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You searched for subject:( professional development). Showing records 1 – 30 of 6175 total matches.

[1] [2] [3] [4] [5] … [206]

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Addis Ababa University

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

Degree: 2014, Addis Ababa University

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

Subjects/Keywords: professional development

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Dagne, Dangarsa. “Secondary school teachers’ practice of using Teaching portfolio in their professional Development, the case of Zala Wo .” 2014. Thesis, Addis Ababa University. Accessed October 31, 2020. http://etd.aau.edu.et/dspace/handle/123456789/7054.

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

MLA Handbook (7th Edition):

Dagne, Dangarsa. “Secondary school teachers’ practice of using Teaching portfolio in their professional Development, the case of Zala Wo .” 2014. Web. 31 Oct 2020.

Vancouver:

Dagne D. Secondary school teachers’ practice of using Teaching portfolio in their professional Development, the case of Zala Wo . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2020 Oct 31]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7054.

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

Council of Science Editors:

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

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

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

Degree: 2011, University of Zimbabwe

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

Subjects/Keywords: Professional Development

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Mataka, Sheba Moyo. “Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia.” 2011. Thesis, University of Zimbabwe. Accessed October 31, 2020. http://dspace.unza.zm/handle/123456789/412.

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

MLA Handbook (7th Edition):

Mataka, Sheba Moyo. “Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia.” 2011. Web. 31 Oct 2020.

Vancouver:

Mataka SM. Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2020 Oct 31]. Available from: http://dspace.unza.zm/handle/123456789/412.

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

Council of Science Editors:

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

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

3. Townsend, Stephen Ryan. North Dakota State Policy Effects On State Public K-12 Schools' Ability To Offer Effective Professional Development.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, University of North Dakota

  Through research I have identified eight constructs of effective professional development (collaborative, content focused, active practice, inclusive of technology, goal oriented, evaluated, sustained, increases… (more)

Subjects/Keywords: Professional Development

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APA (6th Edition):

Townsend, S. R. (2014). North Dakota State Policy Effects On State Public K-12 Schools' Ability To Offer Effective Professional Development. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1724

Chicago Manual of Style (16th Edition):

Townsend, Stephen Ryan. “North Dakota State Policy Effects On State Public K-12 Schools' Ability To Offer Effective Professional Development.” 2014. Doctoral Dissertation, University of North Dakota. Accessed October 31, 2020. https://commons.und.edu/theses/1724.

MLA Handbook (7th Edition):

Townsend, Stephen Ryan. “North Dakota State Policy Effects On State Public K-12 Schools' Ability To Offer Effective Professional Development.” 2014. Web. 31 Oct 2020.

Vancouver:

Townsend SR. North Dakota State Policy Effects On State Public K-12 Schools' Ability To Offer Effective Professional Development. [Internet] [Doctoral dissertation]. University of North Dakota; 2014. [cited 2020 Oct 31]. Available from: https://commons.und.edu/theses/1724.

Council of Science Editors:

Townsend SR. North Dakota State Policy Effects On State Public K-12 Schools' Ability To Offer Effective Professional Development. [Doctoral Dissertation]. University of North Dakota; 2014. Available from: https://commons.und.edu/theses/1724


University of Hawaii – Manoa

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

Degree: 2015, University of Hawaii – Manoa

D.Ed. University of Hawaii at Manoa 2014.

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

Subjects/Keywords: professional development

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Walker, Michael Thomas. “The neuroscience of decision-making : from heuristics to matrices, making thinking visible.” 2015. Thesis, University of Hawaii – Manoa. Accessed October 31, 2020. http://hdl.handle.net/10125/100354.

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

MLA Handbook (7th Edition):

Walker, Michael Thomas. “The neuroscience of decision-making : from heuristics to matrices, making thinking visible.” 2015. Web. 31 Oct 2020.

Vancouver:

Walker MT. The neuroscience of decision-making : from heuristics to matrices, making thinking visible. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10125/100354.

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

Council of Science Editors:

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

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


Virginia Tech

5. Wright, Chantea Renee. Teacher Perception of Professional Development and Impact on Instructional Practice and Student Achievement.

