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You searched for subject:( professional development). Showing records 121 – 150 of 5695 total matches.

[1] [2] [3] [4] [5] [6] [7] … [190]

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University of the Western Cape

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

Degree: 2016, University of the Western Cape

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Mettler, Eunice. “Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape .” 2016. Thesis, University of the Western Cape. Accessed November 19, 2019. http://hdl.handle.net/11394/5355.

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

MLA Handbook (7th Edition):

Mettler, Eunice. “Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape .” 2016. Web. 19 Nov 2019.

Vancouver:

Mettler E. Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape . [Internet] [Thesis]. University of the Western Cape; 2016. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/11394/5355.

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

Council of Science Editors:

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

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

122. Heiney-Smith, Jill R. Design, Implementation and Perceptions of a Preservice Mentor Development Program.

Degree: 2018, Seattle Pacific University

 Teacher education programs support their mentor teachers through a variety of resources and professional development, but generally lack a dedicated curriculum for pre-service mentoring. This… (more)

Subjects/Keywords: teacher education; pre-service; induction; professional development; mentor; mentor development; Teacher Education and Professional Development

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APA (6th Edition):

Heiney-Smith, J. R. (2018). Design, Implementation and Perceptions of a Preservice Mentor Development Program. (Thesis). Seattle Pacific University. Retrieved from https://digitalcommons.spu.edu/soe_etd/35

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):

Heiney-Smith, Jill R. “Design, Implementation and Perceptions of a Preservice Mentor Development Program.” 2018. Thesis, Seattle Pacific University. Accessed November 19, 2019. https://digitalcommons.spu.edu/soe_etd/35.

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

MLA Handbook (7th Edition):

Heiney-Smith, Jill R. “Design, Implementation and Perceptions of a Preservice Mentor Development Program.” 2018. Web. 19 Nov 2019.

Vancouver:

Heiney-Smith JR. Design, Implementation and Perceptions of a Preservice Mentor Development Program. [Internet] [Thesis]. Seattle Pacific University; 2018. [cited 2019 Nov 19]. Available from: https://digitalcommons.spu.edu/soe_etd/35.

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

Council of Science Editors:

Heiney-Smith JR. Design, Implementation and Perceptions of a Preservice Mentor Development Program. [Thesis]. Seattle Pacific University; 2018. Available from: https://digitalcommons.spu.edu/soe_etd/35

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


University of Arkansas

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

Vancouver:

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

Council of Science Editors:

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


Unitec New Zealand

124. Cowie, Debbie. Coaching for improving teacher practice within a professional development initiative.

Degree: 2010, Unitec New Zealand

 RESEARCH QUESTION: Why use coaching as means to improve teaching practice? This research set out to find how coaching was being used to support professional(more)

Subjects/Keywords: professional development; coaching; teacher development; 130313 Teacher Education and Professional Development of Educators

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APA (6th Edition):

Cowie, D. (2010). Coaching for improving teacher practice within a professional development initiative. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/1442

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):

Cowie, Debbie. “Coaching for improving teacher practice within a professional development initiative.” 2010. Thesis, Unitec New Zealand. Accessed November 19, 2019. http://hdl.handle.net/10652/1442.

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

MLA Handbook (7th Edition):

Cowie, Debbie. “Coaching for improving teacher practice within a professional development initiative.” 2010. Web. 19 Nov 2019.

Vancouver:

Cowie D. Coaching for improving teacher practice within a professional development initiative. [Internet] [Thesis]. Unitec New Zealand; 2010. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/10652/1442.

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

Council of Science Editors:

Cowie D. Coaching for improving teacher practice within a professional development initiative. [Thesis]. Unitec New Zealand; 2010. Available from: http://hdl.handle.net/10652/1442

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


University of Western Ontario

125. Williams, Robert J. Fostering the Mobilization of Knowledge from Professional Development to the Classroom.

Degree: 2016, University of Western Ontario

 This study examined the extent to which professional knowledge, acquired from professional development programs in education, was mobilized in elementary school classrooms. The author investigated… (more)

Subjects/Keywords: knowledge mobilization; professional development; collaboration; professional growth; professional knowledge; teacher education; Other Teacher Education and Professional Development

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APA (6th Edition):

Williams, R. J. (2016). Fostering the Mobilization of Knowledge from Professional Development to the Classroom. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/4177

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):

Williams, Robert J. “Fostering the Mobilization of Knowledge from Professional Development to the Classroom.” 2016. Thesis, University of Western Ontario. Accessed November 19, 2019. https://ir.lib.uwo.ca/etd/4177.

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

MLA Handbook (7th Edition):

Williams, Robert J. “Fostering the Mobilization of Knowledge from Professional Development to the Classroom.” 2016. Web. 19 Nov 2019.

