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You searched for subject:(Collaborative teaching). Showing records 1 – 30 of 189 total matches.

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Virginia Tech

1. Hedrick, Sandra I. An Analysis of Professionals' Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools.

Degree: EdD, Educational Leadership and Policy Studies, 2010, Virginia Tech

 The purpose of this study was to examine the survey responses of participants of collaborative models of instruction in order to determine the existence of… (more)

Subjects/Keywords: Co-teaching; special education; collaborative teaching

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APA (6th Edition):

Hedrick, S. I. (2010). An Analysis of Professionals' Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30132

Chicago Manual of Style (16th Edition):

Hedrick, Sandra I. “An Analysis of Professionals' Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools.” 2010. Doctoral Dissertation, Virginia Tech. Accessed June 01, 2020. http://hdl.handle.net/10919/30132.

MLA Handbook (7th Edition):

Hedrick, Sandra I. “An Analysis of Professionals' Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools.” 2010. Web. 01 Jun 2020.

Vancouver:

Hedrick SI. An Analysis of Professionals' Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Jun 01]. Available from: http://hdl.handle.net/10919/30132.

Council of Science Editors:

Hedrick SI. An Analysis of Professionals' Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/30132


Victoria University of Wellington

2. Eden, Raewyn. Restructuring mathematics teaching | learning: Co-teaching as a designed approach to teachers' collaborative inquiry.

Degree: 2019, Victoria University of Wellington

 This study explores how participation in collaborative inquiry opens space for an expanded set of understandings and practices for mathematics teaching | learning. It examines… (more)

Subjects/Keywords: Co-teaching; Collaborative inquiry; Mathematics; Collaboration

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APA (6th Edition):

Eden, R. (2019). Restructuring mathematics teaching | learning: Co-teaching as a designed approach to teachers' collaborative inquiry. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/8685

Chicago Manual of Style (16th Edition):

Eden, Raewyn. “Restructuring mathematics teaching | learning: Co-teaching as a designed approach to teachers' collaborative inquiry.” 2019. Doctoral Dissertation, Victoria University of Wellington. Accessed June 01, 2020. http://hdl.handle.net/10063/8685.

MLA Handbook (7th Edition):

Eden, Raewyn. “Restructuring mathematics teaching | learning: Co-teaching as a designed approach to teachers' collaborative inquiry.” 2019. Web. 01 Jun 2020.

Vancouver:

Eden R. Restructuring mathematics teaching | learning: Co-teaching as a designed approach to teachers' collaborative inquiry. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2019. [cited 2020 Jun 01]. Available from: http://hdl.handle.net/10063/8685.

Council of Science Editors:

Eden R. Restructuring mathematics teaching | learning: Co-teaching as a designed approach to teachers' collaborative inquiry. [Doctoral Dissertation]. Victoria University of Wellington; 2019. Available from: http://hdl.handle.net/10063/8685


University of Missouri – Columbia

3. Robinson, Laura M. Expanding the description of facilitators of adult learning : workplace facilitator teaching styles, theories of action, and perspectives of teaching.

Degree: 2012, University of Missouri – Columbia

 This study identified espoused teaching modes and teaching perspectives for a sample of workplace learning facilitators. The difference between facilitator espoused teaching mode and learner… (more)

Subjects/Keywords: teaching modes; workplace learning; collaborative teaching; facilitator espoused teaching

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APA (6th Edition):

Robinson, L. M. (2012). Expanding the description of facilitators of adult learning : workplace facilitator teaching styles, theories of action, and perspectives of teaching. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/15113

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):

Robinson, Laura M. “Expanding the description of facilitators of adult learning : workplace facilitator teaching styles, theories of action, and perspectives of teaching.” 2012. Thesis, University of Missouri – Columbia. Accessed June 01, 2020. https://doi.org/10.32469/10355/15113.

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

MLA Handbook (7th Edition):

Robinson, Laura M. “Expanding the description of facilitators of adult learning : workplace facilitator teaching styles, theories of action, and perspectives of teaching.” 2012. Web. 01 Jun 2020.

Vancouver:

Robinson LM. Expanding the description of facilitators of adult learning : workplace facilitator teaching styles, theories of action, and perspectives of teaching. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2020 Jun 01]. Available from: https://doi.org/10.32469/10355/15113.

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

Council of Science Editors:

Robinson LM. Expanding the description of facilitators of adult learning : workplace facilitator teaching styles, theories of action, and perspectives of teaching. [Thesis]. University of Missouri – Columbia; 2012. Available from: https://doi.org/10.32469/10355/15113

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


University of Houston

4. Cuellar, Kregg. THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY.

Degree: Education EdD, Educational Leadership, 2012, University of Houston

 The study aims to answer the following questions: (1) How do non-disabled students perform academically in a collaborative teaching environment using the method of inclusion… (more)

Subjects/Keywords: Collaborative Teaching; Effects of Collaborative Teaching; Inclusion; Co-teaching and its effect on general education population

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APA (6th Edition):

Cuellar, K. (2012). THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/277

Chicago Manual of Style (16th Edition):

Cuellar, Kregg. “THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY.” 2012. Doctoral Dissertation, University of Houston. Accessed June 01, 2020. http://hdl.handle.net/10657/277.

MLA Handbook (7th Edition):

Cuellar, Kregg. “THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY.” 2012. Web. 01 Jun 2020.

Vancouver:

Cuellar K. THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Jun 01]. Available from: http://hdl.handle.net/10657/277.

Council of Science Editors:

Cuellar K. THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/277


University of Newcastle

5. Nguyen, Thi Xuan Lan. Applying computer-mediated collaborative learning into English foreign language classrooms at a Vietnamese university.

Degree: PhD, 2017, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

From the sociocultural perspective, as learning is viewed as a process of collaboration, this research investigates how the… (more)

Subjects/Keywords: computer-mediated communication; collaborative learning; computer-mediated collaborative learning; English language teaching

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APA (6th Edition):

Nguyen, T. X. L. (2017). Applying computer-mediated collaborative learning into English foreign language classrooms at a Vietnamese university. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1335841

Chicago Manual of Style (16th Edition):

Nguyen, Thi Xuan Lan. “Applying computer-mediated collaborative learning into English foreign language classrooms at a Vietnamese university.” 2017. Doctoral Dissertation, University of Newcastle. Accessed June 01, 2020. http://hdl.handle.net/1959.13/1335841.

