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Dept: Educational Leadership

You searched for subject:(Adaptative software development ASD ). Showing records 1 – 30 of 265 total matches.

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Penn State University

1. Brunner, Rhonda Aileen. The Perceived Impact of Professional Development on Attitudes and Beliefs and Actions and Behavior: A Comparative Case Study in an Urban District.

Degree: EdD, Educational Leadership, 2009, Penn State University

 Abstract Only a few studies link characteristics of professional development with teachers’ instruction and student achievement; however, over the past decade, considerable literature has emerged… (more)

Subjects/Keywords: professional development; literacy

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APA (6th Edition):

Brunner, R. A. (2009). The Perceived Impact of Professional Development on Attitudes and Beliefs and Actions and Behavior: A Comparative Case Study in an Urban District. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9971

Chicago Manual of Style (16th Edition):

Brunner, Rhonda Aileen. “The Perceived Impact of Professional Development on Attitudes and Beliefs and Actions and Behavior: A Comparative Case Study in an Urban District.” 2009. Doctoral Dissertation, Penn State University. Accessed March 21, 2019. https://etda.libraries.psu.edu/catalog/9971.

MLA Handbook (7th Edition):

Brunner, Rhonda Aileen. “The Perceived Impact of Professional Development on Attitudes and Beliefs and Actions and Behavior: A Comparative Case Study in an Urban District.” 2009. Web. 21 Mar 2019.

Vancouver:

Brunner RA. The Perceived Impact of Professional Development on Attitudes and Beliefs and Actions and Behavior: A Comparative Case Study in an Urban District. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Mar 21]. Available from: https://etda.libraries.psu.edu/catalog/9971.

Council of Science Editors:

Brunner RA. The Perceived Impact of Professional Development on Attitudes and Beliefs and Actions and Behavior: A Comparative Case Study in an Urban District. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/9971


East Tennessee State University

2. Whaley, Carol Hendrix. Special Education Teachers' and Speech Therapists' Knowledge of Autism Spectrum Disorder.

Degree: EdD (Doctor of Education), Educational Leadership, 2002, East Tennessee State University

  The purpose of this study was to survey special education teachers and speech therapists in eleven school districts in Northeast Tennessee regarding their knowledge… (more)

Subjects/Keywords: Autism Spectrum Disorder; Special Education; ASD Education; Legal Issues; Pervasive Developmental Disorder; Communication Sciences and Disorders; Education; Medicine and Health Sciences; Special Education and Teaching

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APA (6th Edition):

Whaley, C. H. (2002). Special Education Teachers' and Speech Therapists' Knowledge of Autism Spectrum Disorder. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/717

Chicago Manual of Style (16th Edition):

Whaley, Carol Hendrix. “Special Education Teachers' and Speech Therapists' Knowledge of Autism Spectrum Disorder.” 2002. Doctoral Dissertation, East Tennessee State University. Accessed March 21, 2019. https://dc.etsu.edu/etd/717.

MLA Handbook (7th Edition):

Whaley, Carol Hendrix. “Special Education Teachers' and Speech Therapists' Knowledge of Autism Spectrum Disorder.” 2002. Web. 21 Mar 2019.

Vancouver:

Whaley CH. Special Education Teachers' and Speech Therapists' Knowledge of Autism Spectrum Disorder. [Internet] [Doctoral dissertation]. East Tennessee State University; 2002. [cited 2019 Mar 21]. Available from: https://dc.etsu.edu/etd/717.

Council of Science Editors:

Whaley CH. Special Education Teachers' and Speech Therapists' Knowledge of Autism Spectrum Disorder. [Doctoral Dissertation]. East Tennessee State University; 2002. Available from: https://dc.etsu.edu/etd/717


University of Georgia

3. Bennett, Ralph M. Teacher participation in curriculum development : a history of the idea and practice, 1890-1940.

Degree: EdD, Educational Leadership, 2002, University of Georgia

 Recent reform proposals have recommended greater teacher participation in the decision-making process. Curriculum and instruction are areas which are frequently suggested as appropriate for teacher… (more)

Subjects/Keywords: Curriculum development

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APA (6th Edition):

Bennett, R. M. (2002). Teacher participation in curriculum development : a history of the idea and practice, 1890-1940. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bennett_ralph_m_200208_edd

Chicago Manual of Style (16th Edition):

Bennett, Ralph M. “Teacher participation in curriculum development : a history of the idea and practice, 1890-1940.” 2002. Doctoral Dissertation, University of Georgia. Accessed March 21, 2019. http://purl.galileo.usg.edu/uga_etd/bennett_ralph_m_200208_edd.

MLA Handbook (7th Edition):

Bennett, Ralph M. “Teacher participation in curriculum development : a history of the idea and practice, 1890-1940.” 2002. Web. 21 Mar 2019.

Vancouver:

Bennett RM. Teacher participation in curriculum development : a history of the idea and practice, 1890-1940. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2019 Mar 21]. Available from: http://purl.galileo.usg.edu/uga_etd/bennett_ralph_m_200208_edd.

