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You searched for subject:( teacher preparation). Showing records 1 – 30 of 453 total matches.

[1] [2] [3] [4] [5] … [16]

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University of Georgia

1. Hayes, Brandilyn. Organizational and professional commitment of alternatively certified teachers.

Degree: EdD, Workforce Education, 2010, University of Georgia

 The requirements in No Child Left Behind have put pressure on states, districts, and schools to attract and retain teachers that are adequately prepared, highly… (more)

Subjects/Keywords: Teacher preparation

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APA (6th Edition):

Hayes, B. (2010). Organizational and professional commitment of alternatively certified teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/hayes_brandilyn_201012_edd

Chicago Manual of Style (16th Edition):

Hayes, Brandilyn. “Organizational and professional commitment of alternatively certified teachers.” 2010. Doctoral Dissertation, University of Georgia. Accessed March 24, 2019. http://purl.galileo.usg.edu/uga_etd/hayes_brandilyn_201012_edd.

MLA Handbook (7th Edition):

Hayes, Brandilyn. “Organizational and professional commitment of alternatively certified teachers.” 2010. Web. 24 Mar 2019.

Vancouver:

Hayes B. Organizational and professional commitment of alternatively certified teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Mar 24]. Available from: http://purl.galileo.usg.edu/uga_etd/hayes_brandilyn_201012_edd.

Council of Science Editors:

Hayes B. Organizational and professional commitment of alternatively certified teachers. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/hayes_brandilyn_201012_edd


University of Georgia

2. Gomez, Carlos Nicolas. Identity formation as a teacher-of-mathematics: the emotional geographies of prospective elementary teachers.

Degree: PhD, Mathematics Education, 2016, University of Georgia

Teacher education programs can be perceived as a series of interventions with the goal of modifying, shifting, or constructing beliefs about teaching and learning. This… (more)

Subjects/Keywords: Mathematics Teacher Preparation

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APA (6th Edition):

Gomez, C. N. (2016). Identity formation as a teacher-of-mathematics: the emotional geographies of prospective elementary teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/gomez_carlos_n_201605_phd

Chicago Manual of Style (16th Edition):

Gomez, Carlos Nicolas. “Identity formation as a teacher-of-mathematics: the emotional geographies of prospective elementary teachers.” 2016. Doctoral Dissertation, University of Georgia. Accessed March 24, 2019. http://purl.galileo.usg.edu/uga_etd/gomez_carlos_n_201605_phd.

MLA Handbook (7th Edition):

Gomez, Carlos Nicolas. “Identity formation as a teacher-of-mathematics: the emotional geographies of prospective elementary teachers.” 2016. Web. 24 Mar 2019.

Vancouver:

Gomez CN. Identity formation as a teacher-of-mathematics: the emotional geographies of prospective elementary teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2019 Mar 24]. Available from: http://purl.galileo.usg.edu/uga_etd/gomez_carlos_n_201605_phd.

Council of Science Editors:

Gomez CN. Identity formation as a teacher-of-mathematics: the emotional geographies of prospective elementary teachers. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/gomez_carlos_n_201605_phd


Vanderbilt University

3. Preston, Courtney Elizabeth. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.

Degree: PhD, Leadership and Policy Studies, 2014, Vanderbilt University

 Research provides strong evidence that teachers make a significant contribution to student achievement and that among in-school factors, teachers matters most. States have begun evaluating… (more)

Subjects/Keywords: teacher preparation; teacher education; teacher quality

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APA (6th Edition):

Preston, C. E. (2014). Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;

Chicago Manual of Style (16th Edition):

Preston, Courtney Elizabeth. “Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed March 24, 2019. http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;.

MLA Handbook (7th Edition):

Preston, Courtney Elizabeth. “Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.” 2014. Web. 24 Mar 2019.

Vancouver:

Preston CE. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2019 Mar 24]. Available from: http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;.

Council of Science Editors:

Preston CE. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;


University of Georgia

4. Moran, Gwen Ann. Job satisfaction, commitment, and teaching status among alternatively certified career and technical education teachers.

Degree: PhD, Education (Occupational Studies), 2005, University of Georgia

 Much research has been done concerning alternative teacher preparationprograms, most often comparing teachers who have completed alternative route programswith those completing 4-year baccalaureate teacher preparation(more)

Subjects/Keywords: Teacher preparation

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APA (6th Edition):

Moran, G. A. (2005). Job satisfaction, commitment, and teaching status among alternatively certified career and technical education teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/moran_gwen_a_200512_phd

Chicago Manual of Style (16th Edition):

Moran, Gwen Ann. “Job satisfaction, commitment, and teaching status among alternatively certified career and technical education teachers.” 2005. Doctoral Dissertation, University of Georgia. Accessed March 24, 2019. http://purl.galileo.usg.edu/uga_etd/moran_gwen_a_200512_phd.