MLA Handbook (7th Edition):

Nguyen, Thi Xuan Lan. “Applying computer-mediated collaborative learning into English foreign language classrooms at a Vietnamese university.” 2017. Web. 01 Jun 2020.

Vancouver:

Nguyen TXL. Applying computer-mediated collaborative learning into English foreign language classrooms at a Vietnamese university. [Internet] [Doctoral dissertation]. University of Newcastle; 2017. [cited 2020 Jun 01]. Available from: http://hdl.handle.net/1959.13/1335841.

Council of Science Editors:

Nguyen TXL. Applying computer-mediated collaborative learning into English foreign language classrooms at a Vietnamese university. [Doctoral Dissertation]. University of Newcastle; 2017. Available from: http://hdl.handle.net/1959.13/1335841


Liberty University

6. Bingham, Jarrod. The Impact of Co-Teaching on Mathematics Achievement of Middle School General Education Students.

Degree: 2019, Liberty University

 To accommodate the presence of special education students in general education classrooms, many schools have implemented collaborative teaching or co-teaching, a model in which two… (more)

Subjects/Keywords: Co-teaching; Collaborative Teaching; Middle Grades; Mathematics; Special Education; Inclusion; Education; Special Education and Teaching

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APA (6th Edition):

Bingham, J. (2019). The Impact of Co-Teaching on Mathematics Achievement of Middle School General Education Students. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2014

Chicago Manual of Style (16th Edition):

Bingham, Jarrod. “The Impact of Co-Teaching on Mathematics Achievement of Middle School General Education Students.” 2019. Doctoral Dissertation, Liberty University. Accessed June 01, 2020. https://digitalcommons.liberty.edu/doctoral/2014.

MLA Handbook (7th Edition):

Bingham, Jarrod. “The Impact of Co-Teaching on Mathematics Achievement of Middle School General Education Students.” 2019. Web. 01 Jun 2020.

Vancouver:

Bingham J. The Impact of Co-Teaching on Mathematics Achievement of Middle School General Education Students. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2020 Jun 01]. Available from: https://digitalcommons.liberty.edu/doctoral/2014.

Council of Science Editors:

Bingham J. The Impact of Co-Teaching on Mathematics Achievement of Middle School General Education Students. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2014


University of Georgia

7. Jung, Jong Won. Exploring the processes, outcomes, and factors of student teachers' inquiry.

Degree: PhD, Instructional Technology, 2009, University of Georgia

 This study examines the influence of collaborative inquiry and sociocultural influences on student teacher development. Two research questions guided this study: 1) How does the… (more)

Subjects/Keywords: Student teaching; Student teacher; Collaborative inquiry; Activity theory

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APA (6th Edition):

Jung, J. W. (2009). Exploring the processes, outcomes, and factors of student teachers' inquiry. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/jung_jong_won_200905_phd

Chicago Manual of Style (16th Edition):

Jung, Jong Won. “Exploring the processes, outcomes, and factors of student teachers' inquiry.” 2009. Doctoral Dissertation, University of Georgia. Accessed June 01, 2020. http://purl.galileo.usg.edu/uga_etd/jung_jong_won_200905_phd.

MLA Handbook (7th Edition):

Jung, Jong Won. “Exploring the processes, outcomes, and factors of student teachers' inquiry.” 2009. Web. 01 Jun 2020.

Vancouver:

Jung JW. Exploring the processes, outcomes, and factors of student teachers' inquiry. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 Jun 01]. Available from: http://purl.galileo.usg.edu/uga_etd/jung_jong_won_200905_phd.

Council of Science Editors:

Jung JW. Exploring the processes, outcomes, and factors of student teachers' inquiry. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/jung_jong_won_200905_phd


Penn State University

8. Ikoma, Sakiko. Individual Excellence versus Collaborative Culture: A Cross-national Analysis of Professional Capital in the U.S., Finland, Japan, and Singapore.

Degree: PhD, Educational Theory and Policy, 2016, Penn State University

 The current study utilized the theoretical framework of professional capital developed by Hargreaves and Fullan (2012) and examined school-level professional capital components in the U.S.,… (more)

Subjects/Keywords: Professionalization of teaching; Cross-national analysis; Professional Capital; Collaborative school culture

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APA (6th Edition):

Ikoma, S. (2016). Individual Excellence versus Collaborative Culture: A Cross-national Analysis of Professional Capital in the U.S., Finland, Japan, and Singapore. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/28017

Chicago Manual of Style (16th Edition):

Ikoma, Sakiko. “Individual Excellence versus Collaborative Culture: A Cross-national Analysis of Professional Capital in the U.S., Finland, Japan, and Singapore.” 2016. Doctoral Dissertation, Penn State University. Accessed June 01, 2020. https://etda.libraries.psu.edu/catalog/28017.

MLA Handbook (7th Edition):

Ikoma, Sakiko. “Individual Excellence versus Collaborative Culture: A Cross-national Analysis of Professional Capital in the U.S., Finland, Japan, and Singapore.” 2016. Web. 01 Jun 2020.

Vancouver:

Ikoma S. Individual Excellence versus Collaborative Culture: A Cross-national Analysis of Professional Capital in the U.S., Finland, Japan, and Singapore. [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2020 Jun 01]. Available from: https://etda.libraries.psu.edu/catalog/28017.

Council of Science Editors:

Ikoma S. Individual Excellence versus Collaborative Culture: A Cross-national Analysis of Professional Capital in the U.S., Finland, Japan, and Singapore. [Doctoral Dissertation]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/28017


Universiteit Utrecht

9. Leeuwen, A. van. Teacher regulation of CSCL: Exploring the complexity of teacher regulation and the supporting role of learning analytics.

Degree: 2015, Universiteit Utrecht

 During computer-supported collaborative learning (CSCL), students collaboratively solve tasks while being supported by computers. CSCL is beneficial for collaboration because it offers students a platform… (more)

Subjects/Keywords: teaching; computer-supported collaborative learning; learning analytics; secondary education

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APA (6th Edition):

Leeuwen, A. v. (2015). Teacher regulation of CSCL: Exploring the complexity of teacher regulation and the supporting role of learning analytics. (Doctoral Dissertation). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/313223

Chicago Manual of Style (16th Edition):

Leeuwen, A van. “Teacher regulation of CSCL: Exploring the complexity of teacher regulation and the supporting role of learning analytics.” 2015. Doctoral Dissertation, Universiteit Utrecht. Accessed June 01, 2020. http://dspace.library.uu.nl:8080/handle/1874/313223.

