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You searched for subject:(Community college teachers In service training United States). Showing records 1 – 30 of 195326 total matches.

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1. Worthy, Teresa B. Implementing the scholarship of teaching and learning in the Community College Office Administration classroom a faculty learning community initiative.

Degree: 2016, Western Carolina University

 The community college enrolls over 40 percent of all higher education undergraduate students (Mullin, 2012). Recent calls for educational reform and demands for accountability within… (more)

Subjects/Keywords: Community college teachers  – In-service training  – United States; College teaching  – Evaluation; Effective teaching  – Evaluation; Professional learning communities  – United States; Group work in education  – United States; Education, Higher  – Research

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APA (6th Edition):

Worthy, T. B. (2016). Implementing the scholarship of teaching and learning in the Community College Office Administration classroom a faculty learning community initiative. (Doctoral Dissertation). Western Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19462

Chicago Manual of Style (16th Edition):

Worthy, Teresa B. “Implementing the scholarship of teaching and learning in the Community College Office Administration classroom a faculty learning community initiative.” 2016. Doctoral Dissertation, Western Carolina University. Accessed October 22, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19462.

MLA Handbook (7th Edition):

Worthy, Teresa B. “Implementing the scholarship of teaching and learning in the Community College Office Administration classroom a faculty learning community initiative.” 2016. Web. 22 Oct 2019.

Vancouver:

Worthy TB. Implementing the scholarship of teaching and learning in the Community College Office Administration classroom a faculty learning community initiative. [Internet] [Doctoral dissertation]. Western Carolina University; 2016. [cited 2019 Oct 22]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19462.

Council of Science Editors:

Worthy TB. Implementing the scholarship of teaching and learning in the Community College Office Administration classroom a faculty learning community initiative. [Doctoral Dissertation]. Western Carolina University; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19462


Michigan State University

2. Yarger, Richard D. Changes in perceived instructional-development needs of new part-time faculty in community colleges.

Degree: PhD, Department of Administration and Curriculum, 1982, Michigan State University

Subjects/Keywords: Community college teachers – In-service training – United States

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APA (6th Edition):

Yarger, R. D. (1982). Changes in perceived instructional-development needs of new part-time faculty in community colleges. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:36538

Chicago Manual of Style (16th Edition):

Yarger, Richard D. “Changes in perceived instructional-development needs of new part-time faculty in community colleges.” 1982. Doctoral Dissertation, Michigan State University. Accessed October 22, 2019. http://etd.lib.msu.edu/islandora/object/etd:36538.

MLA Handbook (7th Edition):

Yarger, Richard D. “Changes in perceived instructional-development needs of new part-time faculty in community colleges.” 1982. Web. 22 Oct 2019.

Vancouver:

Yarger RD. Changes in perceived instructional-development needs of new part-time faculty in community colleges. [Internet] [Doctoral dissertation]. Michigan State University; 1982. [cited 2019 Oct 22]. Available from: http://etd.lib.msu.edu/islandora/object/etd:36538.

Council of Science Editors:

Yarger RD. Changes in perceived instructional-development needs of new part-time faculty in community colleges. [Doctoral Dissertation]. Michigan State University; 1982. Available from: http://etd.lib.msu.edu/islandora/object/etd:36538


East Carolina University

3. Perry, Anna Theresa. SYSTEMIC STAKEHOLDER DRIVEN SUSTAINED : A PROFESSIONAL DEVELOPMENT INITIATIVE'S IMPACT ON TEACHER & ADMINISTRATOR PERCEPTION AND STUDENT ACHIEVEMENT.

Degree: 2010, East Carolina University

 The value of professional development continues to be emphasized on educational and governmental levels. Even as this study was being conducted the U.S. Department of… (more)

Subjects/Keywords: Teachers – In-service training – United States; Teacher effectiveness – United States

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APA (6th Edition):

Perry, A. T. (2010). SYSTEMIC STAKEHOLDER DRIVEN SUSTAINED : A PROFESSIONAL DEVELOPMENT INITIATIVE'S IMPACT ON TEACHER & ADMINISTRATOR PERCEPTION AND STUDENT ACHIEVEMENT. (Doctoral Dissertation). East Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14611

Chicago Manual of Style (16th Edition):

Perry, Anna Theresa. “SYSTEMIC STAKEHOLDER DRIVEN SUSTAINED : A PROFESSIONAL DEVELOPMENT INITIATIVE'S IMPACT ON TEACHER & ADMINISTRATOR PERCEPTION AND STUDENT ACHIEVEMENT.” 2010. Doctoral Dissertation, East Carolina University. Accessed October 22, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14611.

MLA Handbook (7th Edition):

Perry, Anna Theresa. “SYSTEMIC STAKEHOLDER DRIVEN SUSTAINED : A PROFESSIONAL DEVELOPMENT INITIATIVE'S IMPACT ON TEACHER & ADMINISTRATOR PERCEPTION AND STUDENT ACHIEVEMENT.” 2010. Web. 22 Oct 2019.