Council of Science Editors:

Bennett RM. Teacher participation in curriculum development : a history of the idea and practice, 1890-1940. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/bennett_ralph_m_200208_edd


University of Georgia

4. Flynt, Steven William. The impact of a science professional development program on student achievement in high school.

Degree: EdD, Educational Leadership, 2004, University of Georgia

 The purpose of this study was to determine the effectiveness of a science professional development program as it related to Dacula High School’s student scores… (more)

Subjects/Keywords: professional development

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APA (6th Edition):

Flynt, S. W. (2004). The impact of a science professional development program on student achievement in high school. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/flynt_steven_w_200405_edd

Chicago Manual of Style (16th Edition):

Flynt, Steven William. “The impact of a science professional development program on student achievement in high school.” 2004. Doctoral Dissertation, University of Georgia. Accessed March 21, 2019. http://purl.galileo.usg.edu/uga_etd/flynt_steven_w_200405_edd.

MLA Handbook (7th Edition):

Flynt, Steven William. “The impact of a science professional development program on student achievement in high school.” 2004. Web. 21 Mar 2019.

Vancouver:

Flynt SW. The impact of a science professional development program on student achievement in high school. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Mar 21]. Available from: http://purl.galileo.usg.edu/uga_etd/flynt_steven_w_200405_edd.

Council of Science Editors:

Flynt SW. The impact of a science professional development program on student achievement in high school. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/flynt_steven_w_200405_edd


Penn State University

5. Martin, Rachel J. A Study of Teachers' and Administrators' Perceptions of Collaborative Teacher Teams as a Strategy for Professional Development.

Degree: EdD, Educational Leadership, 2015, Penn State University

 Abstract Only a few studies have questioned teachers’ perceptions of collaborative professional development work at the elementary level; however there is considerable literature on collaborative… (more)

Subjects/Keywords: Collaboration; professional development; teachers' perceptions

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APA (6th Edition):

Martin, R. J. (2015). A Study of Teachers' and Administrators' Perceptions of Collaborative Teacher Teams as a Strategy for Professional Development. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/26402

Chicago Manual of Style (16th Edition):

Martin, Rachel J. “A Study of Teachers' and Administrators' Perceptions of Collaborative Teacher Teams as a Strategy for Professional Development.” 2015. Doctoral Dissertation, Penn State University. Accessed March 21, 2019. https://etda.libraries.psu.edu/catalog/26402.

MLA Handbook (7th Edition):

Martin, Rachel J. “A Study of Teachers' and Administrators' Perceptions of Collaborative Teacher Teams as a Strategy for Professional Development.” 2015. Web. 21 Mar 2019.

Vancouver:

Martin RJ. A Study of Teachers' and Administrators' Perceptions of Collaborative Teacher Teams as a Strategy for Professional Development. [Internet] [Doctoral dissertation]. Penn State University; 2015. [cited 2019 Mar 21]. Available from: https://etda.libraries.psu.edu/catalog/26402.

Council of Science Editors:

Martin RJ. A Study of Teachers' and Administrators' Perceptions of Collaborative Teacher Teams as a Strategy for Professional Development. [Doctoral Dissertation]. Penn State University; 2015. Available from: https://etda.libraries.psu.edu/catalog/26402


East Tennessee State University

6. Davenport, Martha K. Factors Related to the Tennessee K-12 Educators' Implementation of the Internet into Classroom Activities and Professional Development.

Degree: EdD (Doctor of Education), Educational Leadership, 1995, East Tennessee State University

  The purpose of this study was to determine what factors influence educators to use the Internet in classroom activities or in their own professional… (more)

Subjects/Keywords: Education; Educational software; Instructional Media Design

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APA (6th Edition):

Davenport, M. K. (1995). Factors Related to the Tennessee K-12 Educators' Implementation of the Internet into Classroom Activities and Professional Development. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2664

Chicago Manual of Style (16th Edition):

Davenport, Martha K. “Factors Related to the Tennessee K-12 Educators' Implementation of the Internet into Classroom Activities and Professional Development.” 1995. Doctoral Dissertation, East Tennessee State University. Accessed March 21, 2019. https://dc.etsu.edu/etd/2664.

MLA Handbook (7th Edition):

Davenport, Martha K. “Factors Related to the Tennessee K-12 Educators' Implementation of the Internet into Classroom Activities and Professional Development.” 1995. Web. 21 Mar 2019.

Vancouver:

Davenport MK. Factors Related to the Tennessee K-12 Educators' Implementation of the Internet into Classroom Activities and Professional Development. [Internet] [Doctoral dissertation]. East Tennessee State University; 1995. [cited 2019 Mar 21]. Available from: https://dc.etsu.edu/etd/2664.