MLA Handbook (7th Edition):

Leeuwen, A van. “Teacher regulation of CSCL: Exploring the complexity of teacher regulation and the supporting role of learning analytics.” 2015. Web. 01 Jun 2020.

Vancouver:

Leeuwen Av. Teacher regulation of CSCL: Exploring the complexity of teacher regulation and the supporting role of learning analytics. [Internet] [Doctoral dissertation]. Universiteit Utrecht; 2015. [cited 2020 Jun 01]. Available from: http://dspace.library.uu.nl:8080/handle/1874/313223.

Council of Science Editors:

Leeuwen Av. Teacher regulation of CSCL: Exploring the complexity of teacher regulation and the supporting role of learning analytics. [Doctoral Dissertation]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/313223


University of Toronto

10. Walkland, Tyler Andrew. "Something to Just Hold On To": Occasional Teaching and Collaborative Inquiry in Precarious Times.

Degree: 2017, University of Toronto

This thesis is the product of a collaborative inquiry involving six occasional teachers, myself included, who came together over five months to share our experiences… (more)

Subjects/Keywords: collaborative inquiry; community; occasional teaching; precarity; teacher employment; teacher research; 0515

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APA (6th Edition):

Walkland, T. A. (2017). "Something to Just Hold On To": Occasional Teaching and Collaborative Inquiry in Precarious Times. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/79119

Chicago Manual of Style (16th Edition):

Walkland, Tyler Andrew. “"Something to Just Hold On To": Occasional Teaching and Collaborative Inquiry in Precarious Times.” 2017. Masters Thesis, University of Toronto. Accessed June 01, 2020. http://hdl.handle.net/1807/79119.

MLA Handbook (7th Edition):

Walkland, Tyler Andrew. “"Something to Just Hold On To": Occasional Teaching and Collaborative Inquiry in Precarious Times.” 2017. Web. 01 Jun 2020.

Vancouver:

Walkland TA. "Something to Just Hold On To": Occasional Teaching and Collaborative Inquiry in Precarious Times. [Internet] [Masters thesis]. University of Toronto; 2017. [cited 2020 Jun 01]. Available from: http://hdl.handle.net/1807/79119.

Council of Science Editors:

Walkland TA. "Something to Just Hold On To": Occasional Teaching and Collaborative Inquiry in Precarious Times. [Masters Thesis]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/79119


University of Johannesburg

11. Kingsley, Malcolm Frederick Chetwynd. The experiences of teachers working with a collaborative teaching strategy.

Degree: 2012, University of Johannesburg

M.Ed.

Several strategies have been mooted as means of improving teaching and learning in South African schools. The National Department of Education’s Foundations for Learning… (more)

Subjects/Keywords: Competency-based education; Inclusive education; School improvement programs; Collaborative teaching; Adult education; Effective teaching

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APA (6th Edition):

Kingsley, M. F. C. (2012). The experiences of teachers working with a collaborative teaching strategy. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5060

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):

Kingsley, Malcolm Frederick Chetwynd. “The experiences of teachers working with a collaborative teaching strategy.” 2012. Thesis, University of Johannesburg. Accessed June 01, 2020. http://hdl.handle.net/10210/5060.

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

MLA Handbook (7th Edition):

Kingsley, Malcolm Frederick Chetwynd. “The experiences of teachers working with a collaborative teaching strategy.” 2012. Web. 01 Jun 2020.

Vancouver:

Kingsley MFC. The experiences of teachers working with a collaborative teaching strategy. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2020 Jun 01]. Available from: http://hdl.handle.net/10210/5060.

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

Council of Science Editors:

Kingsley MFC. The experiences of teachers working with a collaborative teaching strategy. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5060

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


Chapman University

12. Lozolla, Amanda M. The Power of Partnership: Understanding the Dynamic of Co-Teaching Pairs.

Degree: PhD, Education, 2019, Chapman University

  The co-teaching relationship is the foundational structure upon which a co-taught classroom is built. Co-teaching is often defined as a general education teacher and… (more)

Subjects/Keywords: Co-Teaching; Special Education; General Education; Partnership; Collaborative Professionalism; Phenomenology; Special Education and Teaching

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APA (6th Edition):

Lozolla, A. M. (2019). The Power of Partnership: Understanding the Dynamic of Co-Teaching Pairs. (Doctoral Dissertation). Chapman University. Retrieved from https://digitalcommons.chapman.edu/education_dissertations/10

Chicago Manual of Style (16th Edition):

Lozolla, Amanda M. “The Power of Partnership: Understanding the Dynamic of Co-Teaching Pairs.” 2019. Doctoral Dissertation, Chapman University. Accessed June 01, 2020. https://digitalcommons.chapman.edu/education_dissertations/10.

MLA Handbook (7th Edition):

Lozolla, Amanda M. “The Power of Partnership: Understanding the Dynamic of Co-Teaching Pairs.” 2019. Web. 01 Jun 2020.

Vancouver:

Lozolla AM. The Power of Partnership: Understanding the Dynamic of Co-Teaching Pairs. [Internet] [Doctoral dissertation]. Chapman University; 2019. [cited 2020 Jun 01]. Available from: https://digitalcommons.chapman.edu/education_dissertations/10.

Council of Science Editors:

Lozolla AM. The Power of Partnership: Understanding the Dynamic of Co-Teaching Pairs. [Doctoral Dissertation]. Chapman University; 2019. Available from: https://digitalcommons.chapman.edu/education_dissertations/10


University of New Mexico

13. Burge, Ariel. TEACHING CHOREOGRAPHY IN A UNIVERSITY SETTING: EXPERIENCING COLLABORATION THROUGH DRAMATURGICAL THINKING.