Vancouver:

Perry AT. SYSTEMIC STAKEHOLDER DRIVEN SUSTAINED : A PROFESSIONAL DEVELOPMENT INITIATIVE'S IMPACT ON TEACHER & ADMINISTRATOR PERCEPTION AND STUDENT ACHIEVEMENT. [Internet] [Doctoral dissertation]. East Carolina University; 2010. [cited 2019 Oct 22]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14611.

Council of Science Editors:

Perry AT. SYSTEMIC STAKEHOLDER DRIVEN SUSTAINED : A PROFESSIONAL DEVELOPMENT INITIATIVE'S IMPACT ON TEACHER & ADMINISTRATOR PERCEPTION AND STUDENT ACHIEVEMENT. [Doctoral Dissertation]. East Carolina University; 2010. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14611


North-West University

4. Makunye, atiase Matthews. Academic staff's aparthy towards formal professional development programmes at North west University, Mafikeng campus / Matiase Matthews Makunye .

Degree: 2012, North-West University

 The purpose of this dissertation was to explore reasons for academics' apathy towards formal professional development programmes at North-West University, Mafikeng Campus. For this study,… (more)

Subjects/Keywords: College teachers; In-service training

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APA (6th Edition):

Makunye, a. M. (2012). Academic staff's aparthy towards formal professional development programmes at North west University, Mafikeng campus / Matiase Matthews Makunye . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/15657

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):

Makunye, atiase Matthews. “Academic staff's aparthy towards formal professional development programmes at North west University, Mafikeng campus / Matiase Matthews Makunye .” 2012. Thesis, North-West University. Accessed October 22, 2019. http://hdl.handle.net/10394/15657.

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

MLA Handbook (7th Edition):

Makunye, atiase Matthews. “Academic staff's aparthy towards formal professional development programmes at North west University, Mafikeng campus / Matiase Matthews Makunye .” 2012. Web. 22 Oct 2019.

Vancouver:

Makunye aM. Academic staff's aparthy towards formal professional development programmes at North west University, Mafikeng campus / Matiase Matthews Makunye . [Internet] [Thesis]. North-West University; 2012. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10394/15657.

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

Council of Science Editors:

Makunye aM. Academic staff's aparthy towards formal professional development programmes at North west University, Mafikeng campus / Matiase Matthews Makunye . [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/15657

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

5. Mizer Stachler, Wendi Marie. Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm.

Degree: MS, College of Human Development and Education, 2012, North Dakota State University

 The purpose of this study was to determine the sustainability of professional development teacher utilization of the Science-in-CTE pedagogical model and science enhanced CTE lessons… (more)

Subjects/Keywords: Technical education  – Curricula  – United States.; Career education  – Curricula  – United States.; Career development  – United States.; Science teachers  – In-service training  – United States.

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APA (6th Edition):

Mizer Stachler, W. M. (2012). Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm. (Masters Thesis). North Dakota State University. Retrieved from http://hdl.handle.net/10365/19633

Chicago Manual of Style (16th Edition):

Mizer Stachler, Wendi Marie. “Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm.” 2012. Masters Thesis, North Dakota State University. Accessed October 22, 2019. http://hdl.handle.net/10365/19633.

MLA Handbook (7th Edition):

Mizer Stachler, Wendi Marie. “Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm.” 2012. Web. 22 Oct 2019.

Vancouver:

Mizer Stachler WM. Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm. [Internet] [Masters thesis]. North Dakota State University; 2012. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10365/19633.

Council of Science Editors:

Mizer Stachler WM. Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm. [Masters Thesis]. North Dakota State University; 2012. Available from: http://hdl.handle.net/10365/19633

6. Stachler, Wendi Marie Mizer. Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm.

Degree: MS, School of Education, 2012, North Dakota State University

 The purpose of this study was to determine the sustainability of professional development – teacher utilization of the Science-in-CTE pedagogical model and science-enhanced CTE lessons – one… (more)

Subjects/Keywords: Technical education  – Curricula  – United States.; Career education  – Curricula  – United States.; Career development  – United States.; Science teachers  – In-service training  – United States.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Stachler, W. M. M. (2012). Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm. (Masters Thesis). North Dakota State University. Retrieved from http://hdl.handle.net/10365/26644

Chicago Manual of Style (16th Edition):

Stachler, Wendi Marie Mizer. “Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm.” 2012. Masters Thesis, North Dakota State University. Accessed October 22, 2019. http://hdl.handle.net/10365/26644.

MLA Handbook (7th Edition):

Stachler, Wendi Marie Mizer. “Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm.” 2012. Web. 22 Oct 2019.

Vancouver:

Stachler WMM. Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm. [Internet] [Masters thesis]. North Dakota State University; 2012. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10365/26644.

Council of Science Editors:

Stachler WMM. Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm. [Masters Thesis]. North Dakota State University; 2012. Available from: http://hdl.handle.net/10365/26644


University of North Texas

7. Kittle, Kris J. The Relationship of Service-Learning and Campus Involvement: A Multivariate Look at the Profile of Today's College Student.

