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University: East Tennessee State University

You searched for subject:( professional development). Showing records 1 – 30 of 78 total matches.

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East Tennessee State University

1. Walker, Stephanie Smith. Professional Growth of Special Education Personnel through the Use of a Collaborative Process.

Degree: EdD (Doctor of Education), Educational Leadership, 2010, East Tennessee State University

  This qualitative case study examined how special educators perceived their professional growth as a result of engagement in a collaborative process. Sixteen special educators… (more)

Subjects/Keywords: professional development; professional growth and collaboration; Education; Educational Administration and Supervision; Special Education Administration; Teacher Education and Professional Development

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APA (6th Edition):

Walker, S. S. (2010). Professional Growth of Special Education Personnel through the Use of a Collaborative Process. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1723

Chicago Manual of Style (16th Edition):

Walker, Stephanie Smith. “Professional Growth of Special Education Personnel through the Use of a Collaborative Process.” 2010. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/1723.

MLA Handbook (7th Edition):

Walker, Stephanie Smith. “Professional Growth of Special Education Personnel through the Use of a Collaborative Process.” 2010. Web. 19 Nov 2019.

Vancouver:

Walker SS. Professional Growth of Special Education Personnel through the Use of a Collaborative Process. [Internet] [Doctoral dissertation]. East Tennessee State University; 2010. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/1723.

Council of Science Editors:

Walker SS. Professional Growth of Special Education Personnel through the Use of a Collaborative Process. [Doctoral Dissertation]. East Tennessee State University; 2010. Available from: https://dc.etsu.edu/etd/1723


East Tennessee State University

2. Starnes, Scott A. Professional Development for Teachers: Perceptions of Northeast Tennessee Principals.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

  This study was designed for the purpose of quantitatively examining the perceptions of northeast Tennessee principals as they compared their system's professional development plans… (more)

Subjects/Keywords: Keywords: Professional Development; Professional Learning; Principal; Education; Reform; Educational Sociology; Social and Behavioral Sciences; Sociology

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APA (6th Edition):

Starnes, S. A. (2011). Professional Development for Teachers: Perceptions of Northeast Tennessee Principals. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1333

Chicago Manual of Style (16th Edition):

Starnes, Scott A. “Professional Development for Teachers: Perceptions of Northeast Tennessee Principals.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/1333.

MLA Handbook (7th Edition):

Starnes, Scott A. “Professional Development for Teachers: Perceptions of Northeast Tennessee Principals.” 2011. Web. 19 Nov 2019.

Vancouver:

Starnes SA. Professional Development for Teachers: Perceptions of Northeast Tennessee Principals. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/1333.

Council of Science Editors:

Starnes SA. Professional Development for Teachers: Perceptions of Northeast Tennessee Principals. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1333


East Tennessee State University

3. Lee, Susan E. Professional Development and Teacher Perception of Efficacy for Inclusion.

Degree: EdD (Doctor of Education), Educational Leadership, 2013, East Tennessee State University

  This study was designed for the purpose of quantitatively examining the significant elements of reform-based professional development and their relationship to teachers’ self-efficacies for… (more)

Subjects/Keywords: Professional Development; Inclusion; Teacher Efficacy; Education; Elementary Education and Teaching; Special Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Lee, S. E. (2013). Professional Development and Teacher Perception of Efficacy for Inclusion. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1131

Chicago Manual of Style (16th Edition):

Lee, Susan E. “Professional Development and Teacher Perception of Efficacy for Inclusion.” 2013. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/1131.

MLA Handbook (7th Edition):

Lee, Susan E. “Professional Development and Teacher Perception of Efficacy for Inclusion.” 2013. Web. 19 Nov 2019.

Vancouver:

Lee SE. Professional Development and Teacher Perception of Efficacy for Inclusion. [Internet] [Doctoral dissertation]. East Tennessee State University; 2013. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/1131.

Council of Science Editors:

Lee SE. Professional Development and Teacher Perception of Efficacy for Inclusion. [Doctoral Dissertation]. East Tennessee State University; 2013. Available from: https://dc.etsu.edu/etd/1131


East Tennessee State University

4. Leonard, Jill T. Professional Learning Communities as a Professional Development Model Focusing on Instructional Practices Used to Teach Writing in Early Childhood.

Degree: PhD, Early Childhood Education, 2015, East Tennessee State University

  The purpose of this qualitative case study was to explore the implementation of a Professional Learning Community (PLC) as a professional development model effective… (more)

Subjects/Keywords: writing; instructional practice; emergent literacy; professional learning communities; professional development; protocols; Pre-Elementary, Early Childhood, Kindergarten Teacher Education; Teacher Education and Professional Development

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APA (6th Edition):

Leonard, J. T. (2015). Professional Learning Communities as a Professional Development Model Focusing on Instructional Practices Used to Teach Writing in Early Childhood. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2577

Chicago Manual of Style (16th Edition):

Leonard, Jill T. “Professional Learning Communities as a Professional Development Model Focusing on Instructional Practices Used to Teach Writing in Early Childhood.” 2015. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/2577.

MLA Handbook (7th Edition):

Leonard, Jill T. “Professional Learning Communities as a Professional Development Model Focusing on Instructional Practices Used to Teach Writing in Early Childhood.” 2015. Web. 19 Nov 2019.

Vancouver:

Leonard JT. Professional Learning Communities as a Professional Development Model Focusing on Instructional Practices Used to Teach Writing in Early Childhood. [Internet] [Doctoral dissertation]. East Tennessee State University; 2015. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/2577.