Degree: Theatre & Dance, 2016, University of New Mexico

  I began my research with the intent of finding a way for student choreographers in university dance programs to become more involved in their… (more)

Subjects/Keywords: Choreography; Dance; Collaboration; Dramaturgy; Dance Dramaturgy; Dramaturgical Thinking; Pedagogy; Dance Pedagogy; Choreography Pedagogy; Collaborative Choreography; Collaborative; Teaching; Dance; Playwriting; Theatre History

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APA (6th Edition):

Burge, A. (2016). TEACHING CHOREOGRAPHY IN A UNIVERSITY SETTING: EXPERIENCING COLLABORATION THROUGH DRAMATURGICAL THINKING. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/32278

Chicago Manual of Style (16th Edition):

Burge, Ariel. “TEACHING CHOREOGRAPHY IN A UNIVERSITY SETTING: EXPERIENCING COLLABORATION THROUGH DRAMATURGICAL THINKING.” 2016. Doctoral Dissertation, University of New Mexico. Accessed June 01, 2020. http://hdl.handle.net/1928/32278.

MLA Handbook (7th Edition):

Burge, Ariel. “TEACHING CHOREOGRAPHY IN A UNIVERSITY SETTING: EXPERIENCING COLLABORATION THROUGH DRAMATURGICAL THINKING.” 2016. Web. 01 Jun 2020.

Vancouver:

Burge A. TEACHING CHOREOGRAPHY IN A UNIVERSITY SETTING: EXPERIENCING COLLABORATION THROUGH DRAMATURGICAL THINKING. [Internet] [Doctoral dissertation]. University of New Mexico; 2016. [cited 2020 Jun 01]. Available from: http://hdl.handle.net/1928/32278.

Council of Science Editors:

Burge A. TEACHING CHOREOGRAPHY IN A UNIVERSITY SETTING: EXPERIENCING COLLABORATION THROUGH DRAMATURGICAL THINKING. [Doctoral Dissertation]. University of New Mexico; 2016. Available from: http://hdl.handle.net/1928/32278


University of Newcastle

14. Bowe, Julie Maree. Quality teaching rounds: strengthening the knowledge base and collaborative processes for teacher professional development.

Degree: PhD, 2017, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

Globally, there is a growing awareness of academic achievement gaps between more and less advantaged students, both within… (more)

Subjects/Keywords: teacher professional development; teachers' work; teacher change; collaborative professional learning; teaching rounds; quality teaching; knowledge base for teaching

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APA (6th Edition):

Bowe, J. M. (2017). Quality teaching rounds: strengthening the knowledge base and collaborative processes for teacher professional development. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1333541

Chicago Manual of Style (16th Edition):

Bowe, Julie Maree. “Quality teaching rounds: strengthening the knowledge base and collaborative processes for teacher professional development.” 2017. Doctoral Dissertation, University of Newcastle. Accessed June 01, 2020. http://hdl.handle.net/1959.13/1333541.

MLA Handbook (7th Edition):

Bowe, Julie Maree. “Quality teaching rounds: strengthening the knowledge base and collaborative processes for teacher professional development.” 2017. Web. 01 Jun 2020.

Vancouver:

Bowe JM. Quality teaching rounds: strengthening the knowledge base and collaborative processes for teacher professional development. [Internet] [Doctoral dissertation]. University of Newcastle; 2017. [cited 2020 Jun 01]. Available from: http://hdl.handle.net/1959.13/1333541.

Council of Science Editors:

Bowe JM. Quality teaching rounds: strengthening the knowledge base and collaborative processes for teacher professional development. [Doctoral Dissertation]. University of Newcastle; 2017. Available from: http://hdl.handle.net/1959.13/1333541


University of Georgia

15. Oh, Eunjung. Collaborative group work in an online learning environment: a design research study.

Degree: PhD, Instructional Technology, 2011, University of Georgia

 This dissertation focused on improving the design of online learning environments for adult learners who need and want to continue their professional development. For such… (more)

Subjects/Keywords: Online learning environment; Collaborative group work; Teaching evaluation; Authentic learning tasks; Educational design research

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APA (6th Edition):

Oh, E. (2011). Collaborative group work in an online learning environment: a design research study. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/oh_eunjung_201105_phd

Chicago Manual of Style (16th Edition):

Oh, Eunjung. “Collaborative group work in an online learning environment: a design research study.” 2011. Doctoral Dissertation, University of Georgia. Accessed June 01, 2020. http://purl.galileo.usg.edu/uga_etd/oh_eunjung_201105_phd.

MLA Handbook (7th Edition):

Oh, Eunjung. “Collaborative group work in an online learning environment: a design research study.” 2011. Web. 01 Jun 2020.

Vancouver:

Oh E. Collaborative group work in an online learning environment: a design research study. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Jun 01]. Available from: http://purl.galileo.usg.edu/uga_etd/oh_eunjung_201105_phd.

Council of Science Editors:

Oh E. Collaborative group work in an online learning environment: a design research study. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/oh_eunjung_201105_phd

16. Policaro, Railene Menezes Naranjo. Projeto colaborativo de avaliação do desempenho escolar: contribuições para a formação de professores da educação básica.

Degree: Mestrado, Educação, 2015, University of São Paulo

A literatura na área de formação de professores tem salientado a importância da participação de professores em atividades colaborativas de pesquisa. Neste trabalho focalizamos um… (more)

Subjects/Keywords: Collaborative research; Continuing education; Formação continuada; Pesquisa colaborativa; Saberes docente; Teaching knowedge

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

APA (6th Edition):

Policaro, R. M. N. (2015). Projeto colaborativo de avaliação do desempenho escolar: contribuições para a formação de professores da educação básica. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-27102015-095118/ ;

Chicago Manual of Style (16th Edition):

Policaro, Railene Menezes Naranjo. “Projeto colaborativo de avaliação do desempenho escolar: contribuições para a formação de professores da educação básica.” 2015. Masters Thesis, University of São Paulo. Accessed June 01, 2020. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-27102015-095118/ ;.

MLA Handbook (7th Edition):

Policaro, Railene Menezes Naranjo. “Projeto colaborativo de avaliação do desempenho escolar: contribuições para a formação de professores da educação básica.” 2015. Web. 01 Jun 2020.

Vancouver:

Policaro RMN. Projeto colaborativo de avaliação do desempenho escolar: contribuições para a formação de professores da educação básica. [Internet] [Masters thesis]. University of São Paulo; 2015. [cited 2020 Jun 01]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-27102015-095118/ ;.