MLA Handbook (7th Edition):

Moran, Gwen Ann. “Job satisfaction, commitment, and teaching status among alternatively certified career and technical education teachers.” 2005. Web. 24 Mar 2019.

Vancouver:

Moran GA. Job satisfaction, commitment, and teaching status among alternatively certified career and technical education teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2019 Mar 24]. Available from: http://purl.galileo.usg.edu/uga_etd/moran_gwen_a_200512_phd.

Council of Science Editors:

Moran GA. Job satisfaction, commitment, and teaching status among alternatively certified career and technical education teachers. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/moran_gwen_a_200512_phd


Humboldt State University

5. Wynne, Nora. An analysis of student teacher preparation in relation to homophobia.

Degree: MA, Education, 2008, Humboldt State University

 The literature reveals that teacher education programs are not adequately reducing bias and prejudice in relation to sexual orientation in preservice teachers. Many factors influence… (more)

Subjects/Keywords: Queer; GLBTQ; Teacher preparation

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APA (6th Edition):

Wynne, N. (2008). An analysis of student teacher preparation in relation to homophobia. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/383

Chicago Manual of Style (16th Edition):

Wynne, Nora. “An analysis of student teacher preparation in relation to homophobia.” 2008. Masters Thesis, Humboldt State University. Accessed March 24, 2019. http://hdl.handle.net/2148/383.

MLA Handbook (7th Edition):

Wynne, Nora. “An analysis of student teacher preparation in relation to homophobia.” 2008. Web. 24 Mar 2019.

Vancouver:

Wynne N. An analysis of student teacher preparation in relation to homophobia. [Internet] [Masters thesis]. Humboldt State University; 2008. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/2148/383.

Council of Science Editors:

Wynne N. An analysis of student teacher preparation in relation to homophobia. [Masters Thesis]. Humboldt State University; 2008. Available from: http://hdl.handle.net/2148/383


University of North Texas

6. Callaway, Stacey E. A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders.

Degree: 2014, University of North Texas

 The purpose of this study is to identify novice teachers’ perception of their preparedness to teach a class designed for students with autism spectrum disorder… (more)

Subjects/Keywords: Autism; qualitative; novice teacher preparation

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APA (6th Edition):

Callaway, S. E. (2014). A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500121/

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):

Callaway, Stacey E. “A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders.” 2014. Thesis, University of North Texas. Accessed March 24, 2019. https://digital.library.unt.edu/ark:/67531/metadc500121/.

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

MLA Handbook (7th Edition):

Callaway, Stacey E. “A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders.” 2014. Web. 24 Mar 2019.

Vancouver:

Callaway SE. A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Mar 24]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500121/.

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

Council of Science Editors:

Callaway SE. A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500121/

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


University of Toronto

7. Heredia, Blanca. Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario.

Degree: 2011, University of Toronto

Research evidence suggests that quality teacher preparation sets beginning teachers on the right track for effectively teaching literacy. Given that most of the research has… (more)

Subjects/Keywords: teacher preparation; literacy instruction; 0530

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APA (6th Edition):

Heredia, B. (2011). Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/27582

Chicago Manual of Style (16th Edition):

Heredia, Blanca. “Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario.” 2011. Doctoral Dissertation, University of Toronto. Accessed March 24, 2019. http://hdl.handle.net/1807/27582.

MLA Handbook (7th Edition):

Heredia, Blanca. “Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario.” 2011. Web. 24 Mar 2019.

Vancouver:

Heredia B. Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/1807/27582.

Council of Science Editors:

Heredia B. Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/27582


University of Houston

8. -6232-5340. Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam.

Degree: Educational Leadership and Policy Studies, Department of, 2017, University of Houston

 Background: The current complexity of the global marketplace challenges national education systems around the world to prepare its children with the knowledge and skills needed… (more)

Subjects/Keywords: teacher preparation; Danang; Vietnam

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APA (6th Edition):

-6232-5340. (2017). Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1875

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):

-6232-5340. “Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam.” 2017. Thesis, University of Houston. Accessed March 24, 2019. http://hdl.handle.net/10657/1875.

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):

-6232-5340. “Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam.” 2017. Web. 24 Mar 2019.

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

Vancouver:

-6232-5340. Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam. [Internet] [Thesis]. University of Houston; 2017. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/10657/1875.