Council of Science Editors:

Leonard JT. Professional Learning Communities as a Professional Development Model Focusing on Instructional Practices Used to Teach Writing in Early Childhood. [Doctoral Dissertation]. East Tennessee State University; 2015. Available from: https://dc.etsu.edu/etd/2577


East Tennessee State University

5. Hamilton, Lori A. Teachers’ Perceptions of Intensive Professional Development on the Daily Five™ in Literacy Instruction: A Multiple Case Study Exploration.

Degree: PhD, Early Childhood Education, 2016, East Tennessee State University

  This multiple case, qualitative study explored the experiences of six early childhood teachers as they implemented a structured, differentiated literacy framework (The Daily Five™)… (more)

Subjects/Keywords: Coaching; Collaboration; Daily Five™; Differentiated Instruction; Perceptions; Professional Development; Professional Learning Communities; Education; Elementary Education and Teaching; Pre-Elementary, Early Childhood, Kindergarten Teacher Education; Teacher Education and Professional Development

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APA (6th Edition):

Hamilton, L. A. (2016). Teachers’ Perceptions of Intensive Professional Development on the Daily Five™ in Literacy Instruction: A Multiple Case Study Exploration. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3159

Chicago Manual of Style (16th Edition):

Hamilton, Lori A. “Teachers’ Perceptions of Intensive Professional Development on the Daily Five™ in Literacy Instruction: A Multiple Case Study Exploration.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/3159.

MLA Handbook (7th Edition):

Hamilton, Lori A. “Teachers’ Perceptions of Intensive Professional Development on the Daily Five™ in Literacy Instruction: A Multiple Case Study Exploration.” 2016. Web. 19 Nov 2019.

Vancouver:

Hamilton LA. Teachers’ Perceptions of Intensive Professional Development on the Daily Five™ in Literacy Instruction: A Multiple Case Study Exploration. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/3159.

Council of Science Editors:

Hamilton LA. Teachers’ Perceptions of Intensive Professional Development on the Daily Five™ in Literacy Instruction: A Multiple Case Study Exploration. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/3159


East Tennessee State University

6. Wallace, Gregory Scott. Perceptions of Mentors and New Teachers: A Case Study of a Mentoring Program in Northeast Tennessee.

Degree: EdD (Doctor of Education), Educational Leadership, 2009, East Tennessee State University

  This study included 9 new teachers all of whom were assigned master teachers as mentors. The study also included 11 mentor teachers who participated… (more)

Subjects/Keywords: Mentoring; New Teacher; Master Teacher; Education; Teacher Education and Professional Development

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APA (6th Edition):

Wallace, G. S. (2009). Perceptions of Mentors and New Teachers: A Case Study of a Mentoring Program in Northeast Tennessee. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1832

Chicago Manual of Style (16th Edition):

Wallace, Gregory Scott. “Perceptions of Mentors and New Teachers: A Case Study of a Mentoring Program in Northeast Tennessee.” 2009. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/1832.

MLA Handbook (7th Edition):

Wallace, Gregory Scott. “Perceptions of Mentors and New Teachers: A Case Study of a Mentoring Program in Northeast Tennessee.” 2009. Web. 19 Nov 2019.

Vancouver:

Wallace GS. Perceptions of Mentors and New Teachers: A Case Study of a Mentoring Program in Northeast Tennessee. [Internet] [Doctoral dissertation]. East Tennessee State University; 2009. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/1832.

Council of Science Editors:

Wallace GS. Perceptions of Mentors and New Teachers: A Case Study of a Mentoring Program in Northeast Tennessee. [Doctoral Dissertation]. East Tennessee State University; 2009. Available from: https://dc.etsu.edu/etd/1832


East Tennessee State University

7. Davis, Caroline T. An Evaluation of Student Achievement Before and After Training in Response to Instruction in a Rural School District.

Degree: EdD (Doctor of Education), Educational Leadership, 2014, East Tennessee State University

  The purpose of this quantitative study was to provide research in examining the difference in student achievement in reading and math through the quantitative… (more)

Subjects/Keywords: student achievement; professional development; response to intervention; teacher burnout; Educational Leadership

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APA (6th Edition):

Davis, C. T. (2014). An Evaluation of Student Achievement Before and After Training in Response to Instruction in a Rural School District. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2377

Chicago Manual of Style (16th Edition):

Davis, Caroline T. “An Evaluation of Student Achievement Before and After Training in Response to Instruction in a Rural School District.” 2014. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/2377.

MLA Handbook (7th Edition):

Davis, Caroline T. “An Evaluation of Student Achievement Before and After Training in Response to Instruction in a Rural School District.” 2014. Web. 19 Nov 2019.

Vancouver:

Davis CT. An Evaluation of Student Achievement Before and After Training in Response to Instruction in a Rural School District. [Internet] [Doctoral dissertation]. East Tennessee State University; 2014. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/2377.

Council of Science Editors:

Davis CT. An Evaluation of Student Achievement Before and After Training in Response to Instruction in a Rural School District. [Doctoral Dissertation]. East Tennessee State University; 2014. Available from: https://dc.etsu.edu/etd/2377


East Tennessee State University

8. Doran, Amy S. TVAAS Rankings and Teachers’ Perceptions of Data-Driven Professional Learning in Northeast Tennessee Title I and Non-Title I Elementary Schools.

Degree: EdD (Doctor of Education), Educational Leadership, 2015, East Tennessee State University

  The focus of this study was a comparison between the perceptions of school-based licensed educators in Title I and non-Title I schools in Northeast… (more)

Subjects/Keywords: professional learning; TVAAS; TELL Tennessee Survey; teacher leadership; school leadership; data-driven; Title I; Educational Leadership; Teacher Education and Professional Development

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APA (6th Edition):

Doran, A. S. (2015). TVAAS Rankings and Teachers’ Perceptions of Data-Driven Professional Learning in Northeast Tennessee Title I and Non-Title I Elementary Schools. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2499

Chicago Manual of Style (16th Edition):

Doran, Amy S. “TVAAS Rankings and Teachers’ Perceptions of Data-Driven Professional Learning in Northeast Tennessee Title I and Non-Title I Elementary Schools.” 2015. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/2499.