Vancouver:

Williams RJ. Fostering the Mobilization of Knowledge from Professional Development to the Classroom. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2019 Nov 19]. Available from: https://ir.lib.uwo.ca/etd/4177.

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

Council of Science Editors:

Williams RJ. Fostering the Mobilization of Knowledge from Professional Development to the Classroom. [Thesis]. University of Western Ontario; 2016. Available from: https://ir.lib.uwo.ca/etd/4177

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


Kennesaw State University

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Funderburke, Ashley. “On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School.” 2018. Thesis, Kennesaw State University. Accessed November 19, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32.

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

MLA Handbook (7th Edition):

Funderburke, Ashley. “On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School.” 2018. Web. 19 Nov 2019.

Vancouver:

Funderburke A. On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Nov 19]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32.

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

Council of Science Editors:

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

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


University of Florida

127. Wiggins, Lori R. Successful District Online Teachers' Perspectives of Professional Development.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2016, University of Florida

 The development of high quality online teachers within a Florida school district is critical given the exponential growth of virtual district programs, the lack of… (more)

Subjects/Keywords: Bricks; Learning; Learning experiences; Online learning; Pedagogy; Professional development; Professional development schools; Schools; Students; Teachers; development  – instruction  – pedagogy  – professional  – technology  – virtual

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

APA (6th Edition):

Wiggins, L. R. (2016). Successful District Online Teachers' Perspectives of Professional Development. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0050267

Chicago Manual of Style (16th Edition):

Wiggins, Lori R. “Successful District Online Teachers' Perspectives of Professional Development.” 2016. Doctoral Dissertation, University of Florida. Accessed November 19, 2019. http://ufdc.ufl.edu/UFE0050267.

MLA Handbook (7th Edition):

Wiggins, Lori R. “Successful District Online Teachers' Perspectives of Professional Development.” 2016. Web. 19 Nov 2019.

Vancouver:

Wiggins LR. Successful District Online Teachers' Perspectives of Professional Development. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2019 Nov 19]. Available from: http://ufdc.ufl.edu/UFE0050267.

Council of Science Editors:

Wiggins LR. Successful District Online Teachers' Perspectives of Professional Development. [Doctoral Dissertation]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/UFE0050267


Penn State University

128. Gamrat, Christopher. DIGITAL BADGING SYSTEMS AS A SET OF CULTURAL TOOLS FOR PERSONALIZED PROFESSIONAL DEVELOPMENT.

Degree: 2018, Penn State University

 Through design-based research, this study examines a digital badging system to support online, independent teacher professional development (PD) in science, technology, engineering, and math (STEM)… (more)

Subjects/Keywords: digital badging; digital badges; teacher professional development; professional development; independent professional development; cultural tools; wayfinding; planning

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APA (6th Edition):

Gamrat, C. (2018). DIGITAL BADGING SYSTEMS AS A SET OF CULTURAL TOOLS FOR PERSONALIZED PROFESSIONAL DEVELOPMENT. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/14945cwg118

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):

Gamrat, Christopher. “DIGITAL BADGING SYSTEMS AS A SET OF CULTURAL TOOLS FOR PERSONALIZED PROFESSIONAL DEVELOPMENT.” 2018. Thesis, Penn State University. Accessed November 19, 2019. https://etda.libraries.psu.edu/catalog/14945cwg118.

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

MLA Handbook (7th Edition):

Gamrat, Christopher. “DIGITAL BADGING SYSTEMS AS A SET OF CULTURAL TOOLS FOR PERSONALIZED PROFESSIONAL DEVELOPMENT.” 2018. Web. 19 Nov 2019.

Vancouver:

Gamrat C. DIGITAL BADGING SYSTEMS AS A SET OF CULTURAL TOOLS FOR PERSONALIZED PROFESSIONAL DEVELOPMENT. [Internet] [Thesis]. Penn State University; 2018. [cited 2019 Nov 19]. Available from: https://etda.libraries.psu.edu/catalog/14945cwg118.

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

Council of Science Editors:

Gamrat C. DIGITAL BADGING SYSTEMS AS A SET OF CULTURAL TOOLS FOR PERSONALIZED PROFESSIONAL DEVELOPMENT. [Thesis]. Penn State University; 2018. Available from: https://etda.libraries.psu.edu/catalog/14945cwg118

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


University of Florida

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Rodgers, Mary K. “Reflective Coaching Tensions and Transformations from Teachers' Experiences.” 2015. Doctoral Dissertation, University of Florida. Accessed November 19, 2019. http://ufdc.ufl.edu/UFE0047709.

MLA Handbook (7th Edition):

Rodgers, Mary K. “Reflective Coaching Tensions and Transformations from Teachers' Experiences.” 2015. Web. 19 Nov 2019.