Council of Science Editors:

Davenport MK. Factors Related to the Tennessee K-12 Educators' Implementation of the Internet into Classroom Activities and Professional Development. [Doctoral Dissertation]. East Tennessee State University; 1995. Available from: https://dc.etsu.edu/etd/2664


Kennesaw State University

7. 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 (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 March 21, 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. 21 Mar 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 Mar 21]. 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


Mississippi State University

8. Easley, Darrell Rance. Dissertation - Opportunities, responsibilities, and perceptions of professional development leaders in Mississippi's community colleges.

Degree: PhD, Educational Leadership, 2018, Mississippi State University

  Professional development is critical to the skill development and personal growth of 2-year college employees, and further research is needed to measure and evaluate… (more)

Subjects/Keywords: rural 2-year colleges; community colleges; higher education; learning and development; training and development; professional development

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APA (6th Edition):

Easley, D. R. (2018). Dissertation - Opportunities, responsibilities, and perceptions of professional development leaders in Mississippi's community colleges. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03072018-105228/ ;

Chicago Manual of Style (16th Edition):

Easley, Darrell Rance. “Dissertation - Opportunities, responsibilities, and perceptions of professional development leaders in Mississippi's community colleges.” 2018. Doctoral Dissertation, Mississippi State University. Accessed March 21, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-03072018-105228/ ;.

MLA Handbook (7th Edition):

Easley, Darrell Rance. “Dissertation - Opportunities, responsibilities, and perceptions of professional development leaders in Mississippi's community colleges.” 2018. Web. 21 Mar 2019.

Vancouver:

Easley DR. Dissertation - Opportunities, responsibilities, and perceptions of professional development leaders in Mississippi's community colleges. [Internet] [Doctoral dissertation]. Mississippi State University; 2018. [cited 2019 Mar 21]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03072018-105228/ ;.

Council of Science Editors:

Easley DR. Dissertation - Opportunities, responsibilities, and perceptions of professional development leaders in Mississippi's community colleges. [Doctoral Dissertation]. Mississippi State University; 2018. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03072018-105228/ ;

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Juracka, Stephen. “Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership.” 2018. Doctoral Dissertation, National-Louis University. Accessed March 21, 2019. https://digitalcommons.nl.edu/diss/327.

MLA Handbook (7th Edition):

Juracka, Stephen. “Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership.” 2018. Web. 21 Mar 2019.

Vancouver:

Juracka S. Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership. [Internet] [Doctoral dissertation]. National-Louis University; 2018. [cited 2019 Mar 21]. Available from: https://digitalcommons.nl.edu/diss/327.

Council of Science Editors:

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


Miami University

10. Christman, Heather Shook. Connections between Leadership and Developmental Capacities in College Students.

Degree: PhD, Educational Leadership, 2013, Miami University

 Colleges and universities have a unique opportunity to develop leaders capable of addressing the challenges of tomorrow. Critical components of such leadership include understanding oneself,… (more)

Subjects/Keywords: Adult Education; Developmental Psychology; Educational Leadership; Higher Education Administration; Higher Education; self authorship; self evolution; Social Change Model of Leadership Development; leadership development; adult development; college students; development; learning outcomes

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APA (6th Edition):

Christman, H. S. (2013). Connections between Leadership and Developmental Capacities in College Students. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1366279532

Chicago Manual of Style (16th Edition):

Christman, Heather Shook. “Connections between Leadership and Developmental Capacities in College Students.” 2013. Doctoral Dissertation, Miami University. Accessed March 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1366279532.

MLA Handbook (7th Edition):

Christman, Heather Shook. “Connections between Leadership and Developmental Capacities in College Students.” 2013. Web. 21 Mar 2019.

Vancouver:

Christman HS. Connections between Leadership and Developmental Capacities in College Students. [Internet] [Doctoral dissertation]. Miami University; 2013. [cited 2019 Mar 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1366279532.

Council of Science Editors:

Christman HS. Connections between Leadership and Developmental Capacities in College Students. [Doctoral Dissertation]. Miami University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1366279532

11. Whitney-DeLaMar, Marybeth. Building A High-Quality Teaching Profession: Professional Development For Teachers and Staff.

Degree: Educational Leadership, 2013, National-Louis University

N/A Advisors/Committee Members: Jack Denny.

Subjects/Keywords: Professional Development; Staff Development; Educational Leadership

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APA (6th Edition):

Whitney-DeLaMar, M. (2013). Building A High-Quality Teaching Profession: Professional Development For Teachers and Staff. (Thesis). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/156

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):

Whitney-DeLaMar, Marybeth. “Building A High-Quality Teaching Profession: Professional Development For Teachers and Staff.” 2013. Thesis, National-Louis University. Accessed March 21, 2019. http://digitalcommons.nl.edu/diss/156.

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

MLA Handbook (7th Edition):

Whitney-DeLaMar, Marybeth. “Building A High-Quality Teaching Profession: Professional Development For Teachers and Staff.” 2013. Web. 21 Mar 2019.

Vancouver:

Whitney-DeLaMar M. Building A High-Quality Teaching Profession: Professional Development For Teachers and Staff. [Internet] [Thesis]. National-Louis University; 2013. [cited 2019 Mar 21]. Available from: http://digitalcommons.nl.edu/diss/156.