MLA Handbook (7th Edition):

Doran, Amy S. “TVAAS Rankings and Teachers’ Perceptions of Data-Driven Professional Learning in Northeast Tennessee Title I and Non-Title I Elementary Schools.” 2015. Web. 19 Nov 2019.

Vancouver:

Doran AS. TVAAS Rankings and Teachers’ Perceptions of Data-Driven Professional Learning in Northeast Tennessee Title I and Non-Title I Elementary Schools. [Internet] [Doctoral dissertation]. East Tennessee State University; 2015. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/2499.

Council of Science Editors:

Doran AS. TVAAS Rankings and Teachers’ Perceptions of Data-Driven Professional Learning in Northeast Tennessee Title I and Non-Title I Elementary Schools. [Doctoral Dissertation]. East Tennessee State University; 2015. Available from: https://dc.etsu.edu/etd/2499


East Tennessee State University

9. Ripley, Jerry W. Teacher Perceptions of Individual Professional Learning Plans.

Degree: EdD (Doctor of Education), Educational Leadership, 2016, East Tennessee State University

  The purpose of this quantitative study was to examine PK-12 teacher perceptions of an individual professional learning plan (PLP). Specifically, the researcher examined the… (more)

Subjects/Keywords: Professional learning plan; teacher perceptions; professional development; Curriculum and Instruction; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Ripley, J. W. (2016). Teacher Perceptions of Individual Professional Learning Plans. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2949

Chicago Manual of Style (16th Edition):

Ripley, Jerry W. “Teacher Perceptions of Individual Professional Learning Plans.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/2949.

MLA Handbook (7th Edition):

Ripley, Jerry W. “Teacher Perceptions of Individual Professional Learning Plans.” 2016. Web. 19 Nov 2019.

Vancouver:

Ripley JW. Teacher Perceptions of Individual Professional Learning Plans. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/2949.

Council of Science Editors:

Ripley JW. Teacher Perceptions of Individual Professional Learning Plans. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/2949


East Tennessee State University

10. Golden, David. Teacher Perceptions of Professional Learning Communities on the Instructional Climate At Flintville Elementary School in Lincoln County, TN.

Degree: EdD (Doctor of Education), Educational Leadership, 2017, East Tennessee State University

  A qualitative investigation was conducted to explore teacher perceptions of Professional Learning Communities on the instructional climate at Flintville Elementary School in Lincoln County,… (more)

Subjects/Keywords: Professional Learning Communities; Collaboration; Leadership; Action Research; Educational Leadership; Educational Methods; Other Teacher Education and Professional Development

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APA (6th Edition):

Golden, D. (2017). Teacher Perceptions of Professional Learning Communities on the Instructional Climate At Flintville Elementary School in Lincoln County, TN. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3179

Chicago Manual of Style (16th Edition):

Golden, David. “Teacher Perceptions of Professional Learning Communities on the Instructional Climate At Flintville Elementary School in Lincoln County, TN.” 2017. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/3179.

MLA Handbook (7th Edition):

Golden, David. “Teacher Perceptions of Professional Learning Communities on the Instructional Climate At Flintville Elementary School in Lincoln County, TN.” 2017. Web. 19 Nov 2019.

Vancouver:

Golden D. Teacher Perceptions of Professional Learning Communities on the Instructional Climate At Flintville Elementary School in Lincoln County, TN. [Internet] [Doctoral dissertation]. East Tennessee State University; 2017. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/3179.

Council of Science Editors:

Golden D. Teacher Perceptions of Professional Learning Communities on the Instructional Climate At Flintville Elementary School in Lincoln County, TN. [Doctoral Dissertation]. East Tennessee State University; 2017. Available from: https://dc.etsu.edu/etd/3179


East Tennessee State University

11. Wolford, Debra Walls. Effective Leadership Practices in the Sustainability of Professional Learning Communities in Two Elementary Schools.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

  The purpose of this qualitative study was to explore the leadership practices of principals who sustain professional learning communities. The study was conducted using… (more)

Subjects/Keywords: effective principal practices; professional learning communities; professional learning community sustainability; shared leadership; Education; Educational Administration and Supervision; Teacher Education and Professional Development

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APA (6th Edition):

Wolford, D. W. (2011). Effective Leadership Practices in the Sustainability of Professional Learning Communities in Two Elementary Schools. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1359

Chicago Manual of Style (16th Edition):

Wolford, Debra Walls. “Effective Leadership Practices in the Sustainability of Professional Learning Communities in Two Elementary Schools.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/1359.

MLA Handbook (7th Edition):

Wolford, Debra Walls. “Effective Leadership Practices in the Sustainability of Professional Learning Communities in Two Elementary Schools.” 2011. Web. 19 Nov 2019.

Vancouver:

Wolford DW. Effective Leadership Practices in the Sustainability of Professional Learning Communities in Two Elementary Schools. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/1359.

Council of Science Editors:

Wolford DW. Effective Leadership Practices in the Sustainability of Professional Learning Communities in Two Elementary Schools. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1359


East Tennessee State University

12. Reed-Wright, Karen. A Paradigm Shift in Professional Development: Weaving Threads of Understandings Through Job-Embedded Coaching for Increased Student Achievement.

