feb 2019.

Vancouver:

Ferreyro Mazieres SL. Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1807/72685.

Council of Science Editors:

Ferreyro Mazieres SL. Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/72685


University of Gothenburg / Göteborgs Universitet

28. Sagar, Helena. Teacher Change in relation to Professional Development in Entrepreneurial Learning.

Degree: 2013, University of Gothenburg / Göteborgs Universitet

 Abstract Compulsory school teachers’ perceptions and change in relation to Continuing Professional Development (CPD) in entrepreneurial learning are investigated in this thesis. The teacher level… (more)

Subjects/Keywords: teacher professional development; entrepreneurial learning; science and technology education; authentic learning

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APA (6th Edition):

Sagar, H. (2013). Teacher Change in relation to Professional Development in Entrepreneurial Learning. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/34375

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):

Sagar, Helena. “Teacher Change in relation to Professional Development in Entrepreneurial Learning.” 2013. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed February 16, 2019. http://hdl.handle.net/2077/34375.

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

MLA Handbook (7th Edition):

Sagar, Helena. “Teacher Change in relation to Professional Development in Entrepreneurial Learning.” 2013. Web. 16 Feb 2019.

Vancouver:

Sagar H. Teacher Change in relation to Professional Development in Entrepreneurial Learning. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2013. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2077/34375.

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

Council of Science Editors:

Sagar H. Teacher Change in relation to Professional Development in Entrepreneurial Learning. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2013. Available from: http://hdl.handle.net/2077/34375

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


University of South Carolina

29. McFarlan, Regina Alicia. A Qualitative Study of the Perceptions and Beliefs of Elementary Teachers' Value of and Responses to Their Professional Development.

Degree: EdD, Educational Studies, 2012, University of South Carolina

  A challenge that professional development coordinators and instructional leaders face is designing and implementing professional development that is the most effective for improving teaching… (more)

Subjects/Keywords: adult learning; beliefs; elementary teachers; learning theories; Professional development; Teacher perception

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

APA (6th Edition):

McFarlan, R. A. (2012). A Qualitative Study of the Perceptions and Beliefs of Elementary Teachers' Value of and Responses to Their Professional Development. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/2739

Chicago Manual of Style (16th Edition):

McFarlan, Regina Alicia. “A Qualitative Study of the Perceptions and Beliefs of Elementary Teachers' Value of and Responses to Their Professional Development.” 2012. Doctoral Dissertation, University of South Carolina. Accessed February 16, 2019. https://scholarcommons.sc.edu/etd/2739.

MLA Handbook (7th Edition):

McFarlan, Regina Alicia. “A Qualitative Study of the Perceptions and Beliefs of Elementary Teachers' Value of and Responses to Their Professional Development.” 2012. Web. 16 Feb 2019.

Vancouver:

McFarlan RA. A Qualitative Study of the Perceptions and Beliefs of Elementary Teachers' Value of and Responses to Their Professional Development. [Internet] [Doctoral dissertation]. University of South Carolina; 2012. [cited 2019 Feb 16]. Available from: https://scholarcommons.sc.edu/etd/2739.

Council of Science Editors:

McFarlan RA. A Qualitative Study of the Perceptions and Beliefs of Elementary Teachers' Value of and Responses to Their Professional Development. [Doctoral Dissertation]. University of South Carolina; 2012. Available from: https://scholarcommons.sc.edu/etd/2739


Michigan Technological University

30. Blehm, Zachary S. CHANGES IN PARTICIPATION AND THE DEVEOLOPMENT OF A LEARNING COMMUNITY FOR ENGLISH TEACHERS IN A VIDEO CLUB IN ALBANIA.

Degree: MS, Department of Cognitive and Learning Sciences, 2018, Michigan Technological University

  This study investigated a group of English teachers’ interactions watching video of their classrooms, in what is called a video club, for the purpose… (more)

Subjects/Keywords: video club; teacher professional development; Albania; learning community; English teacher; peace corps; Teacher Education and Professional Development

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

APA (6th Edition):

Blehm, Z. S. (2018). CHANGES IN PARTICIPATION AND THE DEVEOLOPMENT OF A LEARNING COMMUNITY FOR ENGLISH TEACHERS IN A VIDEO CLUB IN ALBANIA. (Masters Thesis). Michigan Technological University. Retrieved from http://digitalcommons.mtu.edu/etdr/567

Chicago Manual of Style (16th Edition):

Blehm, Zachary S. “CHANGES IN PARTICIPATION AND THE DEVEOLOPMENT OF A LEARNING COMMUNITY FOR ENGLISH TEACHERS IN A VIDEO CLUB IN ALBANIA.” 2018. Masters Thesis, Michigan Technological University. Accessed February 16, 2019. http://digitalcommons.mtu.edu/etdr/567.

MLA Handbook (7th Edition):

Blehm, Zachary S. “CHANGES IN PARTICIPATION AND THE DEVEOLOPMENT OF A LEARNING COMMUNITY FOR ENGLISH TEACHERS IN A VIDEO CLUB IN ALBANIA.” 2018. Web. 16 Feb 2019.

Vancouver:

Blehm ZS. CHANGES IN PARTICIPATION AND THE DEVEOLOPMENT OF A LEARNING COMMUNITY FOR ENGLISH TEACHERS IN A VIDEO CLUB IN ALBANIA. [Internet] [Masters thesis]. Michigan Technological University; 2018. [cited 2019 Feb 16]. Available from: http://digitalcommons.mtu.edu/etdr/567.

Council of Science Editors:

Blehm ZS. CHANGES IN PARTICIPATION AND THE DEVEOLOPMENT OF A LEARNING COMMUNITY FOR ENGLISH TEACHERS IN A VIDEO CLUB IN ALBANIA. [Masters Thesis]. Michigan Technological University; 2018. Available from: http://digitalcommons.mtu.edu/etdr/567

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