Degree: 2010, University of North Texas

Service-learning continues to gain in popularity across the higher education landscape and can be found in most educational institutions. Although more often found in student… (more)

Subjects/Keywords: University; community service; service-learning; campus involvement; college; Service learning  – United States.; Student volunteers in social service  – United States.; Student activities  – United States.; College students  – United States.

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APA (6th Edition):

Kittle, K. J. (2010). The Relationship of Service-Learning and Campus Involvement: A Multivariate Look at the Profile of Today's College Student. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33179/

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):

Kittle, Kris J. “The Relationship of Service-Learning and Campus Involvement: A Multivariate Look at the Profile of Today's College Student.” 2010. Thesis, University of North Texas. Accessed October 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc33179/.

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

MLA Handbook (7th Edition):

Kittle, Kris J. “The Relationship of Service-Learning and Campus Involvement: A Multivariate Look at the Profile of Today's College Student.” 2010. Web. 22 Oct 2019.

Vancouver:

Kittle KJ. The Relationship of Service-Learning and Campus Involvement: A Multivariate Look at the Profile of Today's College Student. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Oct 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33179/.

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

Council of Science Editors:

Kittle KJ. The Relationship of Service-Learning and Campus Involvement: A Multivariate Look at the Profile of Today's College Student. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33179/

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


Portland State University

8. Austin, Tiffany Bridgette. An Environment-based Education Approach to Professional Development: A Mixed Methods Analysis of the Creeks and Kids Watershed Workshop and Its Impact on K-12 Teachers.

Degree: MSin Teaching (M.S.T.) in General Science, Science Teaching, 2010, Portland State University

  This research is an in-depth study of an environment-based education (EBE) professional development program titled "Creeks and Kids" that models how to employ thematic… (more)

Subjects/Keywords: Science  – Study and teaching  – United States  – Methodology; Environmental education  – Standards  – United States; Science teachers  – In-service training  – United States

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APA (6th Edition):

Austin, T. B. (2010). An Environment-based Education Approach to Professional Development: A Mixed Methods Analysis of the Creeks and Kids Watershed Workshop and Its Impact on K-12 Teachers. (Masters Thesis). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/103

Chicago Manual of Style (16th Edition):

Austin, Tiffany Bridgette. “An Environment-based Education Approach to Professional Development: A Mixed Methods Analysis of the Creeks and Kids Watershed Workshop and Its Impact on K-12 Teachers.” 2010. Masters Thesis, Portland State University. Accessed October 22, 2019. http://pdxscholar.library.pdx.edu/open_access_etds/103.

MLA Handbook (7th Edition):

Austin, Tiffany Bridgette. “An Environment-based Education Approach to Professional Development: A Mixed Methods Analysis of the Creeks and Kids Watershed Workshop and Its Impact on K-12 Teachers.” 2010. Web. 22 Oct 2019.

Vancouver:

Austin TB. An Environment-based Education Approach to Professional Development: A Mixed Methods Analysis of the Creeks and Kids Watershed Workshop and Its Impact on K-12 Teachers. [Internet] [Masters thesis]. Portland State University; 2010. [cited 2019 Oct 22]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/103.

Council of Science Editors:

Austin TB. An Environment-based Education Approach to Professional Development: A Mixed Methods Analysis of the Creeks and Kids Watershed Workshop and Its Impact on K-12 Teachers. [Masters Thesis]. Portland State University; 2010. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/103


University of North Carolina – Greensboro

9. Linton, Jayme Nixon. A qualitative case study of an electronic learning community as a community of practice for new and veteran online teachers.

Degree: 2014, University of North Carolina – Greensboro

 This qualitative case study used Wenger's (1998) communities of practice (CoP) framework to analyze how the institutionally-driven electronic learning community (eLC) process at an established… (more)

Subjects/Keywords: Communities of practice – United States – Case studies; Web-based instruction – Evaluation; Teachers – In-service training – United States – Case studies; Teachers – Training of – United States – Case studies

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APA (6th Edition):

Linton, J. N. (2014). A qualitative case study of an electronic learning community as a community of practice for new and veteran online teachers. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16588

Chicago Manual of Style (16th Edition):

Linton, Jayme Nixon. “A qualitative case study of an electronic learning community as a community of practice for new and veteran online teachers.” 2014. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed October 22, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16588.

MLA Handbook (7th Edition):

Linton, Jayme Nixon. “A qualitative case study of an electronic learning community as a community of practice for new and veteran online teachers.” 2014. Web. 22 Oct 2019.

Vancouver:

Linton JN. A qualitative case study of an electronic learning community as a community of practice for new and veteran online teachers. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2014. [cited 2019 Oct 22]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16588.

Council of Science Editors:

Linton JN. A qualitative case study of an electronic learning community as a community of practice for new and veteran online teachers. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2014. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16588


Portland State University

10. Granshaw, Frank D. Designing and Using Virtual Field Environments to Enhance and Extend Field Experience in Professional Development Programs in Geology for K-12 Teachers.