Degree: EdD (Doctor of Education), Educational Leadership, 2009, East Tennessee State University

  The intent of this qualitative study was to investigate changes in teacher understandings and student achievement as a result of job-embedded coaching, a professional(more)

Subjects/Keywords: dialogue; observation; best practices; teaching strategies; job-embedded; coaching; professional development; planning; reflection; classroom instruction; Education; Educational Assessment, Evaluation, and Research; Elementary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Reed-Wright, K. (2009). A Paradigm Shift in Professional Development: Weaving Threads of Understandings Through Job-Embedded Coaching for Increased Student Achievement. (Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1833

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):

Reed-Wright, Karen. “A Paradigm Shift in Professional Development: Weaving Threads of Understandings Through Job-Embedded Coaching for Increased Student Achievement.” 2009. Thesis, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/1833.

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

MLA Handbook (7th Edition):

Reed-Wright, Karen. “A Paradigm Shift in Professional Development: Weaving Threads of Understandings Through Job-Embedded Coaching for Increased Student Achievement.” 2009. Web. 19 Nov 2019.

Vancouver:

Reed-Wright K. A Paradigm Shift in Professional Development: Weaving Threads of Understandings Through Job-Embedded Coaching for Increased Student Achievement. [Internet] [Thesis]. East Tennessee State University; 2009. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/1833.

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

Council of Science Editors:

Reed-Wright K. A Paradigm Shift in Professional Development: Weaving Threads of Understandings Through Job-Embedded Coaching for Increased Student Achievement. [Thesis]. East Tennessee State University; 2009. Available from: https://dc.etsu.edu/etd/1833

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


East Tennessee State University

13. Morgan, Donna T. Hamblin. The Impact of Job-Embedded Professional Development Coaches on Teacher Practice.

Degree: EdD (Doctor of Education), Educational Leadership, 2010, East Tennessee State University

  The intent of this qualitative study was to understand the impact of job-embedded professional development coaches on teacher practice. Coaches in this study worked… (more)

Subjects/Keywords: coaching; job-embedded; professional development; collaboration; Education; Educational Administration and Supervision; Elementary and Middle and Secondary Education Administration; Teacher Education and Professional Development

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APA (6th Edition):

Morgan, D. T. H. (2010). The Impact of Job-Embedded Professional Development Coaches on Teacher Practice. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1755

Chicago Manual of Style (16th Edition):

Morgan, Donna T Hamblin. “The Impact of Job-Embedded Professional Development Coaches on Teacher Practice.” 2010. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/1755.

MLA Handbook (7th Edition):

Morgan, Donna T Hamblin. “The Impact of Job-Embedded Professional Development Coaches on Teacher Practice.” 2010. Web. 19 Nov 2019.

Vancouver:

Morgan DTH. The Impact of Job-Embedded Professional Development Coaches on Teacher Practice. [Internet] [Doctoral dissertation]. East Tennessee State University; 2010. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/1755.

Council of Science Editors:

Morgan DTH. The Impact of Job-Embedded Professional Development Coaches on Teacher Practice. [Doctoral Dissertation]. East Tennessee State University; 2010. Available from: https://dc.etsu.edu/etd/1755


East Tennessee State University

14. Manning, Nikki Lynn. Mentors and New Teachers: A Qualitative Study Examining an East Tennessee School Systems Mentoring Program.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

  With almost half of all new teachers leaving the profession in the first few years, it is imperative that school systems find ways to… (more)

Subjects/Keywords: beginning teachers; mentoring; Education; Educational Administration and Supervision; Teacher Education and Professional Development

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APA (6th Edition):

Manning, N. L. (2011). Mentors and New Teachers: A Qualitative Study Examining an East Tennessee School Systems Mentoring Program. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1383

Chicago Manual of Style (16th Edition):

Manning, Nikki Lynn. “Mentors and New Teachers: A Qualitative Study Examining an East Tennessee School Systems Mentoring Program.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/1383.

MLA Handbook (7th Edition):

Manning, Nikki Lynn. “Mentors and New Teachers: A Qualitative Study Examining an East Tennessee School Systems Mentoring Program.” 2011. Web. 19 Nov 2019.

Vancouver:

Manning NL. Mentors and New Teachers: A Qualitative Study Examining an East Tennessee School Systems Mentoring Program. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/1383.

Council of Science Editors:

Manning NL. Mentors and New Teachers: A Qualitative Study Examining an East Tennessee School Systems Mentoring Program. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1383


East Tennessee State University

15. Reeder, Hannah S. Teacher Induction Programs in North Carolina: Factors Relating to Job Satisfaction and the Intent to Remain in the Profession.

Degree: EdD (Doctor of Education), Educational Leadership, 2013, East Tennessee State University

  Attrition rates continue to rise for beginning teachers. It is alarming that almost half of all new teachers leave the profession within their first… (more)

Subjects/Keywords: induction; mentoring; attrition; beginning teacher; Curriculum and Instruction; Education; Other Teacher Education and Professional Development

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APA (6th Edition):

Reeder, H. S. (2013). Teacher Induction Programs in North Carolina: Factors Relating to Job Satisfaction and the Intent to Remain in the Profession. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1144

Chicago Manual of Style (16th Edition):

Reeder, Hannah S. “Teacher Induction Programs in North Carolina: Factors Relating to Job Satisfaction and the Intent to Remain in the Profession.” 2013. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/1144.

MLA Handbook (7th Edition):

Reeder, Hannah S. “Teacher Induction Programs in North Carolina: Factors Relating to Job Satisfaction and the Intent to Remain in the Profession.” 2013. Web. 19 Nov 2019.

Vancouver:

Reeder HS. Teacher Induction Programs in North Carolina: Factors Relating to Job Satisfaction and the Intent to Remain in the Profession. [Internet] [Doctoral dissertation]. East Tennessee State University; 2013. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/1144.