Vancouver:

Rodgers MK. Reflective Coaching Tensions and Transformations from Teachers' Experiences. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Nov 19]. Available from: http://ufdc.ufl.edu/UFE0047709.

Council of Science Editors:

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


Northeastern University

130. Kaminski, Stacey A. Implementing a professional learning community: a case study.

Degree: EdD, School of Education, 2011, Northeastern University

 Teaching, in the 21st century is a complex vocation that necessitates high quality professional development to fortify and sustain it. As a core profession, and… (more)

Subjects/Keywords: education; case study; educational change theory; national staff development council standards for professional development; professional development; professional learning communities; Education

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APA (6th Edition):

Kaminski, S. A. (2011). Implementing a professional learning community: a case study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20002319

Chicago Manual of Style (16th Edition):

Kaminski, Stacey A. “Implementing a professional learning community: a case study.” 2011. Doctoral Dissertation, Northeastern University. Accessed November 19, 2019. http://hdl.handle.net/2047/d20002319.

MLA Handbook (7th Edition):

Kaminski, Stacey A. “Implementing a professional learning community: a case study.” 2011. Web. 19 Nov 2019.

Vancouver:

Kaminski SA. Implementing a professional learning community: a case study. [Internet] [Doctoral dissertation]. Northeastern University; 2011. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/2047/d20002319.

Council of Science Editors:

Kaminski SA. Implementing a professional learning community: a case study. [Doctoral Dissertation]. Northeastern University; 2011. Available from: http://hdl.handle.net/2047/d20002319


Unitec New Zealand

131. Wright, Martin. Secondary teacher experiences of professional development : a focus on sustained application to practice.

Degree: 2015, Unitec New Zealand

 Despite considerable growth in the theory of professional learning and development (PLD), improvements to teacher practice often remain inconsistent or short lived. A review of… (more)

Subjects/Keywords: professional development; secondary teachers; qualitative research; New Zealand; professional learning and development (PLD); 130313 Teacher Education and Professional Development of Educators

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APA (6th Edition):

Wright, M. (2015). Secondary teacher experiences of professional development : a focus on sustained application to practice. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/3278

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):

Wright, Martin. “Secondary teacher experiences of professional development : a focus on sustained application to practice.” 2015. Thesis, Unitec New Zealand. Accessed November 19, 2019. http://hdl.handle.net/10652/3278.

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

MLA Handbook (7th Edition):

Wright, Martin. “Secondary teacher experiences of professional development : a focus on sustained application to practice.” 2015. Web. 19 Nov 2019.

Vancouver:

Wright M. Secondary teacher experiences of professional development : a focus on sustained application to practice. [Internet] [Thesis]. Unitec New Zealand; 2015. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/10652/3278.

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

Council of Science Editors:

Wright M. Secondary teacher experiences of professional development : a focus on sustained application to practice. [Thesis]. Unitec New Zealand; 2015. Available from: http://hdl.handle.net/10652/3278

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

132. Kozlowski, Christina Tesnow. The Use of Professional Development to Promote Culturally Responsive Teaching of English Learners (ELs): Classroom Implementation without Conceptual Change.

Degree: EdD, College of Education, Health and Human Services, 2017, University of Michigan

 This study is focused on effective professional development (PD) that may increase teachers' awareness of culturally responsive teaching for English Learners (ELs). Teachers are not… (more)

Subjects/Keywords: culturally responsive teaching; Professional development; effective professional development; constructivism; constructivist professional development; English Learners (ELs); ELLs; Second Language Acquisition (SLA); Education

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

APA (6th Edition):

Kozlowski, C. T. (2017). The Use of Professional Development to Promote Culturally Responsive Teaching of English Learners (ELs): Classroom Implementation without Conceptual Change. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/136153

Chicago Manual of Style (16th Edition):

Kozlowski, Christina Tesnow. “The Use of Professional Development to Promote Culturally Responsive Teaching of English Learners (ELs): Classroom Implementation without Conceptual Change.” 2017. Doctoral Dissertation, University of Michigan. Accessed November 19, 2019. http://hdl.handle.net/2027.42/136153.

MLA Handbook (7th Edition):

Kozlowski, Christina Tesnow. “The Use of Professional Development to Promote Culturally Responsive Teaching of English Learners (ELs): Classroom Implementation without Conceptual Change.” 2017. Web. 19 Nov 2019.

Vancouver:

Kozlowski CT. The Use of Professional Development to Promote Culturally Responsive Teaching of English Learners (ELs): Classroom Implementation without Conceptual Change. [Internet] [Doctoral dissertation]. University of Michigan; 2017. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/2027.42/136153.