Degree: EdD, Educational Leadership and Policy Studies, 2019, Virginia Tech

Professional development (PD) is a tool that provides educators additional training to meet the needs of today’s students. A more in-depth look into teacher feelings… (more)

Subjects/Keywords: professional development

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

APA (6th Edition):

Wright, C. R. (2019). Teacher Perception of Professional Development and Impact on Instructional Practice and Student Achievement. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/90779

Chicago Manual of Style (16th Edition):

Wright, Chantea Renee. “Teacher Perception of Professional Development and Impact on Instructional Practice and Student Achievement.” 2019. Doctoral Dissertation, Virginia Tech. Accessed October 31, 2020. http://hdl.handle.net/10919/90779.

MLA Handbook (7th Edition):

Wright, Chantea Renee. “Teacher Perception of Professional Development and Impact on Instructional Practice and Student Achievement.” 2019. Web. 31 Oct 2020.

Vancouver:

Wright CR. Teacher Perception of Professional Development and Impact on Instructional Practice and Student Achievement. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10919/90779.

Council of Science Editors:

Wright CR. Teacher Perception of Professional Development and Impact on Instructional Practice and Student Achievement. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/90779


University of Saskatchewan

6. James, Wendy Leora. SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS.

Degree: 2018, University of Saskatchewan

Professional Learning is a mechanism designed to support K-12 educators in improving their professional lives, knowledge, and instructional practice. It is supported by school divisions… (more)

Subjects/Keywords: professional learning; professional development

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

APA (6th Edition):

James, W. L. (2018). SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/10649

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):

James, Wendy Leora. “SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS.” 2018. Thesis, University of Saskatchewan. Accessed October 31, 2020. http://hdl.handle.net/10388/10649.

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

MLA Handbook (7th Edition):

James, Wendy Leora. “SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS.” 2018. Web. 31 Oct 2020.

Vancouver:

James WL. SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS. [Internet] [Thesis]. University of Saskatchewan; 2018. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10388/10649.

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

Council of Science Editors:

James WL. SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS. [Thesis]. University of Saskatchewan; 2018. Available from: http://hdl.handle.net/10388/10649

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


University of Southern California

7. Kruizinga, Kristin Dawn. Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development.

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

 One of the most influential factors affecting students’ academic performance consists of the pedagogical practices enacted within the classroom. Efforts to enhance teachers’ instructional practices… (more)

Subjects/Keywords: professional development; professional learning

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

APA (6th Edition):

Kruizinga, K. D. (2012). Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3632

Chicago Manual of Style (16th Edition):

Kruizinga, Kristin Dawn. “Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development.” 2012. Doctoral Dissertation, University of Southern California. Accessed October 31, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3632.

MLA Handbook (7th Edition):

Kruizinga, Kristin Dawn. “Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development.” 2012. Web. 31 Oct 2020.

Vancouver:

Kruizinga KD. Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Oct 31]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3632.

Council of Science Editors:

Kruizinga KD. Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3632


University of Rochester

8. Berger, Marcy L. "There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol.

Degree: PhD, 2017, University of Rochester

 Some of the current policy regarding teacher assessment claims to offer both a way to evaluate teachers' effectiveness as well as a mechanism by which… (more)

Subjects/Keywords: Accountability; Professional development.

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

APA (6th Edition):

Berger, M. L. (2017). "There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/33057

Chicago Manual of Style (16th Edition):

Berger, Marcy L. “"There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol.” 2017. Doctoral Dissertation, University of Rochester. Accessed October 31, 2020. http://hdl.handle.net/1802/33057.

MLA Handbook (7th Edition):

Berger, Marcy L. “"There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol.” 2017. Web. 31 Oct 2020.

Vancouver:

Berger ML. "There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol. [Internet] [Doctoral dissertation]. University of Rochester; 2017. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1802/33057.

Council of Science Editors:

Berger ML. "There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol. [Doctoral Dissertation]. University of Rochester; 2017. Available from: http://hdl.handle.net/1802/33057

9. Schroeder, Patricia Anne. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.

Degree: 2013, Texas Digital Library

 The purpose of this qualitative case study was to build on a prior study that examined how principals acquired and applied new knowledge from professional(more)

Subjects/Keywords: principal professional development

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

APA (6th Edition):

Schroeder, P. A. (2013). Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. (Thesis). Texas Digital Library. Retrieved from http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66678

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):

Schroeder, Patricia Anne. “Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.” 2013. Thesis, Texas Digital Library. Accessed October 31, 2020. http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66678.

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

MLA Handbook (7th Edition):

Schroeder, Patricia Anne. “Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.” 2013. Web. 31 Oct 2020.