Degree: PhD, Geology, 2011, Portland State University

  Virtual reality (VR) is increasingly used to acquaint geoscience novices with some of the observation, data gathering, and problem solving done in actual field… (more)

Subjects/Keywords: Virtual reality in education  – United States; Geology  – Study and teaching (Elementary)  – United States; Geology  – Study and teaching (Secondary)  – United States; Geology teachers  – In-service training  – United States

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APA (6th Edition):

Granshaw, F. D. (2011). Designing and Using Virtual Field Environments to Enhance and Extend Field Experience in Professional Development Programs in Geology for K-12 Teachers. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/280

Chicago Manual of Style (16th Edition):

Granshaw, Frank D. “Designing and Using Virtual Field Environments to Enhance and Extend Field Experience in Professional Development Programs in Geology for K-12 Teachers.” 2011. Doctoral Dissertation, Portland State University. Accessed October 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/280.

MLA Handbook (7th Edition):

Granshaw, Frank D. “Designing and Using Virtual Field Environments to Enhance and Extend Field Experience in Professional Development Programs in Geology for K-12 Teachers.” 2011. Web. 22 Oct 2019.

Vancouver:

Granshaw FD. Designing and Using Virtual Field Environments to Enhance and Extend Field Experience in Professional Development Programs in Geology for K-12 Teachers. [Internet] [Doctoral dissertation]. Portland State University; 2011. [cited 2019 Oct 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/280.

Council of Science Editors:

Granshaw FD. Designing and Using Virtual Field Environments to Enhance and Extend Field Experience in Professional Development Programs in Geology for K-12 Teachers. [Doctoral Dissertation]. Portland State University; 2011. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/280


Montana Tech

11. Hagge, Lauren Huns. THE DEVELOPMENT OF A TEACHER EDUCATION CENTER MODEL.

Degree: Doctor of Education (EdD), 1973, Montana Tech

Subjects/Keywords: Teachers Training of United States.; Teachers In-service training.

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APA (6th Edition):

Hagge, L. H. (1973). THE DEVELOPMENT OF A TEACHER EDUCATION CENTER MODEL. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/9838

Chicago Manual of Style (16th Edition):

Hagge, Lauren Huns. “THE DEVELOPMENT OF A TEACHER EDUCATION CENTER MODEL.” 1973. Doctoral Dissertation, Montana Tech. Accessed October 22, 2019. https://scholarworks.umt.edu/etd/9838.

MLA Handbook (7th Edition):

Hagge, Lauren Huns. “THE DEVELOPMENT OF A TEACHER EDUCATION CENTER MODEL.” 1973. Web. 22 Oct 2019.

Vancouver:

Hagge LH. THE DEVELOPMENT OF A TEACHER EDUCATION CENTER MODEL. [Internet] [Doctoral dissertation]. Montana Tech; 1973. [cited 2019 Oct 22]. Available from: https://scholarworks.umt.edu/etd/9838.

Council of Science Editors:

Hagge LH. THE DEVELOPMENT OF A TEACHER EDUCATION CENTER MODEL. [Doctoral Dissertation]. Montana Tech; 1973. Available from: https://scholarworks.umt.edu/etd/9838


Oregon State University

12. Webster, Jennifer M. Faculty development for outcome-based curriculum reform in the community college.

Degree: PhD, Education, 2001, Oregon State University

 The purpose of this study was to document a community college faculty development process through which the faculty learned to reconstruct their curriculum around significant… (more)

Subjects/Keywords: Community college teachers  – In-service training

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APA (6th Edition):

Webster, J. M. (2001). Faculty development for outcome-based curriculum reform in the community college. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/9290

Chicago Manual of Style (16th Edition):

Webster, Jennifer M. “Faculty development for outcome-based curriculum reform in the community college.” 2001. Doctoral Dissertation, Oregon State University. Accessed October 22, 2019. http://hdl.handle.net/1957/9290.

MLA Handbook (7th Edition):

Webster, Jennifer M. “Faculty development for outcome-based curriculum reform in the community college.” 2001. Web. 22 Oct 2019.

Vancouver:

Webster JM. Faculty development for outcome-based curriculum reform in the community college. [Internet] [Doctoral dissertation]. Oregon State University; 2001. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1957/9290.

Council of Science Editors:

Webster JM. Faculty development for outcome-based curriculum reform in the community college. [Doctoral Dissertation]. Oregon State University; 2001. Available from: http://hdl.handle.net/1957/9290


Michigan State University

13. Cooper, John David. A paradigm for staff development in the community college.

Degree: PhD, College of Education, Department of Administration and Curriculum, 1981, Michigan State University

Subjects/Keywords: Community college teachers – In-service training

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

APA (6th Edition):

Cooper, J. D. (1981). A paradigm for staff development in the community college. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:44988

Chicago Manual of Style (16th Edition):

Cooper, John David. “A paradigm for staff development in the community college.” 1981. Doctoral Dissertation, Michigan State University. Accessed October 22, 2019. http://etd.lib.msu.edu/islandora/object/etd:44988.