Council of Science Editors:

Policaro RMN. Projeto colaborativo de avaliação do desempenho escolar: contribuições para a formação de professores da educação básica. [Masters Thesis]. University of São Paulo; 2015. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-27102015-095118/ ;

17. Barbosa, Ana Cristina Lima Santos. Abordagens educacionais baseadas em dinâmicas colaborativas on line.

Degree: PhD, Educação, 2008, University of São Paulo

Ao oferecer condições, tanto para que o indivíduo possa enfrentar situações novas que se delineiam frente aos avanços das tecnologias de informação e comunicação, como… (more)

Subjects/Keywords: Abordagens educacionais; Collaborative dynamics; Dinâmicas colaborativas; Educational approaches; Ensino on line.; On line teaching

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

APA (6th Edition):

Barbosa, A. C. L. S. (2008). Abordagens educacionais baseadas em dinâmicas colaborativas on line. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12062008-134225/ ;

Chicago Manual of Style (16th Edition):

Barbosa, Ana Cristina Lima Santos. “Abordagens educacionais baseadas em dinâmicas colaborativas on line.” 2008. Doctoral Dissertation, University of São Paulo. Accessed June 01, 2020. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12062008-134225/ ;.

MLA Handbook (7th Edition):

Barbosa, Ana Cristina Lima Santos. “Abordagens educacionais baseadas em dinâmicas colaborativas on line.” 2008. Web. 01 Jun 2020.

Vancouver:

Barbosa ACLS. Abordagens educacionais baseadas em dinâmicas colaborativas on line. [Internet] [Doctoral dissertation]. University of São Paulo; 2008. [cited 2020 Jun 01]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12062008-134225/ ;.

Council of Science Editors:

Barbosa ACLS. Abordagens educacionais baseadas em dinâmicas colaborativas on line. [Doctoral Dissertation]. University of São Paulo; 2008. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12062008-134225/ ;


Universidade do Rio Grande do Norte

18. Nascimento, Débora Maria do. Saberes docentes na organização do ensinio-aprendizagem: uma construção reflexiva com professoras do ensino fundamental .

Degree: 2011, Universidade do Rio Grande do Norte

 The present study has the objective to analyze with teachers from Elementary School the knowledge mobilized in the organization of the teaching-learning process, and its… (more)

Subjects/Keywords: Saberes docentes; Ensino-aprendizagem; Reflexão; Investigação colaborativa; Teachers‟; knowledges; Teaching-learning; Reflection; Investigation; Collaborative

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

APA (6th Edition):

Nascimento, D. M. d. (2011). Saberes docentes na organização do ensinio-aprendizagem: uma construção reflexiva com professoras do ensino fundamental . (Doctoral Dissertation). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/18323

Chicago Manual of Style (16th Edition):

Nascimento, Débora Maria do. “Saberes docentes na organização do ensinio-aprendizagem: uma construção reflexiva com professoras do ensino fundamental .” 2011. Doctoral Dissertation, Universidade do Rio Grande do Norte. Accessed June 01, 2020. http://repositorio.ufrn.br/handle/123456789/18323.

MLA Handbook (7th Edition):

Nascimento, Débora Maria do. “Saberes docentes na organização do ensinio-aprendizagem: uma construção reflexiva com professoras do ensino fundamental .” 2011. Web. 01 Jun 2020.

Vancouver:

Nascimento DMd. Saberes docentes na organização do ensinio-aprendizagem: uma construção reflexiva com professoras do ensino fundamental . [Internet] [Doctoral dissertation]. Universidade do Rio Grande do Norte; 2011. [cited 2020 Jun 01]. Available from: http://repositorio.ufrn.br/handle/123456789/18323.

Council of Science Editors:

Nascimento DMd. Saberes docentes na organização do ensinio-aprendizagem: uma construção reflexiva com professoras do ensino fundamental . [Doctoral Dissertation]. Universidade do Rio Grande do Norte; 2011. Available from: http://repositorio.ufrn.br/handle/123456789/18323


University of Delaware

19. Caplan, Nigel A. The contributions of Joint Construction to intermediate-level ELS students' independent writing: a mixed-methods analysis .

Degree: 2017, University of Delaware

 The Teaching/Learning Cycle (TLC) is an approach to teaching written genres in which the teacher guides students through stages of Deconstruction (analysis of models) and… (more)

Subjects/Keywords: Education; Collaborative writing; Literacy; Second language writing; Systemic functional linguistics; Teaching/learning cycle

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

APA (6th Edition):

Caplan, N. A. (2017). The contributions of Joint Construction to intermediate-level ELS students' independent writing: a mixed-methods analysis . (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/21764

Chicago Manual of Style (16th Edition):

Caplan, Nigel A. “The contributions of Joint Construction to intermediate-level ELS students' independent writing: a mixed-methods analysis .” 2017. Doctoral Dissertation, University of Delaware. Accessed June 01, 2020. http://udspace.udel.edu/handle/19716/21764.

MLA Handbook (7th Edition):

Caplan, Nigel A. “The contributions of Joint Construction to intermediate-level ELS students' independent writing: a mixed-methods analysis .” 2017. Web. 01 Jun 2020.

Vancouver:

Caplan NA. The contributions of Joint Construction to intermediate-level ELS students' independent writing: a mixed-methods analysis . [Internet] [Doctoral dissertation]. University of Delaware; 2017. [cited 2020 Jun 01]. Available from: http://udspace.udel.edu/handle/19716/21764.

Council of Science Editors:

Caplan NA. The contributions of Joint Construction to intermediate-level ELS students' independent writing: a mixed-methods analysis . [Doctoral Dissertation]. University of Delaware; 2017. Available from: http://udspace.udel.edu/handle/19716/21764


Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

20. Pavlidou, Maria. Γλωσσική εκπαίδευση και σχολικός λόγος στις ομαδοσυνεργατικές διδακτικές πρακτικές.

Degree: 2017, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

The subject of this thesis, which belongs to the field of classroom discourse analysis, is the investigation of collaborative teaching practices, that is, the mapping… (more)

Subjects/Keywords: Ομαδοσυνεργατική διδασκαλία; Γλωσσική εκπαίδευση; Ανάλυση σχολικού λόγου; Collaborative teaching; Language education; Classroom discourse analysis

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

APA (6th Edition):

Pavlidou, M. (2017). Γλωσσική εκπαίδευση και σχολικός λόγος στις ομαδοσυνεργατικές διδακτικές πρακτικές. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/40386

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):

Pavlidou, Maria. “Γλωσσική εκπαίδευση και σχολικός λόγος στις ομαδοσυνεργατικές διδακτικές πρακτικές.” 2017. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed June 01, 2020. http://hdl.handle.net/10442/hedi/40386.