Vancouver:

Schroeder PA. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. [Internet] [Thesis]. Texas Digital Library; 2013. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66678.

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

Council of Science Editors:

Schroeder PA. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. [Thesis]. Texas Digital Library; 2013. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66678

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


Texas A&M University

10. Schroeder, Patricia Anne. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.

Degree: PhD, Educational Administration, 2013, Texas A&M University

 The purpose of this qualitative case study was to build on a prior study that examined how principals acquired and applied new knowledge from professional(more)

Subjects/Keywords: principal professional development

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

APA (6th Edition):

Schroeder, P. A. (2013). Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151785

Chicago Manual of Style (16th Edition):

Schroeder, Patricia Anne. “Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.” 2013. Doctoral Dissertation, Texas A&M University. Accessed October 31, 2020. http://hdl.handle.net/1969.1/151785.

MLA Handbook (7th Edition):

Schroeder, Patricia Anne. “Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.” 2013. Web. 31 Oct 2020.

Vancouver:

Schroeder PA. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969.1/151785.

Council of Science Editors:

Schroeder PA. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151785


Addis Ababa University

11. 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/123456789/6426

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 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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

12. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 31, 2020. 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. 31 Oct 2020.

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 2020 Oct 31]. 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


Addis Ababa University

13. HIRPA, BANE. RURAL SCHOOL TEACHERS’ PERSONAL INITIATIVE IN IMPROVEING PROFESSIONAL COMPETETNCES IN WEST SHEWA ZONE, OROMIYA REGIONAL STATE, ETHIOPIA .

Degree: 2015, Addis Ababa University

 The purpose of this study was to investigate teachers’ attitudes towards their own professional development, their perception on Major professional development actives and to what… (more)

Subjects/Keywords: professional development actives

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

APA (6th Edition):

HIRPA, B. (2015). RURAL SCHOOL TEACHERS’ PERSONAL INITIATIVE IN IMPROVEING PROFESSIONAL COMPETETNCES IN WEST SHEWA ZONE, OROMIYA REGIONAL STATE, ETHIOPIA . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7084

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):

HIRPA, BANE. “RURAL SCHOOL TEACHERS’ PERSONAL INITIATIVE IN IMPROVEING PROFESSIONAL COMPETETNCES IN WEST SHEWA ZONE, OROMIYA REGIONAL STATE, ETHIOPIA .” 2015. Thesis, Addis Ababa University. Accessed October 31, 2020. http://etd.aau.edu.et/dspace/handle/123456789/7084.

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

MLA Handbook (7th Edition):

HIRPA, BANE. “RURAL SCHOOL TEACHERS’ PERSONAL INITIATIVE IN IMPROVEING PROFESSIONAL COMPETETNCES IN WEST SHEWA ZONE, OROMIYA REGIONAL STATE, ETHIOPIA .” 2015. Web. 31 Oct 2020.

Vancouver:

HIRPA B. RURAL SCHOOL TEACHERS’ PERSONAL INITIATIVE IN IMPROVEING PROFESSIONAL COMPETETNCES IN WEST SHEWA ZONE, OROMIYA REGIONAL STATE, ETHIOPIA . [Internet] [Thesis]. Addis Ababa University; 2015. [cited 2020 Oct 31]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7084.

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

Council of Science Editors:

HIRPA B. RURAL SCHOOL TEACHERS’ PERSONAL INITIATIVE IN IMPROVEING PROFESSIONAL COMPETETNCES IN WEST SHEWA ZONE, OROMIYA REGIONAL STATE, ETHIOPIA . [Thesis]. Addis Ababa University; 2015. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7084

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


Addis Ababa University

14. MEHRETEAB, GEBRESELASSIE. PRINCIPALS’ ROLES IN FOSTERING TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN GOVERNMENT SECONDARY SCHOOLS OF ADDIS ABABA .

Degree: 2015, Addis Ababa University

 The researcher’s purpose of conducting this study was to investigate the role of school principals in fostering teacher continuous professional development (CPD). The researcher examined… (more)

Subjects/Keywords: continuous professional development

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

APA (6th Edition):

MEHRETEAB, G. (2015). PRINCIPALS’ ROLES IN FOSTERING TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN GOVERNMENT SECONDARY SCHOOLS OF ADDIS ABABA . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7855

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):

MEHRETEAB, GEBRESELASSIE. “PRINCIPALS’ ROLES IN FOSTERING TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN GOVERNMENT SECONDARY SCHOOLS OF ADDIS ABABA .” 2015. Thesis, Addis Ababa University. Accessed October 31, 2020. http://etd.aau.edu.et/dspace/handle/123456789/7855.