MLA Handbook (7th Edition):

Cooper, John David. “A paradigm for staff development in the community college.” 1981. Web. 22 Oct 2019.

Vancouver:

Cooper JD. A paradigm for staff development in the community college. [Internet] [Doctoral dissertation]. Michigan State University; 1981. [cited 2019 Oct 22]. Available from: http://etd.lib.msu.edu/islandora/object/etd:44988.

Council of Science Editors:

Cooper JD. A paradigm for staff development in the community college. [Doctoral Dissertation]. Michigan State University; 1981. Available from: http://etd.lib.msu.edu/islandora/object/etd:44988


Michigan State University

14. Cisterna Alburquerque, Dante Igor. Grounding formative assessment in high-school chemistry classrooms : connections between professional development and teacher practice.

Degree: 2014, Michigan State University

Thesis Ph. D. Michigan State University. Curriculum, Instruction, and Teacher Education - Doctor of Philosophy 2014.

This study describes and analyzes the experiences of two… (more)

Subjects/Keywords: Chemistry teachers – In-service training – United States; Educational evaluation – United States; Career development; Chemistry – Study and teaching; Science education; Teacher education

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APA (6th Edition):

Cisterna Alburquerque, D. I. (2014). Grounding formative assessment in high-school chemistry classrooms : connections between professional development and teacher practice. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:2563

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):

Cisterna Alburquerque, Dante Igor. “Grounding formative assessment in high-school chemistry classrooms : connections between professional development and teacher practice.” 2014. Thesis, Michigan State University. Accessed October 22, 2019. http://etd.lib.msu.edu/islandora/object/etd:2563.

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

MLA Handbook (7th Edition):

Cisterna Alburquerque, Dante Igor. “Grounding formative assessment in high-school chemistry classrooms : connections between professional development and teacher practice.” 2014. Web. 22 Oct 2019.

Vancouver:

Cisterna Alburquerque DI. Grounding formative assessment in high-school chemistry classrooms : connections between professional development and teacher practice. [Internet] [Thesis]. Michigan State University; 2014. [cited 2019 Oct 22]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2563.

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

Council of Science Editors:

Cisterna Alburquerque DI. Grounding formative assessment in high-school chemistry classrooms : connections between professional development and teacher practice. [Thesis]. Michigan State University; 2014. Available from: http://etd.lib.msu.edu/islandora/object/etd:2563

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


University of Arizona

15. Johnson, Philip Edgar. TEACHING IN THE COMMUNITY COLLEGE: A PLAN FOR IMPROVEMENT AND WORKSHOP DESIGNS .

Degree: 1979, University of Arizona

Subjects/Keywords: Community college teachers  – In-service training.; College teaching.; Teachers  – In-service training.

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

APA (6th Edition):

Johnson, P. E. (1979). TEACHING IN THE COMMUNITY COLLEGE: A PLAN FOR IMPROVEMENT AND WORKSHOP DESIGNS . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/290517

Chicago Manual of Style (16th Edition):

Johnson, Philip Edgar. “TEACHING IN THE COMMUNITY COLLEGE: A PLAN FOR IMPROVEMENT AND WORKSHOP DESIGNS .” 1979. Doctoral Dissertation, University of Arizona. Accessed October 22, 2019. http://hdl.handle.net/10150/290517.

MLA Handbook (7th Edition):

Johnson, Philip Edgar. “TEACHING IN THE COMMUNITY COLLEGE: A PLAN FOR IMPROVEMENT AND WORKSHOP DESIGNS .” 1979. Web. 22 Oct 2019.

Vancouver:

Johnson PE. TEACHING IN THE COMMUNITY COLLEGE: A PLAN FOR IMPROVEMENT AND WORKSHOP DESIGNS . [Internet] [Doctoral dissertation]. University of Arizona; 1979. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10150/290517.

Council of Science Editors:

Johnson PE. TEACHING IN THE COMMUNITY COLLEGE: A PLAN FOR IMPROVEMENT AND WORKSHOP DESIGNS . [Doctoral Dissertation]. University of Arizona; 1979. Available from: http://hdl.handle.net/10150/290517


Rutgers University

16. Dahan, Thomas Alexander. The community effects of service-learning.

Degree: PhD, Higher education, 2019, Rutgers University

The previous research on service-learning and community engagement in higher education demonstrates that the practice has a small, but consistent effect on college student participants.… (more)

Subjects/Keywords: Public Affairs; Service learning  – United States; Community and college  – United States

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

APA (6th Edition):

Dahan, T. A. (2019). The community effects of service-learning. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/60707/

Chicago Manual of Style (16th Edition):

Dahan, Thomas Alexander. “The community effects of service-learning.” 2019. Doctoral Dissertation, Rutgers University. Accessed October 22, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/60707/.