Council of Science Editors:

Kozlowski CT. The Use of Professional Development to Promote Culturally Responsive Teaching of English Learners (ELs): Classroom Implementation without Conceptual Change. [Doctoral Dissertation]. University of Michigan; 2017. Available from: http://hdl.handle.net/2027.42/136153


Kennesaw State University

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Kennedy, Ashley. “Teacher Perceptions of School-Based and District Professional Development.” 2017. Thesis, Kennesaw State University. Accessed November 19, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17.

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

MLA Handbook (7th Edition):

Kennedy, Ashley. “Teacher Perceptions of School-Based and District Professional Development.” 2017. Web. 19 Nov 2019.

Vancouver:

Kennedy A. Teacher Perceptions of School-Based and District Professional Development. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 Nov 19]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17.

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

Council of Science Editors:

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

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


Victoria University of Wellington

134. McLoughlin, Noreen. Dying to Know: Advancing Palliative Care Nursing Competence with Education in Elderly Health Settings.

Degree: 2007, Victoria University of Wellington

 This paper explores the benefits of using education as one means to advance palliative care competence for nurses. Key groups and the influences they generate… (more)

Subjects/Keywords: Professional standards; Professional development; Professional practice

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APA (6th Edition):

McLoughlin, N. (2007). Dying to Know: Advancing Palliative Care Nursing Competence with Education in Elderly Health Settings. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/184

Chicago Manual of Style (16th Edition):

McLoughlin, Noreen. “Dying to Know: Advancing Palliative Care Nursing Competence with Education in Elderly Health Settings.” 2007. Masters Thesis, Victoria University of Wellington. Accessed November 19, 2019. http://hdl.handle.net/10063/184.

MLA Handbook (7th Edition):

McLoughlin, Noreen. “Dying to Know: Advancing Palliative Care Nursing Competence with Education in Elderly Health Settings.” 2007. Web. 19 Nov 2019.

Vancouver:

McLoughlin N. Dying to Know: Advancing Palliative Care Nursing Competence with Education in Elderly Health Settings. [Internet] [Masters thesis]. Victoria University of Wellington; 2007. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/10063/184.

Council of Science Editors:

McLoughlin N. Dying to Know: Advancing Palliative Care Nursing Competence with Education in Elderly Health Settings. [Masters Thesis]. Victoria University of Wellington; 2007. Available from: http://hdl.handle.net/10063/184


Georgia State University

135. Henderson, Jennifer. Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development.

Degree: Doctor of Education (EdD), Middle and Secondary Education, 2018, Georgia State University

  The purpose of this qualitative research study was to determine how learning about research-based principles of student learning shifts teacher professional dialogue within an… (more)

Subjects/Keywords: Professional Learning Community; Student Learning; Professional Dialogue; Embedded Professional Development. Algebra 1; Secondary Mathematics

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APA (6th Edition):

Henderson, J. (2018). Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/69

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):

Henderson, Jennifer. “Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development.” 2018. Thesis, Georgia State University. Accessed November 19, 2019. https://scholarworks.gsu.edu/mse_diss/69.

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

MLA Handbook (7th Edition):

Henderson, Jennifer. “Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development.” 2018. Web. 19 Nov 2019.

Vancouver:

Henderson J. Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development. [Internet] [Thesis]. Georgia State University; 2018. [cited 2019 Nov 19]. Available from: https://scholarworks.gsu.edu/mse_diss/69.

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

Council of Science Editors:

Henderson J. Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/69

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


University of Houston

136. -0171-2352. Teachers’ Awareness of and Engagement with Online Resources for Professional Development, Growth, and Support.

Degree: Curriculum and Instruction, Department of, 2016, University of Houston

 This dissertation examined teacher awareness of and engagement with online resources for professional development, growth, and support. This qualitative case study was situated in a… (more)

Subjects/Keywords: Online resources; Professional development; Professional growth; Professional support; Social media; Teacher awareness; Teacher engagment

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APA (6th Edition):

-0171-2352. (2016). Teachers’ Awareness of and Engagement with Online Resources for Professional Development, Growth, and Support. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3217

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

Chicago Manual of Style (16th Edition):

-0171-2352. “Teachers’ Awareness of and Engagement with Online Resources for Professional Development, Growth, and Support.” 2016. Thesis, University of Houston. Accessed November 19, 2019. http://hdl.handle.net/10657/3217.

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

MLA Handbook (7th Edition):

-0171-2352. “Teachers’ Awareness of and Engagement with Online Resources for Professional Development, Growth, and Support.” 2016. Web. 19 Nov 2019.

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

Vancouver:

-0171-2352. Teachers’ Awareness of and Engagement with Online Resources for Professional Development, Growth, and Support. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/10657/3217.