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

MLA Handbook (7th Edition):

MEHRETEAB, GEBRESELASSIE. “PRINCIPALS’ ROLES IN FOSTERING TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN GOVERNMENT SECONDARY SCHOOLS OF ADDIS ABABA .” 2015. Web. 31 Oct 2020.

Vancouver:

MEHRETEAB G. PRINCIPALS’ ROLES IN FOSTERING TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN GOVERNMENT SECONDARY SCHOOLS OF ADDIS ABABA . [Internet] [Thesis]. Addis Ababa University; 2015. [cited 2020 Oct 31]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7855.

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

Council of Science Editors:

MEHRETEAB G. PRINCIPALS’ ROLES IN FOSTERING TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN GOVERNMENT SECONDARY SCHOOLS OF ADDIS ABABA . [Thesis]. Addis Ababa University; 2015. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7855

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


University of Illinois – Chicago

15. Fierro, Jr., Raymond. Professional Development Curriculum as a Shaping Force for Police Training.

Degree: 2017, University of Illinois – Chicago

 Perhaps like never before, policing has been thrust into the national spotlight with every aspect of police practice scrutinized for its potential consequence for the… (more)

Subjects/Keywords: Professional Development; Curriculum

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APA (6th Edition):

Fierro, Jr., R. (2017). Professional Development Curriculum as a Shaping Force for Police Training. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21835

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):

Fierro, Jr., Raymond. “Professional Development Curriculum as a Shaping Force for Police Training.” 2017. Thesis, University of Illinois – Chicago. Accessed October 31, 2020. http://hdl.handle.net/10027/21835.

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

MLA Handbook (7th Edition):

Fierro, Jr., Raymond. “Professional Development Curriculum as a Shaping Force for Police Training.” 2017. Web. 31 Oct 2020.

Vancouver:

Fierro, Jr. R. Professional Development Curriculum as a Shaping Force for Police Training. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10027/21835.

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

Council of Science Editors:

Fierro, Jr. R. Professional Development Curriculum as a Shaping Force for Police Training. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21835

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


University of Texas – Austin

16. Jones, Sara Jolly. An evaluation of professional development methods and their effects on teachers' technological pedogogical content knowledge and technology use.

Degree: MA, Educational Psychology, 2011, University of Texas – Austin

 Although technology is becoming more common in schools, effectively integrating technology into the classroom can be a challenge for teachers. Teachers must understand how technology… (more)

Subjects/Keywords: Professional development; Technology

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APA (6th Edition):

Jones, S. J. (2011). An evaluation of professional development methods and their effects on teachers' technological pedogogical content knowledge and technology use. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-08-4324

Chicago Manual of Style (16th Edition):

Jones, Sara Jolly. “An evaluation of professional development methods and their effects on teachers' technological pedogogical content knowledge and technology use.” 2011. Masters Thesis, University of Texas – Austin. Accessed October 31, 2020. http://hdl.handle.net/2152/ETD-UT-2011-08-4324.

MLA Handbook (7th Edition):

Jones, Sara Jolly. “An evaluation of professional development methods and their effects on teachers' technological pedogogical content knowledge and technology use.” 2011. Web. 31 Oct 2020.

Vancouver:

Jones SJ. An evaluation of professional development methods and their effects on teachers' technological pedogogical content knowledge and technology use. [Internet] [Masters thesis]. University of Texas – Austin; 2011. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-4324.

Council of Science Editors:

Jones SJ. An evaluation of professional development methods and their effects on teachers' technological pedogogical content knowledge and technology use. [Masters Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-4324

17. Mapipo, Hellen. Continuous professional development of regular teachers in special educational needs: A case of Copperbelt Province, Zambia.

Degree: 2013, University of Zimbabwe

 The lifelong learning and career development known as continuous professional development (CPD) of teachers is emerging as a key priority area internationally. Continuous professional development(more)

Subjects/Keywords: Career Development; Professional Development

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

APA (6th Edition):

Mapipo, H. (2013). Continuous professional development of regular teachers in special educational needs: A case of Copperbelt Province, Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/3061

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):

Mapipo, Hellen. “Continuous professional development of regular teachers in special educational needs: A case of Copperbelt Province, Zambia.” 2013. Thesis, University of Zimbabwe. Accessed October 31, 2020. http://dspace.unza.zm/handle/123456789/3061.