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

Council of Science Editors:

Whitney-DeLaMar M. Building A High-Quality Teaching Profession: Professional Development For Teachers and Staff. [Thesis]. National-Louis University; 2013. Available from: http://digitalcommons.nl.edu/diss/156

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


Lehigh University

12. Salvesen, Susan L. What Are The Professional Development Needs Of Principals As They Implement The New Educator Effectiveness System?.

Degree: EdD, Educational Leadership, 2016, Lehigh University

 With the passing of Act 82, the state of Pennsylvania has provided school districts with Danielson’s Framework as a tool for principals to evaluate teachers.… (more)

Subjects/Keywords: Danielson's Framework; Principal professional development; Professional development formats; Teacher evaluation; Education; Educational Leadership

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APA (6th Edition):

Salvesen, S. L. (2016). What Are The Professional Development Needs Of Principals As They Implement The New Educator Effectiveness System?. (Thesis). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2793

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):

Salvesen, Susan L. “What Are The Professional Development Needs Of Principals As They Implement The New Educator Effectiveness System?.” 2016. Thesis, Lehigh University. Accessed March 21, 2019. https://preserve.lehigh.edu/etd/2793.

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

MLA Handbook (7th Edition):

Salvesen, Susan L. “What Are The Professional Development Needs Of Principals As They Implement The New Educator Effectiveness System?.” 2016. Web. 21 Mar 2019.

Vancouver:

Salvesen SL. What Are The Professional Development Needs Of Principals As They Implement The New Educator Effectiveness System?. [Internet] [Thesis]. Lehigh University; 2016. [cited 2019 Mar 21]. Available from: https://preserve.lehigh.edu/etd/2793.

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

Council of Science Editors:

Salvesen SL. What Are The Professional Development Needs Of Principals As They Implement The New Educator Effectiveness System?. [Thesis]. Lehigh University; 2016. Available from: https://preserve.lehigh.edu/etd/2793

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


Kennesaw State University

13. Vitala, Amy E. Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2016, Kennesaw State University

  Although there is a plethora of in-depth research regarding effective professional development and best practices for adult learning, there is evidence that suggests traditional… (more)

Subjects/Keywords: self-directed professional development; personalized professional learning; personal learning networks; twitter; edcamp; Other Teacher Education and Professional Development; Teacher Education and Professional Development

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APA (6th Edition):

Vitala, A. E. (2016). Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/13

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):

Vitala, Amy E. “Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning.” 2016. Thesis, Kennesaw State University. Accessed March 21, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/13.

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

MLA Handbook (7th Edition):

Vitala, Amy E. “Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning.” 2016. Web. 21 Mar 2019.

Vancouver:

Vitala AE. Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning. [Internet] [Thesis]. Kennesaw State University; 2016. [cited 2019 Mar 21]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/13.

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

Council of Science Editors:

Vitala AE. Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning. [Thesis]. Kennesaw State University; 2016. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/13

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

14. McMullen, Christie L. CONSISTENT COACHING AND ALIGNMENT: A NEW WAY OF WORK FOR COLLEGE READINESS SYSTEM STAFF.

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

  As an answer to a missing system of interaction and accountability between College Readiness System (CRS) Staff and school systems across the country, a… (more)

Subjects/Keywords: coaching; organizational change; college readiness; systems; Curriculum and Instruction; Other Teacher Education and Professional Development; Teacher Education and Professional Development

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APA (6th Edition):

McMullen, C. L. (2017). CONSISTENT COACHING AND ALIGNMENT: A NEW WAY OF WORK FOR COLLEGE READINESS SYSTEM STAFF. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/266

Chicago Manual of Style (16th Edition):

McMullen, Christie L. “CONSISTENT COACHING AND ALIGNMENT: A NEW WAY OF WORK FOR COLLEGE READINESS SYSTEM STAFF.” 2017. Doctoral Dissertation, National-Louis University. Accessed March 21, 2019. https://digitalcommons.nl.edu/diss/266.

MLA Handbook (7th Edition):

McMullen, Christie L. “CONSISTENT COACHING AND ALIGNMENT: A NEW WAY OF WORK FOR COLLEGE READINESS SYSTEM STAFF.” 2017. Web. 21 Mar 2019.

Vancouver:

McMullen CL. CONSISTENT COACHING AND ALIGNMENT: A NEW WAY OF WORK FOR COLLEGE READINESS SYSTEM STAFF. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2019 Mar 21]. Available from: https://digitalcommons.nl.edu/diss/266.

Council of Science Editors:

McMullen CL. CONSISTENT COACHING AND ALIGNMENT: A NEW WAY OF WORK FOR COLLEGE READINESS SYSTEM STAFF. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/266


East Tennessee State University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Walker, Stephanie Smith. “Professional Growth of Special Education Personnel through the Use of a Collaborative Process.” 2010. Doctoral Dissertation, East Tennessee State University. Accessed March 21, 2019. https://dc.etsu.edu/etd/1723.