MLA Handbook (7th Edition):

Dahan, Thomas Alexander. “The community effects of service-learning.” 2019. Web. 22 Oct 2019.

Vancouver:

Dahan TA. The community effects of service-learning. [Internet] [Doctoral dissertation]. Rutgers University; 2019. [cited 2019 Oct 22]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/60707/.

Council of Science Editors:

Dahan TA. The community effects of service-learning. [Doctoral Dissertation]. Rutgers University; 2019. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/60707/


Latrobe University

17. Ha, Thuy Cham. Community of practice professional development : A study of tertiary EFL teachers in North-Eastern Vietnam.

Degree: 2013, Latrobe University

Thesis (Doctorate) - La Trobe University, 2013

Submission note: "A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Education [to the] Faculty of Education, La Trobe University, Bundoora".

Advisors/Committee Members: La Trobe University. Faculty of Education..

Subjects/Keywords: Teachers  – Training of  – Vietnam.; English teachers  – Training of  – Vietnam.; Teachers  – In-service training  – Vietnam.; College teachers  – In-service training  – Vietnam.

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

APA (6th Edition):

Ha, T. C. (2013). Community of practice professional development : A study of tertiary EFL teachers in North-Eastern Vietnam. (Doctoral Dissertation). Latrobe University. Retrieved from http://hdl.handle.net/1959.9/525155

Chicago Manual of Style (16th Edition):

Ha, Thuy Cham. “Community of practice professional development : A study of tertiary EFL teachers in North-Eastern Vietnam.” 2013. Doctoral Dissertation, Latrobe University. Accessed October 22, 2019. http://hdl.handle.net/1959.9/525155.

MLA Handbook (7th Edition):

Ha, Thuy Cham. “Community of practice professional development : A study of tertiary EFL teachers in North-Eastern Vietnam.” 2013. Web. 22 Oct 2019.

Vancouver:

Ha TC. Community of practice professional development : A study of tertiary EFL teachers in North-Eastern Vietnam. [Internet] [Doctoral dissertation]. Latrobe University; 2013. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1959.9/525155.

Council of Science Editors:

Ha TC. Community of practice professional development : A study of tertiary EFL teachers in North-Eastern Vietnam. [Doctoral Dissertation]. Latrobe University; 2013. Available from: http://hdl.handle.net/1959.9/525155


University of North Texas

18. Philpot, Denise R. Tenured/tenure-track Faculty Diversity: Does Search Committee Training Make a Difference?.

Degree: 2014, University of North Texas

 Diversity impacts organizations, both internally and externally. Responses to changes in demographics come from legal and moral imperatives. As a reflection of the changes in… (more)

Subjects/Keywords: diversity; faculty; training; Universities and colleges  – Faculty  – Selection and appointment  – United States.; College teachers  – Selection and appointment  – United States.; Faculty integration  – United States.; Diversity in the workplace  – United States.

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APA (6th Edition):

Philpot, D. R. (2014). Tenured/tenure-track Faculty Diversity: Does Search Committee Training Make a Difference?. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699983/

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):

Philpot, Denise R. “Tenured/tenure-track Faculty Diversity: Does Search Committee Training Make a Difference?.” 2014. Thesis, University of North Texas. Accessed October 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc699983/.

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

MLA Handbook (7th Edition):

Philpot, Denise R. “Tenured/tenure-track Faculty Diversity: Does Search Committee Training Make a Difference?.” 2014. Web. 22 Oct 2019.

Vancouver:

Philpot DR. Tenured/tenure-track Faculty Diversity: Does Search Committee Training Make a Difference?. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Oct 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699983/.

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

Council of Science Editors:

Philpot DR. Tenured/tenure-track Faculty Diversity: Does Search Committee Training Make a Difference?. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699983/

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


University of Arizona

19. La Clair, Charles Herbert, 1948-. INSERVICE POLICIES AND PRACTICES IN NORTH CENTRAL ASSOCIATION COMMUNITY COLLEGES .

Degree: 1976, University of Arizona

Subjects/Keywords: Community colleges.; Community college teachers  – In-service training.

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APA (6th Edition):

La Clair, Charles Herbert, 1. (1976). INSERVICE POLICIES AND PRACTICES IN NORTH CENTRAL ASSOCIATION COMMUNITY COLLEGES . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/289394

Chicago Manual of Style (16th Edition):

La Clair, Charles Herbert, 1948-. “INSERVICE POLICIES AND PRACTICES IN NORTH CENTRAL ASSOCIATION COMMUNITY COLLEGES .” 1976. Doctoral Dissertation, University of Arizona. Accessed October 22, 2019. http://hdl.handle.net/10150/289394.

MLA Handbook (7th Edition):

La Clair, Charles Herbert, 1948-. “INSERVICE POLICIES AND PRACTICES IN NORTH CENTRAL ASSOCIATION COMMUNITY COLLEGES .” 1976. Web. 22 Oct 2019.