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:

-6232-5340. Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam. [Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1875

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 Minnesota

9. Moody, Heather Ann. Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs.

Degree: EdD, Teaching and Learning, 2013, University of Minnesota

 Wisconsin Act 31 was established for the purpose of addressing American Indian history, culture, and sovereignty within K-12 schools as a response to treaty rights… (more)

Subjects/Keywords: Act 31; Teacher preparation; Wisconsin

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APA (6th Edition):

Moody, H. A. (2013). Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/159868

Chicago Manual of Style (16th Edition):

Moody, Heather Ann. “Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs.” 2013. Doctoral Dissertation, University of Minnesota. Accessed March 24, 2019. http://purl.umn.edu/159868.

MLA Handbook (7th Edition):

Moody, Heather Ann. “Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs.” 2013. Web. 24 Mar 2019.

Vancouver:

Moody HA. Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2019 Mar 24]. Available from: http://purl.umn.edu/159868.

Council of Science Editors:

Moody HA. Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://purl.umn.edu/159868


Virginia Tech

10. Brinkmann, Jodie Lynn. Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech

 The need for more collaboration and co-teaching emerged from the standards-based and accountability movement as a result of the No Child Left Behind (NCLB) and… (more)

Subjects/Keywords: co-teaching; teacher preparation; collaboration

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APA (6th Edition):

Brinkmann, J. L. (2012). Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77317

Chicago Manual of Style (16th Edition):

Brinkmann, Jodie Lynn. “Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching.” 2012. Doctoral Dissertation, Virginia Tech. Accessed March 24, 2019. http://hdl.handle.net/10919/77317.

MLA Handbook (7th Edition):

Brinkmann, Jodie Lynn. “Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching.” 2012. Web. 24 Mar 2019.

Vancouver:

Brinkmann JL. Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/10919/77317.

Council of Science Editors:

Brinkmann JL. Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77317


Montana Tech

11. Kinderwater, William Alexander. The Role of Dispositions in Teacher Candidate Education.

Degree: Doctor of Education (EdD), 2013, Montana Tech

 The Interstate Teacher Assessment and Support Consortium (InTASC) and the Council for the Accreditation of Educator Preparation (CAEP) (formerly NCATE) have stated that teacher preparation(more)

Subjects/Keywords: dispositions; moral education; teacher preparation; teacher training

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APA (6th Edition):

Kinderwater, W. A. (2013). The Role of Dispositions in Teacher Candidate Education. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/1388

Chicago Manual of Style (16th Edition):

Kinderwater, William Alexander. “The Role of Dispositions in Teacher Candidate Education.” 2013. Doctoral Dissertation, Montana Tech. Accessed March 24, 2019. https://scholarworks.umt.edu/etd/1388.

MLA Handbook (7th Edition):

Kinderwater, William Alexander. “The Role of Dispositions in Teacher Candidate Education.” 2013. Web. 24 Mar 2019.

Vancouver:

Kinderwater WA. The Role of Dispositions in Teacher Candidate Education. [Internet] [Doctoral dissertation]. Montana Tech; 2013. [cited 2019 Mar 24]. Available from: https://scholarworks.umt.edu/etd/1388.

Council of Science Editors:

Kinderwater WA. The Role of Dispositions in Teacher Candidate Education. [Doctoral Dissertation]. Montana Tech; 2013. Available from: https://scholarworks.umt.edu/etd/1388


University of North Texas

12. George, Anna Ray Bayless. Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science.

Degree: 2012, University of North Texas

 A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas… (more)

Subjects/Keywords: Teacher preparation; science education; teacher certification

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APA (6th Edition):

George, A. R. B. (2012). Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149592/

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):

George, Anna Ray Bayless. “Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science.” 2012. Thesis, University of North Texas. Accessed March 24, 2019. https://digital.library.unt.edu/ark:/67531/metadc149592/.

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

MLA Handbook (7th Edition):

George, Anna Ray Bayless. “Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science.” 2012. Web. 24 Mar 2019.

Vancouver:

George ARB. Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Mar 24]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149592/.

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

Council of Science Editors:

George ARB. Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149592/

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


Texas Tech University

13. -6049-5664. Evaluating instructional modalities in an undergraduate special education course.

Degree: PhD, Special Education, 2018, Texas Tech University

 Online instruction has increased dramatically over the past twenty years in higher education. There have been numerous studies completed investigating the differences between online and… (more)

Subjects/Keywords: Teacher Preparation; Teacher Education; Special Education

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

APA (6th Edition):

-6049-5664. (2018). Evaluating instructional modalities in an undergraduate special education course. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/73840

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

Chicago Manual of Style (16th Edition):

-6049-5664. “Evaluating instructional modalities in an undergraduate special education course.” 2018. Doctoral Dissertation, Texas Tech University. Accessed March 24, 2019. http://hdl.handle.net/2346/73840.

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

MLA Handbook (7th Edition):

-6049-5664. “Evaluating instructional modalities in an undergraduate special education course.” 2018. Web. 24 Mar 2019.