MLA Handbook (7th Edition):

Walker, Stephanie Smith. “Professional Growth of Special Education Personnel through the Use of a Collaborative Process.” 2010. Web. 21 Mar 2019.

Vancouver:

Walker SS. Professional Growth of Special Education Personnel through the Use of a Collaborative Process. [Internet] [Doctoral dissertation]. East Tennessee State University; 2010. [cited 2019 Mar 21]. Available from: https://dc.etsu.edu/etd/1723.

Council of Science Editors:

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


East Tennessee State University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Lee, Susan E. “Professional Development and Teacher Perception of Efficacy for Inclusion.” 2013. Doctoral Dissertation, East Tennessee State University. Accessed March 21, 2019. https://dc.etsu.edu/etd/1131.

MLA Handbook (7th Edition):

Lee, Susan E. “Professional Development and Teacher Perception of Efficacy for Inclusion.” 2013. Web. 21 Mar 2019.

Vancouver:

Lee SE. Professional Development and Teacher Perception of Efficacy for Inclusion. [Internet] [Doctoral dissertation]. East Tennessee State University; 2013. [cited 2019 Mar 21]. Available from: https://dc.etsu.edu/etd/1131.

Council of Science Editors:

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


University of Nevada – Las Vegas

17. Holt, Spencer. Creating effective leadership development programs: A descriptive quantitative case study.

Degree: Educational Leadership, 2011, University of Nevada – Las Vegas

  An organization's long term success is strongly correlated with its ability to build effective and dynamic leaders. Many senior executives acknowledge that there is… (more)

Subjects/Keywords: Development; Executive coaching; Leadership; Leadership – Study and teaching; Business; Educational Administration and Supervision; Teacher Education and Professional Development

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

APA (6th Edition):

Holt, S. (2011). Creating effective leadership development programs: A descriptive quantitative case study. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1012

Chicago Manual of Style (16th Edition):

Holt, Spencer. “Creating effective leadership development programs: A descriptive quantitative case study.” 2011. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 21, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1012.

MLA Handbook (7th Edition):

Holt, Spencer. “Creating effective leadership development programs: A descriptive quantitative case study.” 2011. Web. 21 Mar 2019.

Vancouver:

Holt S. Creating effective leadership development programs: A descriptive quantitative case study. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2011. [cited 2019 Mar 21]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1012.

Council of Science Editors:

Holt S. Creating effective leadership development programs: A descriptive quantitative case study. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2011. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1012

18. Joves, James. The Re-Imagining of Rapa Nui Traditional Healing Arts: Explorations of Narrative Identity, Mimesis, and the Public Sphere.

Degree: Doctor of Education (EdD), Educational Leadership, 2013, University of San Francisco

  Research Topic In Rapa Nui is undergoing a cultural development crisis. This transition mixed with the ever-increasing popularity of tourism and global media has… (more)

Subjects/Keywords: Development; Easter Island; Hermeneutics; Oral Traditions; Rapa Nui; Traditional Medicine; Education

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

APA (6th Edition):

Joves, J. (2013). The Re-Imagining of Rapa Nui Traditional Healing Arts: Explorations of Narrative Identity, Mimesis, and the Public Sphere. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/74

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):

Joves, James. “The Re-Imagining of Rapa Nui Traditional Healing Arts: Explorations of Narrative Identity, Mimesis, and the Public Sphere.” 2013. Thesis, University of San Francisco. Accessed March 21, 2019. https://repository.usfca.edu/diss/74.

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

MLA Handbook (7th Edition):

Joves, James. “The Re-Imagining of Rapa Nui Traditional Healing Arts: Explorations of Narrative Identity, Mimesis, and the Public Sphere.” 2013. Web. 21 Mar 2019.

Vancouver:

Joves J. The Re-Imagining of Rapa Nui Traditional Healing Arts: Explorations of Narrative Identity, Mimesis, and the Public Sphere. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Mar 21]. Available from: https://repository.usfca.edu/diss/74.

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

Council of Science Editors:

Joves J. The Re-Imagining of Rapa Nui Traditional Healing Arts: Explorations of Narrative Identity, Mimesis, and the Public Sphere. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/74

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

19. Cotton, Katrice M. A New Group of Leaders; The Assistant Principal Academy For Instructional Leadership and Development.

Degree: EdD Doctor of Education, Educational Leadership, 2016, National-Louis University

  In order to develop the skills needed for the role of today's school leader, providing quality professional development and learning opportunities to administrators is… (more)

Subjects/Keywords: Leadership; Assistant Principal; Instructional Leadership; Development; Education; Educational Leadership

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

APA (6th Edition):

Cotton, K. M. (2016). A New Group of Leaders; The Assistant Principal Academy For Instructional Leadership and Development. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/158

Chicago Manual of Style (16th Edition):

Cotton, Katrice M. “A New Group of Leaders; The Assistant Principal Academy For Instructional Leadership and Development.” 2016. Doctoral Dissertation, National-Louis University. Accessed March 21, 2019. http://digitalcommons.nl.edu/diss/158.