Council of Science Editors:

Reeder HS. Teacher Induction Programs in North Carolina: Factors Relating to Job Satisfaction and the Intent to Remain in the Profession. [Doctoral Dissertation]. East Tennessee State University; 2013. Available from: https://dc.etsu.edu/etd/1144


East Tennessee State University

16. Arnold, Kari. Summer School: Perceptions of Summer School Teachers in a Northeast Tennessee School District.

Degree: EdD (Doctor of Education), Educational Leadership, 2013, East Tennessee State University

  The requirements of various educational reform movements such as No Child Left Behind and Race to the Top have left public education systems searching… (more)

Subjects/Keywords: summer school; student success; effective summer schools; Education; Teacher Education and Professional Development

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APA (6th Edition):

Arnold, K. (2013). Summer School: Perceptions of Summer School Teachers in a Northeast Tennessee School District. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1122

Chicago Manual of Style (16th Edition):

Arnold, Kari. “Summer School: Perceptions of Summer School Teachers in a Northeast Tennessee School District.” 2013. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/1122.

MLA Handbook (7th Edition):

Arnold, Kari. “Summer School: Perceptions of Summer School Teachers in a Northeast Tennessee School District.” 2013. Web. 19 Nov 2019.

Vancouver:

Arnold K. Summer School: Perceptions of Summer School Teachers in a Northeast Tennessee School District. [Internet] [Doctoral dissertation]. East Tennessee State University; 2013. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/1122.

Council of Science Editors:

Arnold K. Summer School: Perceptions of Summer School Teachers in a Northeast Tennessee School District. [Doctoral Dissertation]. East Tennessee State University; 2013. Available from: https://dc.etsu.edu/etd/1122


East Tennessee State University

17. Christian, Ginger R. Internship Experiences for Aspiring Principals: Student Perceptions and Effectiveness.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

  The purpose of this quantitative study was to investigate East Tennessee State University graduate student perceptions on the effectiveness of internship experiences as students… (more)

Subjects/Keywords: Mentor; Internship; Principal Preparation; Principal; Education; Educational Administration and Supervision; Teacher Education and Professional Development

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APA (6th Edition):

Christian, G. R. (2011). Internship Experiences for Aspiring Principals: Student Perceptions and Effectiveness. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1331

Chicago Manual of Style (16th Edition):

Christian, Ginger R. “Internship Experiences for Aspiring Principals: Student Perceptions and Effectiveness.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/1331.

MLA Handbook (7th Edition):

Christian, Ginger R. “Internship Experiences for Aspiring Principals: Student Perceptions and Effectiveness.” 2011. Web. 19 Nov 2019.

Vancouver:

Christian GR. Internship Experiences for Aspiring Principals: Student Perceptions and Effectiveness. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/1331.

Council of Science Editors:

Christian GR. Internship Experiences for Aspiring Principals: Student Perceptions and Effectiveness. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1331


East Tennessee State University

18. Barnard, Rebekah Ellen. A Qualitative Study of Teachers' Perceptions of Staff Development in Three Public Northeast Tennessee Elementary School Districts.

Degree: EdD (Doctor of Education), Educational Leadership, 2004, East Tennessee State University

  This study serves as an insight into teachersÆ perceptions of their staff development experiences. With the constraints under the No Child Behind Act, teachers,… (more)

Subjects/Keywords: Staff development; in-service; professional development; Education; Elementary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Barnard, R. E. (2004). A Qualitative Study of Teachers' Perceptions of Staff Development in Three Public Northeast Tennessee Elementary School Districts. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/912

Chicago Manual of Style (16th Edition):

Barnard, Rebekah Ellen. “A Qualitative Study of Teachers' Perceptions of Staff Development in Three Public Northeast Tennessee Elementary School Districts.” 2004. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/912.

MLA Handbook (7th Edition):

Barnard, Rebekah Ellen. “A Qualitative Study of Teachers' Perceptions of Staff Development in Three Public Northeast Tennessee Elementary School Districts.” 2004. Web. 19 Nov 2019.

Vancouver:

Barnard RE. A Qualitative Study of Teachers' Perceptions of Staff Development in Three Public Northeast Tennessee Elementary School Districts. [Internet] [Doctoral dissertation]. East Tennessee State University; 2004. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/912.

Council of Science Editors:

Barnard RE. A Qualitative Study of Teachers' Perceptions of Staff Development in Three Public Northeast Tennessee Elementary School Districts. [Doctoral Dissertation]. East Tennessee State University; 2004. Available from: https://dc.etsu.edu/etd/912


East Tennessee State University

19. Wright, Connie. A Study to Explore the Strategy of Field-Based Teacher Preparation: Professional Development Schools.

Degree: EdD (Doctor of Education), Educational Leadership, 2009, East Tennessee State University

  The purpose of my study was to determine if there are any differences in performance measures of student teachers with varying levels of participation… (more)

Subjects/Keywords: Mentoring; Diversity; Professional Development Schools; Preservice Teacher; Student Teacher; Educational Sociology; Social and Behavioral Sciences; Sociology

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APA (6th Edition):

Wright, C. (2009). A Study to Explore the Strategy of Field-Based Teacher Preparation: Professional Development Schools. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1841

Chicago Manual of Style (16th Edition):

Wright, Connie. “A Study to Explore the Strategy of Field-Based Teacher Preparation: Professional Development Schools.” 2009. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/1841.

MLA Handbook (7th Edition):

Wright, Connie. “A Study to Explore the Strategy of Field-Based Teacher Preparation: Professional Development Schools.” 2009. Web. 19 Nov 2019.

Vancouver:

Wright C. A Study to Explore the Strategy of Field-Based Teacher Preparation: Professional Development Schools. [Internet] [Doctoral dissertation]. East Tennessee State University; 2009. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/1841.