Vancouver:

La Clair, Charles Herbert 1. INSERVICE POLICIES AND PRACTICES IN NORTH CENTRAL ASSOCIATION COMMUNITY COLLEGES . [Internet] [Doctoral dissertation]. University of Arizona; 1976. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10150/289394.

Council of Science Editors:

La Clair, Charles Herbert 1. INSERVICE POLICIES AND PRACTICES IN NORTH CENTRAL ASSOCIATION COMMUNITY COLLEGES . [Doctoral Dissertation]. University of Arizona; 1976. Available from: http://hdl.handle.net/10150/289394


Michigan State University

20. Elden, Lucia Margaret. Stories for humans : teaching narratives from a community college in the country.

Degree: 2014, Michigan State University

Thesis Ph. D. Michigan State University. Curriculum, Instruction, and Teacher Education - Doctor of Philosophy 2014.

Much educational research categorizes community college students as underprepared… (more)

Subjects/Keywords: Community college students – United States; Community college students – Case studies; Narrative inquiry (Research method); Teachers – Training of; Community college education; Teacher education; Language arts

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APA (6th Edition):

Elden, L. M. (2014). Stories for humans : teaching narratives from a community college in the country. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3229

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):

Elden, Lucia Margaret. “Stories for humans : teaching narratives from a community college in the country.” 2014. Thesis, Michigan State University. Accessed October 22, 2019. http://etd.lib.msu.edu/islandora/object/etd:3229.

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

MLA Handbook (7th Edition):

Elden, Lucia Margaret. “Stories for humans : teaching narratives from a community college in the country.” 2014. Web. 22 Oct 2019.

Vancouver:

Elden LM. Stories for humans : teaching narratives from a community college in the country. [Internet] [Thesis]. Michigan State University; 2014. [cited 2019 Oct 22]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3229.

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

Council of Science Editors:

Elden LM. Stories for humans : teaching narratives from a community college in the country. [Thesis]. Michigan State University; 2014. Available from: http://etd.lib.msu.edu/islandora/object/etd:3229

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


University of North Carolina – Greensboro

21. Culbertson, William N. C. A conceptual model for in-service education for community college and technical institute occupational instructors who have not participated in traditional teacher education programs.

Degree: 1975, University of North Carolina – Greensboro

 The primary purpose of this study was the development of an in-service education model that was appropriate for occupational instructors in the community college and… (more)

Subjects/Keywords: Vocational teachers – In-service training; Community college teachers – In-service training

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APA (6th Edition):

Culbertson, W. N. C. (1975). A conceptual model for in-service education for community college and technical institute occupational instructors who have not participated in traditional teacher education programs. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=23767

Chicago Manual of Style (16th Edition):

Culbertson, William N C. “A conceptual model for in-service education for community college and technical institute occupational instructors who have not participated in traditional teacher education programs.” 1975. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed October 22, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=23767.

MLA Handbook (7th Edition):

Culbertson, William N C. “A conceptual model for in-service education for community college and technical institute occupational instructors who have not participated in traditional teacher education programs.” 1975. Web. 22 Oct 2019.

Vancouver:

Culbertson WNC. A conceptual model for in-service education for community college and technical institute occupational instructors who have not participated in traditional teacher education programs. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 1975. [cited 2019 Oct 22]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=23767.

Council of Science Editors:

Culbertson WNC. A conceptual model for in-service education for community college and technical institute occupational instructors who have not participated in traditional teacher education programs. [Doctoral Dissertation]. University of North Carolina – Greensboro; 1975. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=23767


Portland State University

22. Tilley, Teri Lynn. Keeping Equity in Mind: Strategies for Continuing Equity Work Once Formal Training Has Ended.

Degree: Doctor of Education (EdD) in Educational Leadership: Administration, Educational Leadership and Policy, 2014, Portland State University

  Fifty years after Brown v. Board of Education, there remain large gaps in academic achievement between children of color and White students (Darling-Hammond, 2007).… (more)

Subjects/Keywords: Educational equalization  – Handbooks; manuals; etc.  – Evaluation; Teachers  – In-service training  – United States; Minorities  – Education  – United States; Educational change  – United States; Educational Methods; Teacher Education and Professional Development

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APA (6th Edition):

Tilley, T. L. (2014). Keeping Equity in Mind: Strategies for Continuing Equity Work Once Formal Training Has Ended. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/1852

Chicago Manual of Style (16th Edition):

Tilley, Teri Lynn. “Keeping Equity in Mind: Strategies for Continuing Equity Work Once Formal Training Has Ended.” 2014. Doctoral Dissertation, Portland State University. Accessed October 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/1852.

MLA Handbook (7th Edition):

Tilley, Teri Lynn. “Keeping Equity in Mind: Strategies for Continuing Equity Work Once Formal Training Has Ended.” 2014. Web. 22 Oct 2019.

Vancouver:

Tilley TL. Keeping Equity in Mind: Strategies for Continuing Equity Work Once Formal Training Has Ended. [Internet] [Doctoral dissertation]. Portland State University; 2014. [cited 2019 Oct 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/1852.