MLA Handbook (7th Edition):

Cotton, Katrice M. “A New Group of Leaders; The Assistant Principal Academy For Instructional Leadership and Development.” 2016. Web. 21 Mar 2019.

Vancouver:

Cotton KM. A New Group of Leaders; The Assistant Principal Academy For Instructional Leadership and Development. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2019 Mar 21]. Available from: http://digitalcommons.nl.edu/diss/158.

Council of Science Editors:

Cotton KM. A New Group of Leaders; The Assistant Principal Academy For Instructional Leadership and Development. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/158

20. Robinson, Nicole M. Targeted Professional Learning to Implement a Biliteracy Model: A Change Leadership Plan.

Degree: EdD Doctor of Education, Educational Leadership, 2016, National-Louis University

  With the achievement gap for students with Limited English Proficiency (LEP) and their non-LEP peers widening rather than closing in Brighton School District 32… (more)

Subjects/Keywords: bilingual education; professional development for bilingual educators; Educational Leadership

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APA (6th Edition):

Robinson, N. M. (2016). Targeted Professional Learning to Implement a Biliteracy Model: A Change Leadership Plan. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/205

Chicago Manual of Style (16th Edition):

Robinson, Nicole M. “Targeted Professional Learning to Implement a Biliteracy Model: A Change Leadership Plan.” 2016. Doctoral Dissertation, National-Louis University. Accessed March 21, 2019. http://digitalcommons.nl.edu/diss/205.

MLA Handbook (7th Edition):

Robinson, Nicole M. “Targeted Professional Learning to Implement a Biliteracy Model: A Change Leadership Plan.” 2016. Web. 21 Mar 2019.

Vancouver:

Robinson NM. Targeted Professional Learning to Implement a Biliteracy Model: A Change Leadership Plan. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2019 Mar 21]. Available from: http://digitalcommons.nl.edu/diss/205.

Council of Science Editors:

Robinson NM. Targeted Professional Learning to Implement a Biliteracy Model: A Change Leadership Plan. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/205

21. Gauthier, Leah. AN EXAMINATION OF THE INDUCTION AND TEACHER MENTORING 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 an essential part of a teacher’s success during the first years at a school. It is important that a… (more)

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

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

APA (6th Edition):

Gauthier, L. (2017). AN EXAMINATION OF THE INDUCTION AND TEACHER MENTORING PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/246

Chicago Manual of Style (16th Edition):

Gauthier, Leah. “AN EXAMINATION OF THE INDUCTION AND TEACHER MENTORING PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT.” 2017. Doctoral Dissertation, National-Louis University. Accessed March 21, 2019. https://digitalcommons.nl.edu/diss/246.

MLA Handbook (7th Edition):

Gauthier, Leah. “AN EXAMINATION OF THE INDUCTION AND TEACHER MENTORING PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT.” 2017. Web. 21 Mar 2019.

Vancouver:

Gauthier L. AN EXAMINATION OF THE INDUCTION AND TEACHER MENTORING PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2019 Mar 21]. Available from: https://digitalcommons.nl.edu/diss/246.

Council of Science Editors:

Gauthier L. AN EXAMINATION OF THE INDUCTION AND TEACHER MENTORING PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/246

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

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 21, 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. 21 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 21]. 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

23. Hayes, Timothy. Seeing Polar Bears in a Snowstorm: Examining Racial Equity Work in a Predominantly White Suburban School.

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

  This three-part dissertation examines efforts to address racial equity at a predominantly white, suburban school. The first part is a program evaluation of Pacific… (more)

Subjects/Keywords: race; equity; professional development; suburban schools; diversity; Educational Leadership

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APA (6th Edition):

Hayes, T. (2017). Seeing Polar Bears in a Snowstorm: Examining Racial Equity Work in a Predominantly White Suburban School. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/255

Chicago Manual of Style (16th Edition):

Hayes, Timothy. “Seeing Polar Bears in a Snowstorm: Examining Racial Equity Work in a Predominantly White Suburban School.” 2017. Doctoral Dissertation, National-Louis University. Accessed March 21, 2019. https://digitalcommons.nl.edu/diss/255.

MLA Handbook (7th Edition):

Hayes, Timothy. “Seeing Polar Bears in a Snowstorm: Examining Racial Equity Work in a Predominantly White Suburban School.” 2017. Web. 21 Mar 2019.

Vancouver:

Hayes T. Seeing Polar Bears in a Snowstorm: Examining Racial Equity Work in a Predominantly White Suburban School. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2019 Mar 21]. Available from: https://digitalcommons.nl.edu/diss/255.

Council of Science Editors:

Hayes T. Seeing Polar Bears in a Snowstorm: Examining Racial Equity Work in a Predominantly White Suburban School. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/255


Lehigh University

24. Winokur, Ilene. Transformational Leadership and Transfer of Teacher Professional Development to the Classroom in the Kuwait Public High School Context.