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

MLA Handbook (7th Edition):

Mapipo, Hellen. “Continuous professional development of regular teachers in special educational needs: A case of Copperbelt Province, Zambia.” 2013. Web. 31 Oct 2020.

Vancouver:

Mapipo H. Continuous professional development of regular teachers in special educational needs: A case of Copperbelt Province, Zambia. [Internet] [Thesis]. University of Zimbabwe; 2013. [cited 2020 Oct 31]. Available from: http://dspace.unza.zm/handle/123456789/3061.

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

Council of Science Editors:

Mapipo H. Continuous professional development of regular teachers in special educational needs: A case of Copperbelt Province, Zambia. [Thesis]. University of Zimbabwe; 2013. Available from: http://dspace.unza.zm/handle/123456789/3061

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


Colorado State University

18. Cindrich, Cindy. Phenomena driving youth professional development initiatives in northeastern Colorado, The.

Degree: PhD, Education, 2017, Colorado State University

 The purpose of the study was to describe the phenomena driving youth professional development initiatives across 10 counties in northeastern Colorado by interpreting open-ended surveys… (more)

Subjects/Keywords: workforce development; professional development; youth

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APA (6th Edition):

Cindrich, C. (2017). Phenomena driving youth professional development initiatives in northeastern Colorado, The. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/183954

Chicago Manual of Style (16th Edition):

Cindrich, Cindy. “Phenomena driving youth professional development initiatives in northeastern Colorado, The.” 2017. Doctoral Dissertation, Colorado State University. Accessed October 31, 2020. http://hdl.handle.net/10217/183954.

MLA Handbook (7th Edition):

Cindrich, Cindy. “Phenomena driving youth professional development initiatives in northeastern Colorado, The.” 2017. Web. 31 Oct 2020.

Vancouver:

Cindrich C. Phenomena driving youth professional development initiatives in northeastern Colorado, The. [Internet] [Doctoral dissertation]. Colorado State University; 2017. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10217/183954.

Council of Science Editors:

Cindrich C. Phenomena driving youth professional development initiatives in northeastern Colorado, The. [Doctoral Dissertation]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/183954


University of Alberta

19. Rivard Magnan, Annette M. Effects of professional commitment and organizational context on the professional development of Canadian occupational therapists.

Degree: PhD, Faculty of Rehabilitation Medicine, 2010, University of Alberta

 Over the past two decades, health care has undergone massive change, both in scientific and technological advancements, and in the manner in which services are… (more)

Subjects/Keywords: organizational context; professional commitment; professional development

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APA (6th Edition):

Rivard Magnan, A. M. (2010). Effects of professional commitment and organizational context on the professional development of Canadian occupational therapists. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/bn999845c

Chicago Manual of Style (16th Edition):

Rivard Magnan, Annette M. “Effects of professional commitment and organizational context on the professional development of Canadian occupational therapists.” 2010. Doctoral Dissertation, University of Alberta. Accessed October 31, 2020. https://era.library.ualberta.ca/files/bn999845c.

MLA Handbook (7th Edition):

Rivard Magnan, Annette M. “Effects of professional commitment and organizational context on the professional development of Canadian occupational therapists.” 2010. Web. 31 Oct 2020.

Vancouver:

Rivard Magnan AM. Effects of professional commitment and organizational context on the professional development of Canadian occupational therapists. [Internet] [Doctoral dissertation]. University of Alberta; 2010. [cited 2020 Oct 31]. Available from: https://era.library.ualberta.ca/files/bn999845c.

Council of Science Editors:

Rivard Magnan AM. Effects of professional commitment and organizational context on the professional development of Canadian occupational therapists. [Doctoral Dissertation]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/bn999845c


Texas A&M University

20. Rashe, Rachel. Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students.

Degree: PhD, Communication, 2012, Texas A&M University

 Higher education is currently facing a number of challenges that are leading doctoral students to seek employment outside of the traditional research-focused institution. With students… (more)

Subjects/Keywords: Professional development; professional socialization; communication; doctoral students

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APA (6th Edition):

Rashe, R. (2012). Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11574

Chicago Manual of Style (16th Edition):

Rashe, Rachel. “Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students.” 2012. Doctoral Dissertation, Texas A&M University. Accessed October 31, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11574.