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

Vancouver:

-6049-5664. Evaluating instructional modalities in an undergraduate special education course. [Internet] [Doctoral dissertation]. Texas Tech University; 2018. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/2346/73840.

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

Council of Science Editors:

-6049-5664. Evaluating instructional modalities in an undergraduate special education course. [Doctoral Dissertation]. Texas Tech University; 2018. Available from: http://hdl.handle.net/2346/73840

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


Boston College

14. Keefe, Elizabeth Stringer. Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2017, Boston College

 The number of autistic students receiving special education services increased 478% between the years 2000 and 2013 (National Center for Education Statistics, 2016). U.S. schools… (more)

Subjects/Keywords: autism; autism spectrum disorder; special education teacher preparation; teacher education; teacher preparation; teacher preparedness

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APA (6th Edition):

Keefe, E. S. (2017). Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107658

Chicago Manual of Style (16th Edition):

Keefe, Elizabeth Stringer. “Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students.” 2017. Doctoral Dissertation, Boston College. Accessed March 24, 2019. http://dlib.bc.edu/islandora/object/bc-ir:107658.

MLA Handbook (7th Edition):

Keefe, Elizabeth Stringer. “Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students.” 2017. Web. 24 Mar 2019.

Vancouver:

Keefe ES. Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students. [Internet] [Doctoral dissertation]. Boston College; 2017. [cited 2019 Mar 24]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107658.

Council of Science Editors:

Keefe ES. Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students. [Doctoral Dissertation]. Boston College; 2017. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107658


University of Arizona

15. Reinhardt, Kimberly S. Mentor Teachers: Internalization of Role, Externalization of Practices and the Relational Agency of Preparation .

Degree: 2015, University of Arizona

 This study was an investigation of mentor teachers who work in a Master of Education teacher preparation program. It examined mentors who work with teacher(more)

Subjects/Keywords: mentoring; mentoring role; professional development; relational agency; teacher preparation; Teaching & Teacher Education; clinical teacher preparation

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APA (6th Edition):

Reinhardt, K. S. (2015). Mentor Teachers: Internalization of Role, Externalization of Practices and the Relational Agency of Preparation . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/556960

Chicago Manual of Style (16th Edition):

Reinhardt, Kimberly S. “Mentor Teachers: Internalization of Role, Externalization of Practices and the Relational Agency of Preparation .” 2015. Doctoral Dissertation, University of Arizona. Accessed March 24, 2019. http://hdl.handle.net/10150/556960.

MLA Handbook (7th Edition):

Reinhardt, Kimberly S. “Mentor Teachers: Internalization of Role, Externalization of Practices and the Relational Agency of Preparation .” 2015. Web. 24 Mar 2019.

Vancouver:

Reinhardt KS. Mentor Teachers: Internalization of Role, Externalization of Practices and the Relational Agency of Preparation . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/10150/556960.

Council of Science Editors:

Reinhardt KS. Mentor Teachers: Internalization of Role, Externalization of Practices and the Relational Agency of Preparation . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/556960


Georgia State University

16. Gayles, Pamela L. Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools.

Degree: PhD, Educational Policy Studies, 2011, Georgia State University

  ABSTRACT TITLE I ELEMENTARY SCHOOL PRINCIPALS’ PERSPECTIVES ON TEACHER PREPAREDNESS: UNIVERSITY-BASED ALTERNATIVE TEACHER PREPARATION FOR URBAN SCHOOLS by Pamela L. Gayles Colleges of education… (more)

Subjects/Keywords: Teacher Preparation; Alternative Teacher Preparation; Urban Schools; Urban Teacher Preparation; Educational Policy; Multicultural Education; Education; Education Policy

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APA (6th Edition):

Gayles, P. L. (2011). Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/83

Chicago Manual of Style (16th Edition):

Gayles, Pamela L. “Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools.” 2011. Doctoral Dissertation, Georgia State University. Accessed March 24, 2019. https://scholarworks.gsu.edu/eps_diss/83.

MLA Handbook (7th Edition):

Gayles, Pamela L. “Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools.” 2011. Web. 24 Mar 2019.

Vancouver:

Gayles PL. Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 Mar 24]. Available from: https://scholarworks.gsu.edu/eps_diss/83.

Council of Science Editors:

Gayles PL. Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/eps_diss/83

17. Gauthier, Leah. CHANGE PLAN FOR THE TEACHER MENTORING AND INDUCTION PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT.

Degree: EdD Doctor of Education, Educational Leadership, 2017, National-Louis University

  The teacher mentoring program is supportive to those new to the profession or new to the school district. The mentoring program is not successful… (more)

Subjects/Keywords: mentoring; teacher retention; teacher preparation; leadership; Teacher Education and Professional Development

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APA (6th Edition):

Gauthier, L. (2017). CHANGE PLAN FOR THE TEACHER MENTORING AND INDUCTION PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/247

Chicago Manual of Style (16th Edition):

Gauthier, Leah. “CHANGE PLAN FOR THE TEACHER MENTORING AND INDUCTION PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT.” 2017. Doctoral Dissertation, National-Louis University. Accessed March 24, 2019. https://digitalcommons.nl.edu/diss/247.