Degree: EdD, Educational Leadership, 2013, Lehigh University

 The purpose of this study was to examine how teachers' perceptions of transformational leadership behavior of head of department (HOD) as instructional leader related to… (more)

Subjects/Keywords: Education; Kuwait; Professional development; Training transfer; Transformational leadership; Education; Educational Leadership

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APA (6th Edition):

Winokur, I. (2013). Transformational Leadership and Transfer of Teacher Professional Development to the Classroom in the Kuwait Public High School Context. (Thesis). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/1671

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):

Winokur, Ilene. “Transformational Leadership and Transfer of Teacher Professional Development to the Classroom in the Kuwait Public High School Context.” 2013. Thesis, Lehigh University. Accessed March 21, 2019. https://preserve.lehigh.edu/etd/1671.

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

MLA Handbook (7th Edition):

Winokur, Ilene. “Transformational Leadership and Transfer of Teacher Professional Development to the Classroom in the Kuwait Public High School Context.” 2013. Web. 21 Mar 2019.

Vancouver:

Winokur I. Transformational Leadership and Transfer of Teacher Professional Development to the Classroom in the Kuwait Public High School Context. [Internet] [Thesis]. Lehigh University; 2013. [cited 2019 Mar 21]. Available from: https://preserve.lehigh.edu/etd/1671.

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

Council of Science Editors:

Winokur I. Transformational Leadership and Transfer of Teacher Professional Development to the Classroom in the Kuwait Public High School Context. [Thesis]. Lehigh University; 2013. Available from: https://preserve.lehigh.edu/etd/1671

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


University of California – Berkeley

25. Kempkey, Julia. Creating a Technology-Enabled Practice: Integrating Technology through Collaborative Professional Development.

Degree: Educational Leadership, 2016, University of California – Berkeley

 Technology has transformed our world, however; it has yet to revolutionize our schools. When teachers integrate technology effectively into their classroom practice, they provide students… (more)

Subjects/Keywords: Educational technology; Collaborative; Constructivist; Professional Development; Student Centered; Student Devices; Technology

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APA (6th Edition):

Kempkey, J. (2016). Creating a Technology-Enabled Practice: Integrating Technology through Collaborative Professional Development. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/4jf5b2c3

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):

Kempkey, Julia. “Creating a Technology-Enabled Practice: Integrating Technology through Collaborative Professional Development.” 2016. Thesis, University of California – Berkeley. Accessed March 21, 2019. http://www.escholarship.org/uc/item/4jf5b2c3.

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

MLA Handbook (7th Edition):

Kempkey, Julia. “Creating a Technology-Enabled Practice: Integrating Technology through Collaborative Professional Development.” 2016. Web. 21 Mar 2019.

Vancouver:

Kempkey J. Creating a Technology-Enabled Practice: Integrating Technology through Collaborative Professional Development. [Internet] [Thesis]. University of California – Berkeley; 2016. [cited 2019 Mar 21]. Available from: http://www.escholarship.org/uc/item/4jf5b2c3.

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

Council of Science Editors:

Kempkey J. Creating a Technology-Enabled Practice: Integrating Technology through Collaborative Professional Development. [Thesis]. University of California – Berkeley; 2016. Available from: http://www.escholarship.org/uc/item/4jf5b2c3

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


University of California – Berkeley

26. VandeKamp, Pamela Coats. Complex Learning around a Simple Tool: Improving Instructional Supervision by Improving Lesson Analysis.

Degree: Educational Leadership, 2015, University of California – Berkeley

 ABSTRACTComplex Learning around a Simple Tool: Improving Instructional Supervision by Improving Lesson AnalysisByPamela Coats VandeKampDoctor of Education University of California, BerkeleyProfessor Heinrich Mintrop, Ph.D., Chair… (more)

Subjects/Keywords: Educational leadership; evaluation; feedback; instruction; principals; professional development

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APA (6th Edition):

VandeKamp, P. C. (2015). Complex Learning around a Simple Tool: Improving Instructional Supervision by Improving Lesson Analysis. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9hb22073

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):

VandeKamp, Pamela Coats. “Complex Learning around a Simple Tool: Improving Instructional Supervision by Improving Lesson Analysis.” 2015. Thesis, University of California – Berkeley. Accessed March 21, 2019. http://www.escholarship.org/uc/item/9hb22073.

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

MLA Handbook (7th Edition):

VandeKamp, Pamela Coats. “Complex Learning around a Simple Tool: Improving Instructional Supervision by Improving Lesson Analysis.” 2015. Web. 21 Mar 2019.

Vancouver:

VandeKamp PC. Complex Learning around a Simple Tool: Improving Instructional Supervision by Improving Lesson Analysis. [Internet] [Thesis]. University of California – Berkeley; 2015. [cited 2019 Mar 21]. Available from: http://www.escholarship.org/uc/item/9hb22073.