Council of Science Editors:

Wright C. A Study to Explore the Strategy of Field-Based Teacher Preparation: Professional Development Schools. [Doctoral Dissertation]. East Tennessee State University; 2009. Available from: https://dc.etsu.edu/etd/1841


East Tennessee State University

20. Hull, Barbara Jane Anderson. Teachers' and Principals' Perspectives of Literacy Coaching in an Elementary School.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

  The purpose of this qualitative study was to discover the literacy coach's tasks and qualities teachers valued the most and which qualities they valued… (more)

Subjects/Keywords: literacy coach; reading coach; reading; literacy; Education; Elementary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Hull, B. J. A. (2011). Teachers' and Principals' Perspectives of Literacy Coaching in an Elementary School. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1254

Chicago Manual of Style (16th Edition):

Hull, Barbara Jane Anderson. “Teachers' and Principals' Perspectives of Literacy Coaching in an Elementary School.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/1254.

MLA Handbook (7th Edition):

Hull, Barbara Jane Anderson. “Teachers' and Principals' Perspectives of Literacy Coaching in an Elementary School.” 2011. Web. 19 Nov 2019.

Vancouver:

Hull BJA. Teachers' and Principals' Perspectives of Literacy Coaching in an Elementary School. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/1254.

Council of Science Editors:

Hull BJA. Teachers' and Principals' Perspectives of Literacy Coaching in an Elementary School. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1254


East Tennessee State University

21. Clark, Renia H. Teacher Research and Leadership the Write Way: The Appalachian Writing Projects Impact in Rural Virginia.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

  The purpose of this study was to research one specific approach to developing and sustaining rural teacher leaders in a high-poverty area with limited… (more)

Subjects/Keywords: Appalachian Writing Project; Teacher Researchers; Teacher Leaders; Education; Educational Administration and Supervision; Teacher Education and Professional Development

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APA (6th Edition):

Clark, R. H. (2011). Teacher Research and Leadership the Write Way: The Appalachian Writing Projects Impact in Rural Virginia. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1295

Chicago Manual of Style (16th Edition):

Clark, Renia H. “Teacher Research and Leadership the Write Way: The Appalachian Writing Projects Impact in Rural Virginia.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/1295.

MLA Handbook (7th Edition):

Clark, Renia H. “Teacher Research and Leadership the Write Way: The Appalachian Writing Projects Impact in Rural Virginia.” 2011. Web. 19 Nov 2019.

Vancouver:

Clark RH. Teacher Research and Leadership the Write Way: The Appalachian Writing Projects Impact in Rural Virginia. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/1295.

Council of Science Editors:

Clark RH. Teacher Research and Leadership the Write Way: The Appalachian Writing Projects Impact in Rural Virginia. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1295


East Tennessee State University

22. Johnson, Pauletta J. K-6 Classroom Teachers' Perceptions of Effective Teacher Education Programs.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

  The demands placed upon stakeholders of the public education system have become more and more compelling with each passing year. With the success of… (more)

Subjects/Keywords: teacher education; pre-service teachers; student teaching; Education; Educational Administration and Supervision; Teacher Education and Professional Development

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APA (6th Edition):

Johnson, P. J. (2011). K-6 Classroom Teachers' Perceptions of Effective Teacher Education Programs. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1374

Chicago Manual of Style (16th Edition):

Johnson, Pauletta J. “K-6 Classroom Teachers' Perceptions of Effective Teacher Education Programs.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/1374.

MLA Handbook (7th Edition):

Johnson, Pauletta J. “K-6 Classroom Teachers' Perceptions of Effective Teacher Education Programs.” 2011. Web. 19 Nov 2019.

Vancouver:

Johnson PJ. K-6 Classroom Teachers' Perceptions of Effective Teacher Education Programs. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/1374.

Council of Science Editors:

Johnson PJ. K-6 Classroom Teachers' Perceptions of Effective Teacher Education Programs. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1374


East Tennessee State University

23. Mansy, Donna L. Brain Based Learning: K-12 Teachers’ Preferred Methods of Science Instruction.

Degree: EdD (Doctor of Education), Educational Leadership, 2014, East Tennessee State University

  The purpose of this quantitative study was to investigate Brain Based Learning (BBL) techniques in teaching science. Participants included 216 K-12, full-time, regular education… (more)

Subjects/Keywords: Science Education; Brain-Based Learning; Teacher Perceptions and Practices; Education; Educational Methods; Science and Mathematics Education; Teacher Education and Professional Development

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APA (6th Edition):

Mansy, D. L. (2014). Brain Based Learning: K-12 Teachers’ Preferred Methods of Science Instruction. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2436

Chicago Manual of Style (16th Edition):

Mansy, Donna L. “Brain Based Learning: K-12 Teachers’ Preferred Methods of Science Instruction.” 2014. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/2436.

MLA Handbook (7th Edition):

Mansy, Donna L. “Brain Based Learning: K-12 Teachers’ Preferred Methods of Science Instruction.” 2014. Web. 19 Nov 2019.

Vancouver:

Mansy DL. Brain Based Learning: K-12 Teachers’ Preferred Methods of Science Instruction. [Internet] [Doctoral dissertation]. East Tennessee State University; 2014. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/2436.

Council of Science Editors:

Mansy DL. Brain Based Learning: K-12 Teachers’ Preferred Methods of Science Instruction. [Doctoral Dissertation]. East Tennessee State University; 2014. Available from: https://dc.etsu.edu/etd/2436


East Tennessee State University

24. McElroy, Gloria Freels. Novice Teachers Perceptions of Prior Mentoring Experiences.

Degree: EdD (Doctor of Education), Educational Leadership, 2012, East Tennessee State University

  More than 50% of novice educators leave the profession in the first 5 years of service. Novice educators were defined as educators with 5… (more)

Subjects/Keywords: Millennials; Induction program; Teacher Efficacy; Professional Development School; Mentoring; Educational Sociology; Social and Behavioral Sciences; Sociology

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APA (6th Edition):

McElroy, G. F. (2012). Novice Teachers Perceptions of Prior Mentoring Experiences. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1491

Chicago Manual of Style (16th Edition):

McElroy, Gloria Freels. “Novice Teachers Perceptions of Prior Mentoring Experiences.” 2012. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/1491.