MLA Handbook (7th Edition):

Gauthier, Leah. “CHANGE PLAN FOR THE TEACHER MENTORING AND INDUCTION PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT.” 2017. Web. 24 Mar 2019.

Vancouver:

Gauthier L. CHANGE PLAN FOR THE TEACHER MENTORING AND INDUCTION PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2019 Mar 24]. Available from: https://digitalcommons.nl.edu/diss/247.

Council of Science Editors:

Gauthier L. CHANGE PLAN FOR THE TEACHER MENTORING AND INDUCTION PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/247


Georgia State University

18. Thompson, Mary C. Beginning Teachers' Perceptions of Preparedness: A Teacher Education Program's Transferability and Impact on The Secondary English/Language Arts Classroom.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2010, Georgia State University

 In October 2009, United States Secretary of Education Arne Duncan declared in a speech to Columbia University’s Teacher’s College that many university teacher preparation programs… (more)

Subjects/Keywords: teacher education; English education; teacher training; beginning teacher preparation; Education

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APA (6th Edition):

Thompson, M. C. (2010). Beginning Teachers' Perceptions of Preparedness: A Teacher Education Program's Transferability and Impact on The Secondary English/Language Arts Classroom. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/67

Chicago Manual of Style (16th Edition):

Thompson, Mary C. “Beginning Teachers' Perceptions of Preparedness: A Teacher Education Program's Transferability and Impact on The Secondary English/Language Arts Classroom.” 2010. Doctoral Dissertation, Georgia State University. Accessed March 24, 2019. https://scholarworks.gsu.edu/msit_diss/67.

MLA Handbook (7th Edition):

Thompson, Mary C. “Beginning Teachers' Perceptions of Preparedness: A Teacher Education Program's Transferability and Impact on The Secondary English/Language Arts Classroom.” 2010. Web. 24 Mar 2019.

Vancouver:

Thompson MC. Beginning Teachers' Perceptions of Preparedness: A Teacher Education Program's Transferability and Impact on The Secondary English/Language Arts Classroom. [Internet] [Doctoral dissertation]. Georgia State University; 2010. [cited 2019 Mar 24]. Available from: https://scholarworks.gsu.edu/msit_diss/67.

Council of Science Editors:

Thompson MC. Beginning Teachers' Perceptions of Preparedness: A Teacher Education Program's Transferability and Impact on The Secondary English/Language Arts Classroom. [Doctoral Dissertation]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/msit_diss/67


UCLA

19. Stoneburner, John. Understanding Teacher Stress and Wellbeing at Teach For America’s Summer Institute.

Degree: Education, 2018, UCLA

 Teach For America is the largest supplier of novice educators in the United States as well as the largest postgraduate employment provider in the country.… (more)

Subjects/Keywords: Teacher education; Coping; Stress; Teacher Education; Teacher Preparation; Teach For America

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APA (6th Edition):

Stoneburner, J. (2018). Understanding Teacher Stress and Wellbeing at Teach For America’s Summer Institute. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/14p0x660

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):

Stoneburner, John. “Understanding Teacher Stress and Wellbeing at Teach For America’s Summer Institute.” 2018. Thesis, UCLA. Accessed March 24, 2019. http://www.escholarship.org/uc/item/14p0x660.

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

MLA Handbook (7th Edition):

Stoneburner, John. “Understanding Teacher Stress and Wellbeing at Teach For America’s Summer Institute.” 2018. Web. 24 Mar 2019.

Vancouver:

Stoneburner J. Understanding Teacher Stress and Wellbeing at Teach For America’s Summer Institute. [Internet] [Thesis]. UCLA; 2018. [cited 2019 Mar 24]. Available from: http://www.escholarship.org/uc/item/14p0x660.

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

Council of Science Editors:

Stoneburner J. Understanding Teacher Stress and Wellbeing at Teach For America’s Summer Institute. [Thesis]. UCLA; 2018. Available from: http://www.escholarship.org/uc/item/14p0x660

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


University of California – Irvine

20. Zinger, Doron. The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction.

Degree: Education, 2018, University of California – Irvine

 The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and InstructionByDoron ZingerDoctor of Philosophy in Education University… (more)

Subjects/Keywords: Teacher education; alternative certification; teacher learning; teacher preparation; urban instruction

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APA (6th Edition):

Zinger, D. (2018). The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction. (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/36h6w7ps

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):

Zinger, Doron. “The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction.” 2018. Thesis, University of California – Irvine. Accessed March 24, 2019. http://www.escholarship.org/uc/item/36h6w7ps.