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

Council of Science Editors:

-0171-2352. Teachers’ Awareness of and Engagement with Online Resources for Professional Development, Growth, and Support. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/3217

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


University of Delaware

137. Zack, Diane H. Professional learning sessions to support teachers incorporating technology to update their lessons and assessments .

Degree: 2017, University of Delaware

 The primary focus of this Executive Leadership Portfolio (ELP) is to investigate whether teachers who actively participate in professional development designed to model best practices… (more)

Subjects/Keywords: Education; Digital tools; Educational technology; Professional development; Professional learning; Professional learning communitites; TPACK

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APA (6th Edition):

Zack, D. H. (2017). Professional learning sessions to support teachers incorporating technology to update their lessons and assessments . (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/23459

Chicago Manual of Style (16th Edition):

Zack, Diane H. “Professional learning sessions to support teachers incorporating technology to update their lessons and assessments .” 2017. Doctoral Dissertation, University of Delaware. Accessed November 19, 2019. http://udspace.udel.edu/handle/19716/23459.

MLA Handbook (7th Edition):

Zack, Diane H. “Professional learning sessions to support teachers incorporating technology to update their lessons and assessments .” 2017. Web. 19 Nov 2019.

Vancouver:

Zack DH. Professional learning sessions to support teachers incorporating technology to update their lessons and assessments . [Internet] [Doctoral dissertation]. University of Delaware; 2017. [cited 2019 Nov 19]. Available from: http://udspace.udel.edu/handle/19716/23459.

Council of Science Editors:

Zack DH. Professional learning sessions to support teachers incorporating technology to update their lessons and assessments . [Doctoral Dissertation]. University of Delaware; 2017. Available from: http://udspace.udel.edu/handle/19716/23459


University of Texas – Austin

138. -4091-1354. Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study.

Degree: PhD, Curriculum and Instruction, 2019, University of Texas – Austin

Professional development (PD) in early childhood education and care (ECEC) is at a critical juncture within the current accountability and standards movement. Various stakeholders position… (more)

Subjects/Keywords: Professional learning; Professional development; Inquiry-based professional learning; Multiple case-study; Qualitative research

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APA (6th Edition):

-4091-1354. (2019). Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2869

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

Chicago Manual of Style (16th Edition):

-4091-1354. “Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed November 19, 2019. http://dx.doi.org/10.26153/tsw/2869.

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

MLA Handbook (7th Edition):

-4091-1354. “Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study.” 2019. Web. 19 Nov 2019.

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

Vancouver:

-4091-1354. Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2019 Nov 19]. Available from: http://dx.doi.org/10.26153/tsw/2869.

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

Council of Science Editors:

-4091-1354. Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2869

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


Victoria University of Wellington

139. Grundy, Jeannette. What Counts in the Development of Teachers' Learning Conversations?: a Case Study of a Group of New Zealand Educators Working Together to Improve Learning Outcomes for Students in Year 9 Classes.

Degree: 2010, Victoria University of Wellington

 This research was undertaken in a New Zealand secondary school. Using case study methodology, it examines teachers' learning conversations as they work together in a… (more)

Subjects/Keywords: Learning; Communication in education; Professional development; Learning Conversations; Professional education

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APA (6th Edition):

Grundy, J. (2010). What Counts in the Development of Teachers' Learning Conversations?: a Case Study of a Group of New Zealand Educators Working Together to Improve Learning Outcomes for Students in Year 9 Classes. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1395

Chicago Manual of Style (16th Edition):

Grundy, Jeannette. “What Counts in the Development of Teachers' Learning Conversations?: a Case Study of a Group of New Zealand Educators Working Together to Improve Learning Outcomes for Students in Year 9 Classes.” 2010. Masters Thesis, Victoria University of Wellington. Accessed November 19, 2019. http://hdl.handle.net/10063/1395.

MLA Handbook (7th Edition):

Grundy, Jeannette. “What Counts in the Development of Teachers' Learning Conversations?: a Case Study of a Group of New Zealand Educators Working Together to Improve Learning Outcomes for Students in Year 9 Classes.” 2010. Web. 19 Nov 2019.

Vancouver:

Grundy J. What Counts in the Development of Teachers' Learning Conversations?: a Case Study of a Group of New Zealand Educators Working Together to Improve Learning Outcomes for Students in Year 9 Classes. [Internet] [Masters thesis]. Victoria University of Wellington; 2010. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/10063/1395.