MLA Handbook (7th Edition):

Rashe, Rachel. “Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students.” 2012. Web. 31 Oct 2020.

Vancouver:

Rashe R. Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11574.

Council of Science Editors:

Rashe R. Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11574


Northeastern University

21. Damon, Patrick J. Professional relationships: an interpretive phenomenological analysis of professional development experiences and teacher's self-efficacy.

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

 Federal legislation continually draws attention to public education requiring more assessments, higher standards for learning, and rigorous instruction. To address this concern, emphasis is placed… (more)

Subjects/Keywords: professional development; professional efficacy; self-efficacy

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APA (6th Edition):

Damon, P. J. (2016). Professional relationships: an interpretive phenomenological analysis of professional development experiences and teacher's self-efficacy. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20237070

Chicago Manual of Style (16th Edition):

Damon, Patrick J. “Professional relationships: an interpretive phenomenological analysis of professional development experiences and teacher's self-efficacy.” 2016. Doctoral Dissertation, Northeastern University. Accessed October 31, 2020. http://hdl.handle.net/2047/D20237070.

MLA Handbook (7th Edition):

Damon, Patrick J. “Professional relationships: an interpretive phenomenological analysis of professional development experiences and teacher's self-efficacy.” 2016. Web. 31 Oct 2020.

Vancouver:

Damon PJ. Professional relationships: an interpretive phenomenological analysis of professional development experiences and teacher's self-efficacy. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2047/D20237070.

Council of Science Editors:

Damon PJ. Professional relationships: an interpretive phenomenological analysis of professional development experiences and teacher's self-efficacy. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20237070


University of Tennessee – Knoxville

22. Thomason, Betty R. Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities.

Degree: 2017, University of Tennessee – Knoxville

 English Learners (ELs) are the fastest growing subset of the population in U. S. k-12 schools. ELs are students whose primary language is one other… (more)

Subjects/Keywords: English Learners; Professional Development; Professional Learning Communities

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APA (6th Edition):

Thomason, B. R. (2017). Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/4811

Chicago Manual of Style (16th Edition):

Thomason, Betty R. “Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities.” 2017. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed October 31, 2020. https://trace.tennessee.edu/utk_graddiss/4811.

MLA Handbook (7th Edition):

Thomason, Betty R. “Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities.” 2017. Web. 31 Oct 2020.

Vancouver:

Thomason BR. Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2017. [cited 2020 Oct 31]. Available from: https://trace.tennessee.edu/utk_graddiss/4811.

Council of Science Editors:

Thomason BR. Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2017. Available from: https://trace.tennessee.edu/utk_graddiss/4811


University of Sydney

23. Khosronejadtoroghi, Maryam. Implied Identity: Conceptualising professional identity development in higher education .

Degree: 2018, University of Sydney

 Educators in higher education and professional development are highly concerned with facilitating the development of learners’ professional identities. However, the underlying mechanism of professional-identity development(more)

Subjects/Keywords: Professional development; Professional identity; Higher education

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APA (6th Edition):

Khosronejadtoroghi, M. (2018). Implied Identity: Conceptualising professional identity development in higher education . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/18840

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):

Khosronejadtoroghi, Maryam. “Implied Identity: Conceptualising professional identity development in higher education .” 2018. Thesis, University of Sydney. Accessed October 31, 2020. http://hdl.handle.net/2123/18840.

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

MLA Handbook (7th Edition):

Khosronejadtoroghi, Maryam. “Implied Identity: Conceptualising professional identity development in higher education .” 2018. Web. 31 Oct 2020.

Vancouver:

Khosronejadtoroghi M. Implied Identity: Conceptualising professional identity development in higher education . [Internet] [Thesis]. University of Sydney; 2018. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2123/18840.

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

Council of Science Editors:

Khosronejadtoroghi M. Implied Identity: Conceptualising professional identity development in higher education . [Thesis]. University of Sydney; 2018. Available from: http://hdl.handle.net/2123/18840

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


Georgia State University

24. Gul, Tugce. Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity.

Degree: PhD, Middle and Secondary Education, 2016, Georgia State University

  The importance of teacher leadership has received intense interest as an area of educational research over the past three decades (Crowther, Kaagan, Ferguson &… (more)

Subjects/Keywords: Teacher leadership; Professional development; Professional identity; Professional vision; Teacher-driven professional development

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APA (6th Edition):

Gul, T. (2016). Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/17

Chicago Manual of Style (16th Edition):

Gul, Tugce. “Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity.” 2016. Doctoral Dissertation, Georgia State University. Accessed October 31, 2020. https://scholarworks.gsu.edu/mse_diss/17.