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

MLA Handbook (7th Edition):

Zinger, Doron. “The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction.” 2018. Web. 24 Mar 2019.

Vancouver:

Zinger D. The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction. [Internet] [Thesis]. University of California – Irvine; 2018. [cited 2019 Mar 24]. Available from: http://www.escholarship.org/uc/item/36h6w7ps.

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

Council of Science Editors:

Zinger D. The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction. [Thesis]. University of California – Irvine; 2018. Available from: http://www.escholarship.org/uc/item/36h6w7ps

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


University of Sydney

21. Lo, Wing Yee. The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong .

Degree: 2014, University of Sydney

 In Hong Kong, primary mathematics education underwent curriculum reform in 2000. The revised primary mathematics curriculum places a stronger emphasis on developing students’ higher-order thinking… (more)

Subjects/Keywords: Primary mathematics education; Teacher preparation; Teacher knowledge; Teacher beliefs; Curriculum studies

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APA (6th Edition):

Lo, W. Y. (2014). The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/12471

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):

Lo, Wing Yee. “The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong .” 2014. Thesis, University of Sydney. Accessed March 24, 2019. http://hdl.handle.net/2123/12471.

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

MLA Handbook (7th Edition):

Lo, Wing Yee. “The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong .” 2014. Web. 24 Mar 2019.

Vancouver:

Lo WY. The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong . [Internet] [Thesis]. University of Sydney; 2014. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/2123/12471.

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

Council of Science Editors:

Lo WY. The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong . [Thesis]. University of Sydney; 2014. Available from: http://hdl.handle.net/2123/12471

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


University of Cincinnati

22. Bottomley, Amy. Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes.

Degree: EdD, Education, Criminal Justice, and Human Services: Curriculum and Instruction, 2016, University of Cincinnati

 The field of education has recognized the importance of disciplinary literacy in middle and high school classroom instruction. In order to prepare teacher candidates to… (more)

Subjects/Keywords: Teacher Education; disciplinary literacy; teacher preparation; social studies education; teacher education

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APA (6th Edition):

Bottomley, A. (2016). Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622

Chicago Manual of Style (16th Edition):

Bottomley, Amy. “Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes.” 2016. Doctoral Dissertation, University of Cincinnati. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622.

MLA Handbook (7th Edition):

Bottomley, Amy. “Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes.” 2016. Web. 24 Mar 2019.

Vancouver:

Bottomley A. Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes. [Internet] [Doctoral dissertation]. University of Cincinnati; 2016. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622.

Council of Science Editors:

Bottomley A. Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes. [Doctoral Dissertation]. University of Cincinnati; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622


University of Missouri – Columbia

23. Taylor, Cynthia E. Facilitating the development of elementary prospective teachers' pedagogical content knowledge: a case study of a mathematics teacher educator's actions and purposes.

Degree: 2011, University of Missouri – Columbia

 Prospective mathematics teachers (PTs) need to develop pedagogical content knowledge (PCK) to improve the teaching and learning of mathematics. Therefore, mathematics teacher educators (MTEs) need… (more)

Subjects/Keywords: pedagogical content knowledge; mathematics teacher educator; prospective teacher; teacher preparation programs

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APA (6th Edition):

Taylor, C. E. (2011). Facilitating the development of elementary prospective teachers' pedagogical content knowledge: a case study of a mathematics teacher educator's actions and purposes. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15819

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):

Taylor, Cynthia E. “Facilitating the development of elementary prospective teachers' pedagogical content knowledge: a case study of a mathematics teacher educator's actions and purposes.” 2011. Thesis, University of Missouri – Columbia. Accessed March 24, 2019. http://hdl.handle.net/10355/15819.

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

MLA Handbook (7th Edition):

Taylor, Cynthia E. “Facilitating the development of elementary prospective teachers' pedagogical content knowledge: a case study of a mathematics teacher educator's actions and purposes.” 2011. Web. 24 Mar 2019.

Vancouver:

Taylor CE. Facilitating the development of elementary prospective teachers' pedagogical content knowledge: a case study of a mathematics teacher educator's actions and purposes. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/10355/15819.