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

MLA Handbook (7th Edition):

Pavlidou, Maria. “Γλωσσική εκπαίδευση και σχολικός λόγος στις ομαδοσυνεργατικές διδακτικές πρακτικές.” 2017. Web. 01 Jun 2020.

Vancouver:

Pavlidou M. Γλωσσική εκπαίδευση και σχολικός λόγος στις ομαδοσυνεργατικές διδακτικές πρακτικές. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2017. [cited 2020 Jun 01]. Available from: http://hdl.handle.net/10442/hedi/40386.

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

Council of Science Editors:

Pavlidou M. Γλωσσική εκπαίδευση και σχολικός λόγος στις ομαδοσυνεργατικές διδακτικές πρακτικές. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2017. Available from: http://hdl.handle.net/10442/hedi/40386

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


The Ohio State University

21. Kidder, Kelly L. Uniting Oral Proficiency and Content: Collaborative Reasoning Discussions as a means to develop advanced speaking skills in French and promote response to literature.

Degree: PhD, Educational Theory and Practice, 2008, The Ohio State University

  This dissertation investigated the viability of the Collaborative Reasoning (CR) approach to discussion as a way to foster the development of advanced proficiency via… (more)

Subjects/Keywords: Education; Language; collaborative reasoning; foreign language instruction; oral proficiency; discussion; teaching literature

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APA (6th Edition):

Kidder, K. L. (2008). Uniting Oral Proficiency and Content: Collaborative Reasoning Discussions as a means to develop advanced speaking skills in French and promote response to literature. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1211384111

Chicago Manual of Style (16th Edition):

Kidder, Kelly L. “Uniting Oral Proficiency and Content: Collaborative Reasoning Discussions as a means to develop advanced speaking skills in French and promote response to literature.” 2008. Doctoral Dissertation, The Ohio State University. Accessed June 01, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211384111.

MLA Handbook (7th Edition):

Kidder, Kelly L. “Uniting Oral Proficiency and Content: Collaborative Reasoning Discussions as a means to develop advanced speaking skills in French and promote response to literature.” 2008. Web. 01 Jun 2020.

Vancouver:

Kidder KL. Uniting Oral Proficiency and Content: Collaborative Reasoning Discussions as a means to develop advanced speaking skills in French and promote response to literature. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2020 Jun 01]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1211384111.

Council of Science Editors:

Kidder KL. Uniting Oral Proficiency and Content: Collaborative Reasoning Discussions as a means to develop advanced speaking skills in French and promote response to literature. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1211384111


Universidade do Rio Grande do Norte

22. Nascimento, Débora Maria do. Saberes docentes na organização do ensinio-aprendizagem: uma construção reflexiva com professoras do ensino fundamental .

Degree: 2011, Universidade do Rio Grande do Norte

 The present study has the objective to analyze with teachers from Elementary School the knowledge mobilized in the organization of the teaching-learning process, and its… (more)

Subjects/Keywords: Saberes docentes; Ensino-aprendizagem; Reflexão; Investigação colaborativa; Teachers‟; knowledges; Teaching-learning; Reflection; Investigation; Collaborative

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Nascimento, D. M. d. (2011). Saberes docentes na organização do ensinio-aprendizagem: uma construção reflexiva com professoras do ensino fundamental . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/18323

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):

Nascimento, Débora Maria do. “Saberes docentes na organização do ensinio-aprendizagem: uma construção reflexiva com professoras do ensino fundamental .” 2011. Thesis, Universidade do Rio Grande do Norte. Accessed June 01, 2020. http://repositorio.ufrn.br/handle/123456789/18323.

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

MLA Handbook (7th Edition):

Nascimento, Débora Maria do. “Saberes docentes na organização do ensinio-aprendizagem: uma construção reflexiva com professoras do ensino fundamental .” 2011. Web. 01 Jun 2020.

Vancouver:

Nascimento DMd. Saberes docentes na organização do ensinio-aprendizagem: uma construção reflexiva com professoras do ensino fundamental . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2011. [cited 2020 Jun 01]. Available from: http://repositorio.ufrn.br/handle/123456789/18323.

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

Council of Science Editors:

Nascimento DMd. Saberes docentes na organização do ensinio-aprendizagem: uma construção reflexiva com professoras do ensino fundamental . [Thesis]. Universidade do Rio Grande do Norte; 2011. Available from: http://repositorio.ufrn.br/handle/123456789/18323

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


University of Waikato

23. Bewley, Sue. Coaching teachers: Professional Learning Leaders exploration of practice and identity through collaborative inquiry.

Degree: 2012, University of Waikato

 This research is a study of the development of coaching practice and sense of identity of three middle leaders in a primary school who are… (more)

Subjects/Keywords: Distributed leadership; New Zealand; Teaching inquiry; professional learning; primary school; education; coaching; collaborative inquiry

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

APA (6th Edition):

Bewley, S. (2012). Coaching teachers: Professional Learning Leaders exploration of practice and identity through collaborative inquiry. (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/6487

Chicago Manual of Style (16th Edition):

Bewley, Sue. “Coaching teachers: Professional Learning Leaders exploration of practice and identity through collaborative inquiry. ” 2012. Masters Thesis, University of Waikato. Accessed June 01, 2020. http://hdl.handle.net/10289/6487.

MLA Handbook (7th Edition):

Bewley, Sue. “Coaching teachers: Professional Learning Leaders exploration of practice and identity through collaborative inquiry. ” 2012. Web. 01 Jun 2020.

Vancouver:

Bewley S. Coaching teachers: Professional Learning Leaders exploration of practice and identity through collaborative inquiry. [Internet] [Masters thesis]. University of Waikato; 2012. [cited 2020 Jun 01]. Available from: http://hdl.handle.net/10289/6487.