Council of Science Editors:

Grundy J. What Counts in the Development of Teachers' Learning Conversations?: a Case Study of a Group of New Zealand Educators Working Together to Improve Learning Outcomes for Students in Year 9 Classes. [Masters Thesis]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1395


University of Pretoria

140. Mbowane, Clement Kapase. Exploring the educational significance of science fairs for high school science teachers.

Degree: MEd, Humanities Education, 2017, University of Pretoria

 In this study, the researcher sought to understand why teachers of Physical Sciences participate in the South African 'Eskom Expo for Young Scientists'. This was… (more)

Subjects/Keywords: UCTD; Educational significance; Inquiry based learning; Professional Identity; Professional Development

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APA (6th Edition):

Mbowane, C. (2017). Exploring the educational significance of science fairs for high school science teachers. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60958

Chicago Manual of Style (16th Edition):

Mbowane, Clement. “Exploring the educational significance of science fairs for high school science teachers.” 2017. Masters Thesis, University of Pretoria. Accessed November 19, 2019. http://hdl.handle.net/2263/60958.

MLA Handbook (7th Edition):

Mbowane, Clement. “Exploring the educational significance of science fairs for high school science teachers.” 2017. Web. 19 Nov 2019.

Vancouver:

Mbowane C. Exploring the educational significance of science fairs for high school science teachers. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/2263/60958.

Council of Science Editors:

Mbowane C. Exploring the educational significance of science fairs for high school science teachers. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60958


Universiteit Utrecht

141. Geerling, J. De Centrale Opleidingscommissie als Professional Learning Community.

Degree: 2016, Universiteit Utrecht

 Onze snel veranderende samenleving noodzaakt organisaties en professionals continue te blijven leren en meegroeien. Mensen leren niet alleen tijdens opleidingen en trainingen, maar juist ook… (more)

Subjects/Keywords: Professional Learning Community; Centrale Opleidingscommissie; Professional Development; Samenwerkend leren; Medische vervolgopleidingen

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

APA (6th Edition):

Geerling, J. (2016). De Centrale Opleidingscommissie als Professional Learning Community. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/328804

Chicago Manual of Style (16th Edition):

Geerling, J. “De Centrale Opleidingscommissie als Professional Learning Community.” 2016. Masters Thesis, Universiteit Utrecht. Accessed November 19, 2019. http://dspace.library.uu.nl:8080/handle/1874/328804.

MLA Handbook (7th Edition):

Geerling, J. “De Centrale Opleidingscommissie als Professional Learning Community.” 2016. Web. 19 Nov 2019.

Vancouver:

Geerling J. De Centrale Opleidingscommissie als Professional Learning Community. [Internet] [Masters thesis]. Universiteit Utrecht; 2016. [cited 2019 Nov 19]. Available from: http://dspace.library.uu.nl:8080/handle/1874/328804.

Council of Science Editors:

Geerling J. De Centrale Opleidingscommissie als Professional Learning Community. [Masters Thesis]. Universiteit Utrecht; 2016. Available from: http://dspace.library.uu.nl:8080/handle/1874/328804


University of Exeter

142. Trejo-Guzman, Nelly Paulina. The teacher self construction of language teachers.

Degree: Thesis (EdD), 2009, University of Exeter

 The main purpose of this thesis is to deepen the current understanding of how the teacher self is constructed. Specifically, the study intends to integrate… (more)

Subjects/Keywords: 370.15; Language : teachers : Professional : Identity : Professional : development : Mexican language : teachers

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APA (6th Edition):

Trejo-Guzman, N. P. (2009). The teacher self construction of language teachers. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/97914

Chicago Manual of Style (16th Edition):

Trejo-Guzman, Nelly Paulina. “The teacher self construction of language teachers.” 2009. Doctoral Dissertation, University of Exeter. Accessed November 19, 2019. http://hdl.handle.net/10036/97914.

MLA Handbook (7th Edition):

Trejo-Guzman, Nelly Paulina. “The teacher self construction of language teachers.” 2009. Web. 19 Nov 2019.

Vancouver:

Trejo-Guzman NP. The teacher self construction of language teachers. [Internet] [Doctoral dissertation]. University of Exeter; 2009. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/10036/97914.

Council of Science Editors:

Trejo-Guzman NP. The teacher self construction of language teachers. [Doctoral Dissertation]. University of Exeter; 2009. Available from: http://hdl.handle.net/10036/97914


University of Hawaii – Manoa

143. Seto, Laurie. Learning from Educator Experiences in a Hawaiian School: Peak Professional Learning and A'o.

Degree: 2017, University of Hawaii – Manoa

D.Ed. University of Hawaii at Manoa 2016.

Due to rapid advancements in the world and shifting priorities at the school level, educators must keep abreast… (more)

Subjects/Keywords: Professional Learning; Professional Development; Phenomenology; Appreciative Inquiry; A‘o

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APA (6th Edition):

Seto, L. (2017). Learning from Educator Experiences in a Hawaiian School: Peak Professional Learning and A'o. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/51527

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):

Seto, Laurie. “Learning from Educator Experiences in a Hawaiian School: Peak Professional Learning and A'o.” 2017. Thesis, University of Hawaii – Manoa. Accessed November 19, 2019. http://hdl.handle.net/10125/51527.