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

Council of Science Editors:

Taylor CE. Facilitating the development of elementary prospective teachers' pedagogical content knowledge: a case study of a mathematics teacher educator's actions and purposes. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/15819

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


Texas A&M University

24. Crook, Dena Marie. Using Outcome Measures in the Evaluation of One Educator Preparation Program in Central Texas.

Degree: EdD, Curriculum and Instruction, 2017, Texas A&M University

 Framed in a quantitative methodology, this study focused on the efficacy of an undergraduate elementary educator preparation program (EPP) at a central Texas university. The… (more)

Subjects/Keywords: educator preparation program evaluation; teacher preparation; outcome-based assessment

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APA (6th Edition):

Crook, D. M. (2017). Using Outcome Measures in the Evaluation of One Educator Preparation Program in Central Texas. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169628

Chicago Manual of Style (16th Edition):

Crook, Dena Marie. “Using Outcome Measures in the Evaluation of One Educator Preparation Program in Central Texas.” 2017. Doctoral Dissertation, Texas A&M University. Accessed March 24, 2019. http://hdl.handle.net/1969.1/169628.

MLA Handbook (7th Edition):

Crook, Dena Marie. “Using Outcome Measures in the Evaluation of One Educator Preparation Program in Central Texas.” 2017. Web. 24 Mar 2019.

Vancouver:

Crook DM. Using Outcome Measures in the Evaluation of One Educator Preparation Program in Central Texas. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/1969.1/169628.

Council of Science Editors:

Crook DM. Using Outcome Measures in the Evaluation of One Educator Preparation Program in Central Texas. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169628


University of Georgia

25. Barnes, Mary Alyssa. The future generation: preparing pre-service teachers for inclusion.

Degree: PhD, Special Education, 2010, University of Georgia

 With the increase of students with special needs participating in regular education classes, general educators are responsible for meeting the needs of a diverse group… (more)

Subjects/Keywords: Teacher preparation; Inclusion; General education; Special education

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APA (6th Edition):

Barnes, M. A. (2010). The future generation: preparing pre-service teachers for inclusion. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/barnes_mary_a_201012_phd

Chicago Manual of Style (16th Edition):

Barnes, Mary Alyssa. “The future generation: preparing pre-service teachers for inclusion.” 2010. Doctoral Dissertation, University of Georgia. Accessed March 24, 2019. http://purl.galileo.usg.edu/uga_etd/barnes_mary_a_201012_phd.

MLA Handbook (7th Edition):

Barnes, Mary Alyssa. “The future generation: preparing pre-service teachers for inclusion.” 2010. Web. 24 Mar 2019.

Vancouver:

Barnes MA. The future generation: preparing pre-service teachers for inclusion. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Mar 24]. Available from: http://purl.galileo.usg.edu/uga_etd/barnes_mary_a_201012_phd.

Council of Science Editors:

Barnes MA. The future generation: preparing pre-service teachers for inclusion. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/barnes_mary_a_201012_phd


Virginia Commonwealth University

26. Hooper, Belinda. Preparing Early Childhood Special Educators for Inclusive Practice.

Degree: PhD, Education, 2011, Virginia Commonwealth University

 The purpose of this study was to describe experienced practitioners’ beliefs about inclusion and their perceptions of what early childhood special education (ECSE) preservice teachers… (more)

Subjects/Keywords: inclusion; early childhood; teacher preparation; Education

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APA (6th Edition):

Hooper, B. (2011). Preparing Early Childhood Special Educators for Inclusive Practice. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2380

Chicago Manual of Style (16th Edition):

Hooper, Belinda. “Preparing Early Childhood Special Educators for Inclusive Practice.” 2011. Doctoral Dissertation, Virginia Commonwealth University. Accessed March 24, 2019. https://scholarscompass.vcu.edu/etd/2380.

MLA Handbook (7th Edition):

Hooper, Belinda. “Preparing Early Childhood Special Educators for Inclusive Practice.” 2011. Web. 24 Mar 2019.

Vancouver:

Hooper B. Preparing Early Childhood Special Educators for Inclusive Practice. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2011. [cited 2019 Mar 24]. Available from: https://scholarscompass.vcu.edu/etd/2380.

Council of Science Editors:

Hooper B. Preparing Early Childhood Special Educators for Inclusive Practice. [Doctoral Dissertation]. Virginia Commonwealth University; 2011. Available from: https://scholarscompass.vcu.edu/etd/2380


University of Hawaii – Manoa

27. Silva, Jaydene Rk. Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers.

Degree: 2015, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2014.

Teacher transiency and teacher quality are of utmost concern in Hawaiʻi. For decades, the Hawaiʻi Department of Education… (more)

Subjects/Keywords: teacher preparation; community college; underrepresented students

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APA (6th Edition):

Silva, J. R. (2015). Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101141

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):

Silva, Jaydene Rk. “Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers.” 2015. Thesis, University of Hawaii – Manoa. Accessed March 24, 2019. http://hdl.handle.net/10125/101141.

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

MLA Handbook (7th Edition):

Silva, Jaydene Rk. “Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers.” 2015. Web. 24 Mar 2019.

Vancouver:

Silva JR. Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/10125/101141.