MLA Handbook (7th Edition):

McElroy, Gloria Freels. “Novice Teachers Perceptions of Prior Mentoring Experiences.” 2012. Web. 19 Nov 2019.

Vancouver:

McElroy GF. Novice Teachers Perceptions of Prior Mentoring Experiences. [Internet] [Doctoral dissertation]. East Tennessee State University; 2012. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/1491.

Council of Science Editors:

McElroy GF. Novice Teachers Perceptions of Prior Mentoring Experiences. [Doctoral Dissertation]. East Tennessee State University; 2012. Available from: https://dc.etsu.edu/etd/1491


East Tennessee State University

25. Bradley, Erika H. Teaching Experience and Perceived Challenges For School Administrators Regarding Job Stress, Respect, Student Achievement, Assessment & Evaluation, and Professional Development.

Degree: EdD (Doctor of Education), Educational Leadership, 2013, East Tennessee State University

  The purpose of this quantitative study was to investigate whether an administrators’ professional teaching background and years of administrative experience influence their perceptions of… (more)

Subjects/Keywords: Professional Development; Stress; Assessment and Evaluation; Student Achievement; Respect; Student Learning; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Bradley, E. H. (2013). Teaching Experience and Perceived Challenges For School Administrators Regarding Job Stress, Respect, Student Achievement, Assessment & Evaluation, and Professional Development. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2307

Chicago Manual of Style (16th Edition):

Bradley, Erika H. “Teaching Experience and Perceived Challenges For School Administrators Regarding Job Stress, Respect, Student Achievement, Assessment & Evaluation, and Professional Development.” 2013. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/2307.

MLA Handbook (7th Edition):

Bradley, Erika H. “Teaching Experience and Perceived Challenges For School Administrators Regarding Job Stress, Respect, Student Achievement, Assessment & Evaluation, and Professional Development.” 2013. Web. 19 Nov 2019.

Vancouver:

Bradley EH. Teaching Experience and Perceived Challenges For School Administrators Regarding Job Stress, Respect, Student Achievement, Assessment & Evaluation, and Professional Development. [Internet] [Doctoral dissertation]. East Tennessee State University; 2013. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/2307.

Council of Science Editors:

Bradley EH. Teaching Experience and Perceived Challenges For School Administrators Regarding Job Stress, Respect, Student Achievement, Assessment & Evaluation, and Professional Development. [Doctoral Dissertation]. East Tennessee State University; 2013. Available from: https://dc.etsu.edu/etd/2307


East Tennessee State University

26. Reeder, Nancy J. A Qualitative Case Study of Natural Storytelling Strategies Used at the Nantahala School.

Degree: MA, Reading, 2009, East Tennessee State University

  This qualitative case study identifies what 8 teachers naturally do with storytelling at a K-12 school in western North Carolina. Through observations, interviews, field… (more)

Subjects/Keywords: storytelling; storytelling teacher; education; teacher; story; Education; Elementary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Reeder, N. J. (2009). A Qualitative Case Study of Natural Storytelling Strategies Used at the Nantahala School. (Masters Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1890

Chicago Manual of Style (16th Edition):

Reeder, Nancy J. “A Qualitative Case Study of Natural Storytelling Strategies Used at the Nantahala School.” 2009. Masters Thesis, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/1890.

MLA Handbook (7th Edition):

Reeder, Nancy J. “A Qualitative Case Study of Natural Storytelling Strategies Used at the Nantahala School.” 2009. Web. 19 Nov 2019.

Vancouver:

Reeder NJ. A Qualitative Case Study of Natural Storytelling Strategies Used at the Nantahala School. [Internet] [Masters thesis]. East Tennessee State University; 2009. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/1890.

Council of Science Editors:

Reeder NJ. A Qualitative Case Study of Natural Storytelling Strategies Used at the Nantahala School. [Masters Thesis]. East Tennessee State University; 2009. Available from: https://dc.etsu.edu/etd/1890


East Tennessee State University

27. Blakely, April. Strategies and Processes that Promote Sustainability of Campus Laboratory Schools in the Twenty-First Century.

Degree: EdD (Doctor of Education), Educational Leadership, 2009, East Tennessee State University

  The purpose of this study was to identify and analyze patterns of institutional strategies and processes that promote the sustainability of laboratory schools housed… (more)

Subjects/Keywords: laboratory schools; campus school; change theory; professional development school; shared leadership; school sustainability; Education; Educational Administration and Supervision; Higher Education Administration

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APA (6th Edition):

Blakely, A. (2009). Strategies and Processes that Promote Sustainability of Campus Laboratory Schools in the Twenty-First Century. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1849

Chicago Manual of Style (16th Edition):

Blakely, April. “Strategies and Processes that Promote Sustainability of Campus Laboratory Schools in the Twenty-First Century.” 2009. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/1849.

MLA Handbook (7th Edition):

Blakely, April. “Strategies and Processes that Promote Sustainability of Campus Laboratory Schools in the Twenty-First Century.” 2009. Web. 19 Nov 2019.

Vancouver:

Blakely A. Strategies and Processes that Promote Sustainability of Campus Laboratory Schools in the Twenty-First Century. [Internet] [Doctoral dissertation]. East Tennessee State University; 2009. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/1849.