MLA Handbook (7th Edition):

Gul, Tugce. “Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity.” 2016. Web. 31 Oct 2020.

Vancouver:

Gul T. Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2020 Oct 31]. Available from: https://scholarworks.gsu.edu/mse_diss/17.

Council of Science Editors:

Gul T. Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/17


University of South Africa

25. Chetram, Ravinand. The management of continuous professional development at a TVET college in Kwazulu Natal .

Degree: 2017, University of South Africa

 This exploration investigates lecturers’ experiences of the role of professional development on TVET lecturers. Lecturers’ professional development is often viewed as the source to effective… (more)

Subjects/Keywords: Professional development (PD); Continuous professional development (CPD); Development; Quality education; Educator

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APA (6th Edition):

Chetram, R. (2017). The management of continuous professional development at a TVET college in Kwazulu Natal . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23831

Chicago Manual of Style (16th Edition):

Chetram, Ravinand. “The management of continuous professional development at a TVET college in Kwazulu Natal .” 2017. Masters Thesis, University of South Africa. Accessed October 31, 2020. http://hdl.handle.net/10500/23831.

MLA Handbook (7th Edition):

Chetram, Ravinand. “The management of continuous professional development at a TVET college in Kwazulu Natal .” 2017. Web. 31 Oct 2020.

Vancouver:

Chetram R. The management of continuous professional development at a TVET college in Kwazulu Natal . [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10500/23831.

Council of Science Editors:

Chetram R. The management of continuous professional development at a TVET college in Kwazulu Natal . [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23831


University of Zambia

26. Mazala, Chileya Mbasilu. The effects of continuing professional development (CPD) though sprint on teacher classroom practices and student learning outcomes .

Degree: 2011, University of Zambia

 This study looked at the effects of Continuing Professional Development (CPD) through School Programmes for In -Service for the Term (SPRINT) on teacher classroom practices… (more)

Subjects/Keywords: Continuing professional Development-zambia

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APA (6th Edition):

Mazala, C. M. (2011). The effects of continuing professional development (CPD) though sprint on teacher classroom practices and student learning outcomes . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/415

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):

Mazala, Chileya Mbasilu. “The effects of continuing professional development (CPD) though sprint on teacher classroom practices and student learning outcomes .” 2011. Thesis, University of Zambia. Accessed October 31, 2020. http://hdl.handle.net/123456789/415.

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

MLA Handbook (7th Edition):

Mazala, Chileya Mbasilu. “The effects of continuing professional development (CPD) though sprint on teacher classroom practices and student learning outcomes .” 2011. Web. 31 Oct 2020.

Vancouver:

Mazala CM. The effects of continuing professional development (CPD) though sprint on teacher classroom practices and student learning outcomes . [Internet] [Thesis]. University of Zambia; 2011. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/123456789/415.

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

Council of Science Editors:

Mazala CM. The effects of continuing professional development (CPD) though sprint on teacher classroom practices and student learning outcomes . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/415

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

27. Kind, Jill. Teachers' Experiences with Professional Development and Its Impact on Instructional Practice.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2019, St. Cloud State University

  “The central lesson now evident is that sustained improvement in students’ outcomes requires sustained effort to change teaching and learning practices in thousands and… (more)

Subjects/Keywords: Professional Development; Instructional Practice

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APA (6th Edition):

Kind, J. (2019). Teachers' Experiences with Professional Development and Its Impact on Instructional Practice. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/54

Chicago Manual of Style (16th Edition):

Kind, Jill. “Teachers' Experiences with Professional Development and Its Impact on Instructional Practice.” 2019. Doctoral Dissertation, St. Cloud State University. Accessed October 31, 2020. https://repository.stcloudstate.edu/edad_etds/54.

MLA Handbook (7th Edition):

Kind, Jill. “Teachers' Experiences with Professional Development and Its Impact on Instructional Practice.” 2019. Web. 31 Oct 2020.

Vancouver:

Kind J. Teachers' Experiences with Professional Development and Its Impact on Instructional Practice. [Internet] [Doctoral dissertation]. St. Cloud State University; 2019. [cited 2020 Oct 31]. Available from: https://repository.stcloudstate.edu/edad_etds/54.