Council of Science Editors:

Bewley S. Coaching teachers: Professional Learning Leaders exploration of practice and identity through collaborative inquiry. [Masters Thesis]. University of Waikato; 2012. Available from: http://hdl.handle.net/10289/6487


Clemson University

24. Garmon, Sarah. Writing with Others: The Rhetoric of Cloud Technologies in the Workplace.

Degree: MA, Professional Communication, 2011, Clemson University

 Communication scholars need to know more about how collaborative technology could change the workplace. Understanding the rhetorical situation of workplace communication helps explain the paradigm… (more)

Subjects/Keywords: cloud computing; cloud technologies; collaborative writing; rhetorical situation; teaching writing; workplace communication; Communication

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

APA (6th Edition):

Garmon, S. (2011). Writing with Others: The Rhetoric of Cloud Technologies in the Workplace. (Masters Thesis). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_theses/1067

Chicago Manual of Style (16th Edition):

Garmon, Sarah. “Writing with Others: The Rhetoric of Cloud Technologies in the Workplace.” 2011. Masters Thesis, Clemson University. Accessed June 01, 2020. https://tigerprints.clemson.edu/all_theses/1067.

MLA Handbook (7th Edition):

Garmon, Sarah. “Writing with Others: The Rhetoric of Cloud Technologies in the Workplace.” 2011. Web. 01 Jun 2020.

Vancouver:

Garmon S. Writing with Others: The Rhetoric of Cloud Technologies in the Workplace. [Internet] [Masters thesis]. Clemson University; 2011. [cited 2020 Jun 01]. Available from: https://tigerprints.clemson.edu/all_theses/1067.

Council of Science Editors:

Garmon S. Writing with Others: The Rhetoric of Cloud Technologies in the Workplace. [Masters Thesis]. Clemson University; 2011. Available from: https://tigerprints.clemson.edu/all_theses/1067


University of Tennessee – Knoxville

25. Li, Rong. Creating a Supportive Dialogic Environment: How a Group of Chinese Students Experience Collaborative Learning in an Intensive Reading English Class.

Degree: 2011, University of Tennessee – Knoxville

 The purpose of this study was to investigate how a group of Chinese students made meaning of their collaborative learning experiences as they engaged in… (more)

Subjects/Keywords: Collaborative Learning; Foreign Language Teaching and Learning; Dialogue; Knowledge Construction; Educational Psychology

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

APA (6th Edition):

Li, R. (2011). Creating a Supportive Dialogic Environment: How a Group of Chinese Students Experience Collaborative Learning in an Intensive Reading English Class. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/1204

Chicago Manual of Style (16th Edition):

Li, Rong. “Creating a Supportive Dialogic Environment: How a Group of Chinese Students Experience Collaborative Learning in an Intensive Reading English Class.” 2011. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed June 01, 2020. https://trace.tennessee.edu/utk_graddiss/1204.

MLA Handbook (7th Edition):

Li, Rong. “Creating a Supportive Dialogic Environment: How a Group of Chinese Students Experience Collaborative Learning in an Intensive Reading English Class.” 2011. Web. 01 Jun 2020.

Vancouver:

Li R. Creating a Supportive Dialogic Environment: How a Group of Chinese Students Experience Collaborative Learning in an Intensive Reading English Class. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2011. [cited 2020 Jun 01]. Available from: https://trace.tennessee.edu/utk_graddiss/1204.

Council of Science Editors:

Li R. Creating a Supportive Dialogic Environment: How a Group of Chinese Students Experience Collaborative Learning in an Intensive Reading English Class. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2011. Available from: https://trace.tennessee.edu/utk_graddiss/1204


Virginia Tech

26. Helms, Jennifer L. Teaching and Learning in sustainable agriculture curricula: A case study of faculty work as learning at a land grant university.

Degree: PhD, Agricultural and Extension Education, 2014, Virginia Tech

 In 2009, the National Academy of Sciences called for a dynamic approach to teaching and learning in colleges of agriculture. In response, innovative faculty at… (more)

Subjects/Keywords: Engagement; Civic; Qualitative; Sociocultural Learning; Experiential Learning; Collaborative Teaching; Service-Learning; Sustainable Agriculture Education

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

APA (6th Edition):

Helms, J. L. (2014). Teaching and Learning in sustainable agriculture curricula: A case study of faculty work as learning at a land grant university. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/47354

Chicago Manual of Style (16th Edition):

Helms, Jennifer L. “Teaching and Learning in sustainable agriculture curricula: A case study of faculty work as learning at a land grant university.” 2014. Doctoral Dissertation, Virginia Tech. Accessed June 01, 2020. http://hdl.handle.net/10919/47354.

MLA Handbook (7th Edition):

Helms, Jennifer L. “Teaching and Learning in sustainable agriculture curricula: A case study of faculty work as learning at a land grant university.” 2014. Web. 01 Jun 2020.

Vancouver:

Helms JL. Teaching and Learning in sustainable agriculture curricula: A case study of faculty work as learning at a land grant university. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2020 Jun 01]. Available from: http://hdl.handle.net/10919/47354.

Council of Science Editors:

Helms JL. Teaching and Learning in sustainable agriculture curricula: A case study of faculty work as learning at a land grant university. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/47354


Georgia State University

27. Dantzler, Margaret. HOW IT LIVES IN ME IS THE WORK: A MOTHER AND DAUGHTER’S CRITICAL COLLABORATIVE INQUIRY NAVIGATING AND DECONSTRUCTING WHITE FRAGILITY.

Degree: Doctor of Education (EdD), Early Childhood Education, 2020, Georgia State University

  Through this critical collaborative inquiry, we (Margaret and Julie) - an adult mother and daughter - worked to understand our white identities, strengthen our… (more)

Subjects/Keywords: white identity development; white fragility; teaching; critical collaborative inquiry; critical family histories; helping professions

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

APA (6th Edition):

Dantzler, M. (2020). HOW IT LIVES IN ME IS THE WORK: A MOTHER AND DAUGHTER’S CRITICAL COLLABORATIVE INQUIRY NAVIGATING AND DECONSTRUCTING WHITE FRAGILITY. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/48

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):

Dantzler, Margaret. “HOW IT LIVES IN ME IS THE WORK: A MOTHER AND DAUGHTER’S CRITICAL COLLABORATIVE INQUIRY NAVIGATING AND DECONSTRUCTING WHITE FRAGILITY.” 2020. Thesis, Georgia State University. Accessed June 01, 2020. https://scholarworks.gsu.edu/ece_diss/48.