Council of Science Editors:

Blakely A. Strategies and Processes that Promote Sustainability of Campus Laboratory Schools in the Twenty-First Century. [Doctoral Dissertation]. East Tennessee State University; 2009. Available from: https://dc.etsu.edu/etd/1849


East Tennessee State University

28. Byrd, Montess. Practices in the Selection and Preparation of Supervising Teachers in Accredited Elementary Education Programs in State-supported Teacher Education Institutions in the United States.

Degree: EdD (Doctor of Education), Educational Leadership, 1976, East Tennessee State University

Purpose. The problem of this study was to determine the present practices in the selection and preparation of off-campus supervising teachers in accredited elementary education programs in state-supported teacher education institutions in the United States. (Abstract shortened.)

Subjects/Keywords: Education; Teacher education; Teacher Education and Professional Development

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APA (6th Edition):

Byrd, M. (1976). Practices in the Selection and Preparation of Supervising Teachers in Accredited Elementary Education Programs in State-supported Teacher Education Institutions in the United States. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2648

Chicago Manual of Style (16th Edition):

Byrd, Montess. “Practices in the Selection and Preparation of Supervising Teachers in Accredited Elementary Education Programs in State-supported Teacher Education Institutions in the United States.” 1976. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/2648.

MLA Handbook (7th Edition):

Byrd, Montess. “Practices in the Selection and Preparation of Supervising Teachers in Accredited Elementary Education Programs in State-supported Teacher Education Institutions in the United States.” 1976. Web. 19 Nov 2019.

Vancouver:

Byrd M. Practices in the Selection and Preparation of Supervising Teachers in Accredited Elementary Education Programs in State-supported Teacher Education Institutions in the United States. [Internet] [Doctoral dissertation]. East Tennessee State University; 1976. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/2648.

Council of Science Editors:

Byrd M. Practices in the Selection and Preparation of Supervising Teachers in Accredited Elementary Education Programs in State-supported Teacher Education Institutions in the United States. [Doctoral Dissertation]. East Tennessee State University; 1976. Available from: https://dc.etsu.edu/etd/2648


East Tennessee State University

29. Ejlali, Christine M. The Relationships Among Selected Variables of University and Teacher Education Admission Criteria and Scores on the Common Examination of the National Teacher Examination.

Degree: EdD (Doctor of Education), Educational Leadership, 1982, East Tennessee State University

  The problem of this study was to determine the relationships among selected predictor variables in order to identify the combination of variables which best… (more)

Subjects/Keywords: Education; Teacher education; Teacher Education and Professional Development

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APA (6th Edition):

Ejlali, C. M. (1982). The Relationships Among Selected Variables of University and Teacher Education Admission Criteria and Scores on the Common Examination of the National Teacher Examination. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2670

Chicago Manual of Style (16th Edition):

Ejlali, Christine M. “The Relationships Among Selected Variables of University and Teacher Education Admission Criteria and Scores on the Common Examination of the National Teacher Examination.” 1982. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/2670.

MLA Handbook (7th Edition):

Ejlali, Christine M. “The Relationships Among Selected Variables of University and Teacher Education Admission Criteria and Scores on the Common Examination of the National Teacher Examination.” 1982. Web. 19 Nov 2019.

Vancouver:

Ejlali CM. The Relationships Among Selected Variables of University and Teacher Education Admission Criteria and Scores on the Common Examination of the National Teacher Examination. [Internet] [Doctoral dissertation]. East Tennessee State University; 1982. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/2670.

Council of Science Editors:

Ejlali CM. The Relationships Among Selected Variables of University and Teacher Education Admission Criteria and Scores on the Common Examination of the National Teacher Examination. [Doctoral Dissertation]. East Tennessee State University; 1982. Available from: https://dc.etsu.edu/etd/2670


East Tennessee State University

30. Byrd, Montess. Practices in the Selection and Preparation of Supervising Teachers in Accredited Elementary Education Programs in State-supported Teacher Education Institutions in the United States.

Degree: EdD (Doctor of Education), Educational Leadership, 1976, East Tennessee State University

Purpose. The problem of this study was to determine the present practices in the selection and preparation of off-campus supervising teachers in accredited elementary education programs in state-supported teacher education institutions in the United States. (Abstract shortened.)

Subjects/Keywords: Education; Teacher education; Teacher Education and Professional Development

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APA (6th Edition):

Byrd, M. (1976). Practices in the Selection and Preparation of Supervising Teachers in Accredited Elementary Education Programs in State-supported Teacher Education Institutions in the United States. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2840

Chicago Manual of Style (16th Edition):

Byrd, Montess. “Practices in the Selection and Preparation of Supervising Teachers in Accredited Elementary Education Programs in State-supported Teacher Education Institutions in the United States.” 1976. Doctoral Dissertation, East Tennessee State University. Accessed November 19, 2019. https://dc.etsu.edu/etd/2840.

MLA Handbook (7th Edition):

Byrd, Montess. “Practices in the Selection and Preparation of Supervising Teachers in Accredited Elementary Education Programs in State-supported Teacher Education Institutions in the United States.” 1976. Web. 19 Nov 2019.

Vancouver:

Byrd M. Practices in the Selection and Preparation of Supervising Teachers in Accredited Elementary Education Programs in State-supported Teacher Education Institutions in the United States. [Internet] [Doctoral dissertation]. East Tennessee State University; 1976. [cited 2019 Nov 19]. Available from: https://dc.etsu.edu/etd/2840.

Council of Science Editors:

Byrd M. Practices in the Selection and Preparation of Supervising Teachers in Accredited Elementary Education Programs in State-supported Teacher Education Institutions in the United States. [Doctoral Dissertation]. East Tennessee State University; 1976. Available from: https://dc.etsu.edu/etd/2840

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