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

MLA Handbook (7th Edition):

Seto, Laurie. “Learning from Educator Experiences in a Hawaiian School: Peak Professional Learning and A'o.” 2017. Web. 19 Nov 2019.

Vancouver:

Seto L. Learning from Educator Experiences in a Hawaiian School: Peak Professional Learning and A'o. [Internet] [Thesis]. University of Hawaii – Manoa; 2017. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/10125/51527.

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

Council of Science Editors:

Seto L. Learning from Educator Experiences in a Hawaiian School: Peak Professional Learning and A'o. [Thesis]. University of Hawaii – Manoa; 2017. Available from: http://hdl.handle.net/10125/51527

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


University of Tasmania

144. Aryal, A. English language teaching in Nepal : an investigation of issues and challenges.

Degree: 2018, University of Tasmania

 Prior to starting the PhD, my personal experience and observations as an English language teacher in Nepal suggested that several issues and challenges impeded English… (more)

Subjects/Keywords: Education policies; professional identity; professional development; motivation; self-efficacy

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APA (6th Edition):

Aryal, A. (2018). English language teaching in Nepal : an investigation of issues and challenges. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/28607/1/Aryal_whole_thesis_ex_pub_mat.pdf ; https://eprints.utas.edu.au/28607/2/Aryal_whole_thesis.pdf

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

Chicago Manual of Style (16th Edition):

Aryal, A. “English language teaching in Nepal : an investigation of issues and challenges.” 2018. Thesis, University of Tasmania. Accessed November 19, 2019. https://eprints.utas.edu.au/28607/1/Aryal_whole_thesis_ex_pub_mat.pdf ; https://eprints.utas.edu.au/28607/2/Aryal_whole_thesis.pdf.

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

MLA Handbook (7th Edition):

Aryal, A. “English language teaching in Nepal : an investigation of issues and challenges.” 2018. Web. 19 Nov 2019.

Vancouver:

Aryal A. English language teaching in Nepal : an investigation of issues and challenges. [Internet] [Thesis]. University of Tasmania; 2018. [cited 2019 Nov 19]. Available from: https://eprints.utas.edu.au/28607/1/Aryal_whole_thesis_ex_pub_mat.pdf ; https://eprints.utas.edu.au/28607/2/Aryal_whole_thesis.pdf.

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

Council of Science Editors:

Aryal A. English language teaching in Nepal : an investigation of issues and challenges. [Thesis]. University of Tasmania; 2018. Available from: https://eprints.utas.edu.au/28607/1/Aryal_whole_thesis_ex_pub_mat.pdf ; https://eprints.utas.edu.au/28607/2/Aryal_whole_thesis.pdf

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


University of Victoria

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Kraig, Charlie. “Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners.” 2013. Masters Thesis, University of Victoria. Accessed November 19, 2019. http://hdl.handle.net/1828/4895.

MLA Handbook (7th Edition):

Kraig, Charlie. “Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners.” 2013. Web. 19 Nov 2019.

Vancouver:

Kraig C. Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners. [Internet] [Masters thesis]. University of Victoria; 2013. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/1828/4895.

Council of Science Editors:

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


University of Sydney

146. Petschler, Jennifer Anne. Change efforts in schools: implications for professional development as a strategy for change .

Degree: 2014, University of Sydney

 This doctoral thesis is an exploration of the challenges in bringing about effective change in schools. The focus is on professional learning strategies and their… (more)

Subjects/Keywords: change professional learning; professional development; ethnographic case study; embedded researcher

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APA (6th Edition):

Petschler, J. A. (2014). Change efforts in schools: implications for professional development as a strategy for change . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/13515

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):

Petschler, Jennifer Anne. “Change efforts in schools: implications for professional development as a strategy for change .” 2014. Thesis, University of Sydney. Accessed November 19, 2019. http://hdl.handle.net/2123/13515.

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

MLA Handbook (7th Edition):

Petschler, Jennifer Anne. “Change efforts in schools: implications for professional development as a strategy for change .” 2014. Web. 19 Nov 2019.

Vancouver:

Petschler JA. Change efforts in schools: implications for professional development as a strategy for change . [Internet] [Thesis]. University of Sydney; 2014. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/2123/13515.

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

Council of Science Editors:

Petschler JA. Change efforts in schools: implications for professional development as a strategy for change . [Thesis]. University of Sydney; 2014. Available from: http://hdl.handle.net/2123/13515

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

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

Degree: 2014, Minnesota State University – Mankato

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Clarke, Katie Carol. “The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives.” 2014. Thesis, Minnesota State University – Mankato. Accessed November 19, 2019. https://cornerstone.lib.mnsu.edu/etds/341.