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

MLA Handbook (7th Edition):

Dantzler, Margaret. “HOW IT LIVES IN ME IS THE WORK: A MOTHER AND DAUGHTER’S CRITICAL COLLABORATIVE INQUIRY NAVIGATING AND DECONSTRUCTING WHITE FRAGILITY.” 2020. Web. 01 Jun 2020.

Vancouver:

Dantzler M. HOW IT LIVES IN ME IS THE WORK: A MOTHER AND DAUGHTER’S CRITICAL COLLABORATIVE INQUIRY NAVIGATING AND DECONSTRUCTING WHITE FRAGILITY. [Internet] [Thesis]. Georgia State University; 2020. [cited 2020 Jun 01]. Available from: https://scholarworks.gsu.edu/ece_diss/48.

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

Council of Science Editors:

Dantzler M. HOW IT LIVES IN ME IS THE WORK: A MOTHER AND DAUGHTER’S CRITICAL COLLABORATIVE INQUIRY NAVIGATING AND DECONSTRUCTING WHITE FRAGILITY. [Thesis]. Georgia State University; 2020. Available from: https://scholarworks.gsu.edu/ece_diss/48

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


University of Central Florida

28. Davis, Kimberly. Co-teaching: Using Video To Identify Current Practices And Promote Teacher Discussion In Middle School Mathematics Classrooms.

Degree: 2008, University of Central Florida

 This study explored the co-teaching practices occurring within four middle school mathematics classrooms and the influence of video discussions on each co-teaching team. The study… (more)

Subjects/Keywords: special education; mathematics; collaborative teaching; co-teaching; Education

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

APA (6th Edition):

Davis, K. (2008). Co-teaching: Using Video To Identify Current Practices And Promote Teacher Discussion In Middle School Mathematics Classrooms. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/3545

Chicago Manual of Style (16th Edition):

Davis, Kimberly. “Co-teaching: Using Video To Identify Current Practices And Promote Teacher Discussion In Middle School Mathematics Classrooms.” 2008. Doctoral Dissertation, University of Central Florida. Accessed June 01, 2020. https://stars.library.ucf.edu/etd/3545.

MLA Handbook (7th Edition):

Davis, Kimberly. “Co-teaching: Using Video To Identify Current Practices And Promote Teacher Discussion In Middle School Mathematics Classrooms.” 2008. Web. 01 Jun 2020.

Vancouver:

Davis K. Co-teaching: Using Video To Identify Current Practices And Promote Teacher Discussion In Middle School Mathematics Classrooms. [Internet] [Doctoral dissertation]. University of Central Florida; 2008. [cited 2020 Jun 01]. Available from: https://stars.library.ucf.edu/etd/3545.

Council of Science Editors:

Davis K. Co-teaching: Using Video To Identify Current Practices And Promote Teacher Discussion In Middle School Mathematics Classrooms. [Doctoral Dissertation]. University of Central Florida; 2008. Available from: https://stars.library.ucf.edu/etd/3545


University of South Carolina

29. Jackson, Sherisse G. Focusing on Social Presence in an Electronics Course at a Two-Year College: An Action Research Study.

Degree: Doctor of Education in Curriculum and Instruction, Educational Studies, 2019, University of South Carolina

  Using a phenomenological approach, this action research study explored the influence of social presence (Garrison et al., 2000) on the achievement of students who… (more)

Subjects/Keywords: Curriculum and Instruction; Education; social presence; community of inquiry; culturally responsive teaching; collaborative learning; reciprocal teaching; electronics

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

APA (6th Edition):

Jackson, S. G. (2019). Focusing on Social Presence in an Electronics Course at a Two-Year College: An Action Research Study. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5426

Chicago Manual of Style (16th Edition):

Jackson, Sherisse G. “Focusing on Social Presence in an Electronics Course at a Two-Year College: An Action Research Study.” 2019. Doctoral Dissertation, University of South Carolina. Accessed June 01, 2020. https://scholarcommons.sc.edu/etd/5426.

MLA Handbook (7th Edition):

Jackson, Sherisse G. “Focusing on Social Presence in an Electronics Course at a Two-Year College: An Action Research Study.” 2019. Web. 01 Jun 2020.

Vancouver:

Jackson SG. Focusing on Social Presence in an Electronics Course at a Two-Year College: An Action Research Study. [Internet] [Doctoral dissertation]. University of South Carolina; 2019. [cited 2020 Jun 01]. Available from: https://scholarcommons.sc.edu/etd/5426.

Council of Science Editors:

Jackson SG. Focusing on Social Presence in an Electronics Course at a Two-Year College: An Action Research Study. [Doctoral Dissertation]. University of South Carolina; 2019. Available from: https://scholarcommons.sc.edu/etd/5426


Seton Hall University

30. Carson, Darrell S. Understanding Teacher's Experiences in Co-Taught Classrooms.

Degree: PhD, Education Leadership, Management and Policy, 2011, Seton Hall University

Subjects/Keywords: Teaching; Inclusion; Co-Teaching Models; Special Education; Co-Teaching; Collaborative Teaching; Education

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

APA (6th Edition):

Carson, D. S. (2011). Understanding Teacher's Experiences in Co-Taught Classrooms. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/1767

Chicago Manual of Style (16th Edition):

Carson, Darrell S. “Understanding Teacher's Experiences in Co-Taught Classrooms.” 2011. Doctoral Dissertation, Seton Hall University. Accessed June 01, 2020. https://scholarship.shu.edu/dissertations/1767.

MLA Handbook (7th Edition):

Carson, Darrell S. “Understanding Teacher's Experiences in Co-Taught Classrooms.” 2011. Web. 01 Jun 2020.

Vancouver:

Carson DS. Understanding Teacher's Experiences in Co-Taught Classrooms. [Internet] [Doctoral dissertation]. Seton Hall University; 2011. [cited 2020 Jun 01]. Available from: https://scholarship.shu.edu/dissertations/1767.

Council of Science Editors:

Carson DS. Understanding Teacher's Experiences in Co-Taught Classrooms. [Doctoral Dissertation]. Seton Hall University; 2011. Available from: https://scholarship.shu.edu/dissertations/1767

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