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

Council of Science Editors:

Silva JR. Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers. [Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/101141

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


Penn State University

28. Schanbacher, Kathleen Ann. An Intergenerational Study of the Mathematics Attitudes of Preservice Women Teachers and Their Mothers.

Degree: PhD, Curriculum and Instruction, 2009, Penn State University

 Math…it’s all around us in everything we do. Numbers, shapes, sizes, prices. With no other subject, it seems, do we experiences the same degree of… (more)

Subjects/Keywords: mathematics; attitudes; women; stereotyping; teacher preparation

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APA (6th Edition):

Schanbacher, K. A. (2009). An Intergenerational Study of the Mathematics Attitudes of Preservice Women Teachers and Their Mothers. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9279

Chicago Manual of Style (16th Edition):

Schanbacher, Kathleen Ann. “An Intergenerational Study of the Mathematics Attitudes of Preservice Women Teachers and Their Mothers.” 2009. Doctoral Dissertation, Penn State University. Accessed March 24, 2019. https://etda.libraries.psu.edu/catalog/9279.

MLA Handbook (7th Edition):

Schanbacher, Kathleen Ann. “An Intergenerational Study of the Mathematics Attitudes of Preservice Women Teachers and Their Mothers.” 2009. Web. 24 Mar 2019.

Vancouver:

Schanbacher KA. An Intergenerational Study of the Mathematics Attitudes of Preservice Women Teachers and Their Mothers. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Mar 24]. Available from: https://etda.libraries.psu.edu/catalog/9279.

Council of Science Editors:

Schanbacher KA. An Intergenerational Study of the Mathematics Attitudes of Preservice Women Teachers and Their Mothers. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/9279


Louisiana State University

29. Emiraliyeva-Pitre, Leylja A. An Examination of Secondary English Pre-Service Teachers’ Perceptions of Field Experiences: Shaping the Understanding of Teaching and Its Challenges before Student Teaching.

Degree: PhD, Education, 2014, Louisiana State University

 In response to the growing demands and pressures on teacher preparation and quality, as well as the call for further research distinguishing the role and… (more)

Subjects/Keywords: teacher preparation; field experiences; pre-service teachers

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

APA (6th Edition):

Emiraliyeva-Pitre, L. A. (2014). An Examination of Secondary English Pre-Service Teachers’ Perceptions of Field Experiences: Shaping the Understanding of Teaching and Its Challenges before Student Teaching. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04112014-203515 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2929

Chicago Manual of Style (16th Edition):

Emiraliyeva-Pitre, Leylja A. “An Examination of Secondary English Pre-Service Teachers’ Perceptions of Field Experiences: Shaping the Understanding of Teaching and Its Challenges before Student Teaching.” 2014. Doctoral Dissertation, Louisiana State University. Accessed March 24, 2019. etd-04112014-203515 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2929.

MLA Handbook (7th Edition):

Emiraliyeva-Pitre, Leylja A. “An Examination of Secondary English Pre-Service Teachers’ Perceptions of Field Experiences: Shaping the Understanding of Teaching and Its Challenges before Student Teaching.” 2014. Web. 24 Mar 2019.

Vancouver:

Emiraliyeva-Pitre LA. An Examination of Secondary English Pre-Service Teachers’ Perceptions of Field Experiences: Shaping the Understanding of Teaching and Its Challenges before Student Teaching. [Internet] [Doctoral dissertation]. Louisiana State University; 2014. [cited 2019 Mar 24]. Available from: etd-04112014-203515 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2929.

Council of Science Editors:

Emiraliyeva-Pitre LA. An Examination of Secondary English Pre-Service Teachers’ Perceptions of Field Experiences: Shaping the Understanding of Teaching and Its Challenges before Student Teaching. [Doctoral Dissertation]. Louisiana State University; 2014. Available from: etd-04112014-203515 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2929


University of North Texas

30. Lohmann, Marla J. Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management.

Degree: 2013, University of North Texas

 Research indicates that serious behavior problems begin during the early childhood years. The study examined the perceived preparedness of teachers related to behavior management as… (more)

Subjects/Keywords: Early childhood education; behavior; teacher preparation

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

APA (6th Edition):

Lohmann, M. J. (2013). Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc283797/

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):

Lohmann, Marla J. “Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management.” 2013. Thesis, University of North Texas. Accessed March 24, 2019. https://digital.library.unt.edu/ark:/67531/metadc283797/.

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

MLA Handbook (7th Edition):

Lohmann, Marla J. “Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management.” 2013. Web. 24 Mar 2019.

Vancouver:

Lohmann MJ. Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Mar 24]. Available from: https://digital.library.unt.edu/ark:/67531/metadc283797/.

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

Council of Science Editors:

Lohmann MJ. Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc283797/

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

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