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

MLA Handbook (7th Edition):

Clarke, Katie Carol. “The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives.” 2014. Web. 19 Nov 2019.

Vancouver:

Clarke KC. The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives. [Internet] [Thesis]. Minnesota State University – Mankato; 2014. [cited 2019 Nov 19]. Available from: https://cornerstone.lib.mnsu.edu/etds/341.

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

Council of Science Editors:

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

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


Karlstad University

148. Backman, Sanna. Sjuksköterskans aspekter av kompetensutveckling och dess inverkan på frivilliga arbetsplatsbyten : En litteraturstudie.

Degree: Science and Technology (starting 2013), 2018, Karlstad University

  Introduktion: Kompetensutveckling är en grundläggande del i sjuksköterskans yrkesutövning och en ständigt pågående process för sjuksköterskan. Med hänsyn till den pågående personalomsättningen uppstår frågan… (more)

Subjects/Keywords: Professional development; Professional competence; Personnel turnover.; Nursing; Omvårdnad

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APA (6th Edition):

Backman, S. (2018). Sjuksköterskans aspekter av kompetensutveckling och dess inverkan på frivilliga arbetsplatsbyten : En litteraturstudie. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67182

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):

Backman, Sanna. “Sjuksköterskans aspekter av kompetensutveckling och dess inverkan på frivilliga arbetsplatsbyten : En litteraturstudie.” 2018. Thesis, Karlstad University. Accessed November 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67182.

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

MLA Handbook (7th Edition):

Backman, Sanna. “Sjuksköterskans aspekter av kompetensutveckling och dess inverkan på frivilliga arbetsplatsbyten : En litteraturstudie.” 2018. Web. 19 Nov 2019.

Vancouver:

Backman S. Sjuksköterskans aspekter av kompetensutveckling och dess inverkan på frivilliga arbetsplatsbyten : En litteraturstudie. [Internet] [Thesis]. Karlstad University; 2018. [cited 2019 Nov 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67182.

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

Council of Science Editors:

Backman S. Sjuksköterskans aspekter av kompetensutveckling och dess inverkan på frivilliga arbetsplatsbyten : En litteraturstudie. [Thesis]. Karlstad University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67182

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

149. Smith, Rebecca. Redefining Professional Development: Investigating the Professional Learning Experiences of Catholic School Educators.

Degree: Education, EdD, Education, 2017, University of Portland

  The purpose of this mixed methods study was to investigate the professional learning experiences of Catholic school educators and compare these experiences to national… (more)

Subjects/Keywords: Professional development; Professional learning; Catholic education; Secondary school; High school; Education

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

APA (6th Edition):

Smith, R. (2017). Redefining Professional Development: Investigating the Professional Learning Experiences of Catholic School Educators. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/21

Chicago Manual of Style (16th Edition):

Smith, Rebecca. “Redefining Professional Development: Investigating the Professional Learning Experiences of Catholic School Educators.” 2017. Doctoral Dissertation, University of Portland. Accessed November 19, 2019. http://pilotscholars.up.edu/etd/21.

MLA Handbook (7th Edition):

Smith, Rebecca. “Redefining Professional Development: Investigating the Professional Learning Experiences of Catholic School Educators.” 2017. Web. 19 Nov 2019.

Vancouver:

Smith R. Redefining Professional Development: Investigating the Professional Learning Experiences of Catholic School Educators. [Internet] [Doctoral dissertation]. University of Portland; 2017. [cited 2019 Nov 19]. Available from: http://pilotscholars.up.edu/etd/21.

Council of Science Editors:

Smith R. Redefining Professional Development: Investigating the Professional Learning Experiences of Catholic School Educators. [Doctoral Dissertation]. University of Portland; 2017. Available from: http://pilotscholars.up.edu/etd/21


University of Waikato

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

Degree: 2017, University of Waikato

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Capili-Balbalin, Wenefe. “The Development of Professional Learning Communities (PLCs) in the Philippines: Roles and Views of Secondary School Principals .” 2017. Masters Thesis, University of Waikato. Accessed November 19, 2019. http://hdl.handle.net/10289/11327.

MLA Handbook (7th Edition):

Capili-Balbalin, Wenefe. “The Development of Professional Learning Communities (PLCs) in the Philippines: Roles and Views of Secondary School Principals .” 2017. Web. 19 Nov 2019.

Vancouver:

Capili-Balbalin W. The Development of Professional Learning Communities (PLCs) in the Philippines: Roles and Views of Secondary School Principals . [Internet] [Masters thesis]. University of Waikato; 2017. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/10289/11327.

Council of Science Editors:

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

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