Council of Science Editors:

Kind J. Teachers' Experiences with Professional Development and Its Impact on Instructional Practice. [Doctoral Dissertation]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/edad_etds/54


Tulane University

28. McIntyre, Elizabeth. Teacher acceptability of trauma-informed approaches following foundational professional development training.

Degree: 2017, Tulane University

Although the theoretical basis supporting the use of trauma-informed approaches in schools is promising, evidence for mechanisms of facilitating their acceptability among teachers is limited.… (more)

Subjects/Keywords: acceptability; trauma-informed; professional development

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APA (6th Edition):

McIntyre, E. (2017). Teacher acceptability of trauma-informed approaches following foundational professional development training. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:76949

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):

McIntyre, Elizabeth. “Teacher acceptability of trauma-informed approaches following foundational professional development training.” 2017. Thesis, Tulane University. Accessed October 31, 2020. https://digitallibrary.tulane.edu/islandora/object/tulane:76949.

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

MLA Handbook (7th Edition):

McIntyre, Elizabeth. “Teacher acceptability of trauma-informed approaches following foundational professional development training.” 2017. Web. 31 Oct 2020.

Vancouver:

McIntyre E. Teacher acceptability of trauma-informed approaches following foundational professional development training. [Internet] [Thesis]. Tulane University; 2017. [cited 2020 Oct 31]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:76949.

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

Council of Science Editors:

McIntyre E. Teacher acceptability of trauma-informed approaches following foundational professional development training. [Thesis]. Tulane University; 2017. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:76949

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


University of Rochester

29. Rioux, Allison. The impact of literacy coaching on elementary teachers’ beliefs and practice of writing instruction.

Degree: EdD, 2016, University of Rochester

 Literacy coaches serve a variety of roles within an elementary school. One of the key roles of the coach is to encourage teacher change at… (more)

Subjects/Keywords: Writing; Literacy coaching; Professional development

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

APA (6th Edition):

Rioux, A. (2016). The impact of literacy coaching on elementary teachers’ beliefs and practice of writing instruction. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/31154

Chicago Manual of Style (16th Edition):

Rioux, Allison. “The impact of literacy coaching on elementary teachers’ beliefs and practice of writing instruction.” 2016. Doctoral Dissertation, University of Rochester. Accessed October 31, 2020. http://hdl.handle.net/1802/31154.

MLA Handbook (7th Edition):

Rioux, Allison. “The impact of literacy coaching on elementary teachers’ beliefs and practice of writing instruction.” 2016. Web. 31 Oct 2020.

Vancouver:

Rioux A. The impact of literacy coaching on elementary teachers’ beliefs and practice of writing instruction. [Internet] [Doctoral dissertation]. University of Rochester; 2016. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1802/31154.

Council of Science Editors:

Rioux A. The impact of literacy coaching on elementary teachers’ beliefs and practice of writing instruction. [Doctoral Dissertation]. University of Rochester; 2016. Available from: http://hdl.handle.net/1802/31154


University of Alberta

30. Harle, Joanne. Lesson Study: Mathematics teachers become the professionals in their professional development.

Degree: MEd, Department of Secondary Education, 2009, University of Alberta

 This research begins with an argument for the implementation of a professional development model that would empower mathematics teachers to make changes to their mathematical… (more)

Subjects/Keywords: Mathematics; Lesson Study; Professional Development

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

APA (6th Edition):

Harle, J. (2009). Lesson Study: Mathematics teachers become the professionals in their professional development. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/ms35t999v

Chicago Manual of Style (16th Edition):

Harle, Joanne. “Lesson Study: Mathematics teachers become the professionals in their professional development.” 2009. Masters Thesis, University of Alberta. Accessed October 31, 2020. https://era.library.ualberta.ca/files/ms35t999v.

MLA Handbook (7th Edition):

Harle, Joanne. “Lesson Study: Mathematics teachers become the professionals in their professional development.” 2009. Web. 31 Oct 2020.

Vancouver:

Harle J. Lesson Study: Mathematics teachers become the professionals in their professional development. [Internet] [Masters thesis]. University of Alberta; 2009. [cited 2020 Oct 31]. Available from: https://era.library.ualberta.ca/files/ms35t999v.

Council of Science Editors:

Harle J. Lesson Study: Mathematics teachers become the professionals in their professional development. [Masters Thesis]. University of Alberta; 2009. Available from: https://era.library.ualberta.ca/files/ms35t999v

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