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

Council of Science Editors:

VandeKamp PC. Complex Learning around a Simple Tool: Improving Instructional Supervision by Improving Lesson Analysis. [Thesis]. University of California – Berkeley; 2015. Available from: http://www.escholarship.org/uc/item/9hb22073

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

27. Carlson, Scott. A Change Plan For District Professional Learning And Teacher Collaboration In The Area Of Elementary English Language Arts Instruction.

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

  This change plan used Wagner et al.’s (2006) framework to assess the arenas of culture, context, conditions, and competencies of a small suburban school… (more)

Subjects/Keywords: professional learning; staff development; change plan; Educational Leadership

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

APA (6th Edition):

Carlson, S. (2018). A Change Plan For District Professional Learning And Teacher Collaboration In The Area Of Elementary English Language Arts Instruction. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/337

Chicago Manual of Style (16th Edition):

Carlson, Scott. “A Change Plan For District Professional Learning And Teacher Collaboration In The Area Of Elementary English Language Arts Instruction.” 2018. Doctoral Dissertation, National-Louis University. Accessed March 21, 2019. https://digitalcommons.nl.edu/diss/337.

MLA Handbook (7th Edition):

Carlson, Scott. “A Change Plan For District Professional Learning And Teacher Collaboration In The Area Of Elementary English Language Arts Instruction.” 2018. Web. 21 Mar 2019.

Vancouver:

Carlson S. A Change Plan For District Professional Learning And Teacher Collaboration In The Area Of Elementary English Language Arts Instruction. [Internet] [Doctoral dissertation]. National-Louis University; 2018. [cited 2019 Mar 21]. Available from: https://digitalcommons.nl.edu/diss/337.

Council of Science Editors:

Carlson S. A Change Plan For District Professional Learning And Teacher Collaboration In The Area Of Elementary English Language Arts Instruction. [Doctoral Dissertation]. National-Louis University; 2018. Available from: https://digitalcommons.nl.edu/diss/337

28. Carlson, Scott. A Program Evaluation Of District Professional Learning Practices Using The Standards Assessment Inventory.

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

  This paper details an evaluation of a school district's professional learning program for the purpose of understanding major patterns and important nuances that give… (more)

Subjects/Keywords: professional learning; staff development; program evaluation; standards assessment inventory; Educational Leadership

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

APA (6th Edition):

Carlson, S. (2018). A Program Evaluation Of District Professional Learning Practices Using The Standards Assessment Inventory. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/338

Chicago Manual of Style (16th Edition):

Carlson, Scott. “A Program Evaluation Of District Professional Learning Practices Using The Standards Assessment Inventory.” 2018. Doctoral Dissertation, National-Louis University. Accessed March 21, 2019. https://digitalcommons.nl.edu/diss/338.

MLA Handbook (7th Edition):

Carlson, Scott. “A Program Evaluation Of District Professional Learning Practices Using The Standards Assessment Inventory.” 2018. Web. 21 Mar 2019.

Vancouver:

Carlson S. A Program Evaluation Of District Professional Learning Practices Using The Standards Assessment Inventory. [Internet] [Doctoral dissertation]. National-Louis University; 2018. [cited 2019 Mar 21]. Available from: https://digitalcommons.nl.edu/diss/338.

Council of Science Editors:

Carlson S. A Program Evaluation Of District Professional Learning Practices Using The Standards Assessment Inventory. [Doctoral Dissertation]. National-Louis University; 2018. Available from: https://digitalcommons.nl.edu/diss/338


East Tennessee State University

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Wallace, Gregory Scott. “Perceptions of Mentors and New Teachers: A Case Study of a Mentoring Program in Northeast Tennessee.” 2009. Doctoral Dissertation, East Tennessee State University. Accessed March 21, 2019. https://dc.etsu.edu/etd/1832.

MLA Handbook (7th Edition):

Wallace, Gregory Scott. “Perceptions of Mentors and New Teachers: A Case Study of a Mentoring Program in Northeast Tennessee.” 2009. Web. 21 Mar 2019.

Vancouver:

Wallace GS. Perceptions of Mentors and New Teachers: A Case Study of a Mentoring Program in Northeast Tennessee. [Internet] [Doctoral dissertation]. East Tennessee State University; 2009. [cited 2019 Mar 21]. Available from: https://dc.etsu.edu/etd/1832.

Council of Science Editors:

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


East Tennessee State University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Davis, Caroline T. “An Evaluation of Student Achievement Before and After Training in Response to Instruction in a Rural School District.” 2014. Doctoral Dissertation, East Tennessee State University. Accessed March 21, 2019. https://dc.etsu.edu/etd/2377.

MLA Handbook (7th Edition):

Davis, Caroline T. “An Evaluation of Student Achievement Before and After Training in Response to Instruction in a Rural School District.” 2014. Web. 21 Mar 2019.

Vancouver:

Davis CT. An Evaluation of Student Achievement Before and After Training in Response to Instruction in a Rural School District. [Internet] [Doctoral dissertation]. East Tennessee State University; 2014. [cited 2019 Mar 21]. Available from: https://dc.etsu.edu/etd/2377.

Council of Science Editors:

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

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