Council of Science Editors:

Tilley TL. Keeping Equity in Mind: Strategies for Continuing Equity Work Once Formal Training Has Ended. [Doctoral Dissertation]. Portland State University; 2014. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/1852


University of North Texas

23. Bunyard, Magen Lynn. Evaluation Practices of Community College Faculty Development Programs.

Degree: 2014, University of North Texas

 The purpose of this quantitative study was to determine the current state of community college faculty development program evaluation and identify possible influences on evaluation… (more)

Subjects/Keywords: faculty development; community colleges; Community college teachers  – United States.; Career development  – United States  – Evaluation.; Community colleges  – United States  – Faculty.

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

APA (6th Edition):

Bunyard, M. L. (2014). Evaluation Practices of Community College Faculty Development Programs. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699864/

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):

Bunyard, Magen Lynn. “Evaluation Practices of Community College Faculty Development Programs.” 2014. Thesis, University of North Texas. Accessed October 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc699864/.

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

MLA Handbook (7th Edition):

Bunyard, Magen Lynn. “Evaluation Practices of Community College Faculty Development Programs.” 2014. Web. 22 Oct 2019.

Vancouver:

Bunyard ML. Evaluation Practices of Community College Faculty Development Programs. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Oct 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699864/.

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

Council of Science Editors:

Bunyard ML. Evaluation Practices of Community College Faculty Development Programs. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699864/

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

24. Bohnert, Christine. About special education and IDEA '97: Individuals with Disabilities Education Act, 1997 .

Degree: 2013, California State University – San Marcos

 This project was intended to educate general educators about special education and is an inservice plan for teachers to experience as a half-day informational training.… (more)

Subjects/Keywords: Special education  – Terminology; Elementary school teachers  – In-service training  – California  – San Diego County; United States. Individuals with Disabilties Education Act

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APA (6th Edition):

Bohnert, C. (2013). About special education and IDEA '97: Individuals with Disabilities Education Act, 1997 . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/563

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):

Bohnert, Christine. “About special education and IDEA '97: Individuals with Disabilities Education Act, 1997 .” 2013. Thesis, California State University – San Marcos. Accessed October 22, 2019. http://hdl.handle.net/10211.8/563.

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

MLA Handbook (7th Edition):

Bohnert, Christine. “About special education and IDEA '97: Individuals with Disabilities Education Act, 1997 .” 2013. Web. 22 Oct 2019.

Vancouver:

Bohnert C. About special education and IDEA '97: Individuals with Disabilities Education Act, 1997 . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10211.8/563.

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

Council of Science Editors:

Bohnert C. About special education and IDEA '97: Individuals with Disabilities Education Act, 1997 . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/563

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


University of North Carolina – Wilmington

25. Baker, Karen. The effects of cognitive coaching on initially licensed teachers.

Degree: 2009, University of North Carolina – Wilmington

 This study looks at the effects of cognitive coaching (CC) on Initially Licensed Teachers (ILT). Specifically the study examines if CC increases an ILTs level… (more)

Subjects/Keywords: Teachers  – In-service training  – United States; Learning strategies

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APA (6th Edition):

Baker, K. (2009). The effects of cognitive coaching on initially licensed teachers. (Masters Thesis). University of North Carolina – Wilmington. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=543

Chicago Manual of Style (16th Edition):

Baker, Karen. “The effects of cognitive coaching on initially licensed teachers.” 2009. Masters Thesis, University of North Carolina – Wilmington. Accessed October 22, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=543.

MLA Handbook (7th Edition):

Baker, Karen. “The effects of cognitive coaching on initially licensed teachers.” 2009. Web. 22 Oct 2019.

Vancouver:

Baker K. The effects of cognitive coaching on initially licensed teachers. [Internet] [Masters thesis]. University of North Carolina – Wilmington; 2009. [cited 2019 Oct 22]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=543.

Council of Science Editors:

Baker K. The effects of cognitive coaching on initially licensed teachers. [Masters Thesis]. University of North Carolina – Wilmington; 2009. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=543


University of North Carolina – Greensboro

26. Matteson, Jane Franklin. The identification of inservice training needs of educators resulting from the enactment of Public Law 94-142.

Degree: 1983, University of North Carolina – Greensboro

The problem of this study was to ascertain the procedures utilized by the North Carolina Public School system to determine inservice training needs of its special educators. A questionnaire was distributed to randomly selected directors of special education. Advisors/Committee Members: Joseph Bryson (advisor).

Subjects/Keywords: Teachers – In-service training; Children with disabilities – Education; United States – In-service training

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APA (6th Edition):

Matteson, J. F. (1983). The identification of inservice training needs of educators resulting from the enactment of Public Law 94-142. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24143

Chicago Manual of Style (16th Edition):

Matteson, Jane Franklin. “The identification of inservice training needs of educators resulting from the enactment of Public Law 94-142.” 1983. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed October 22, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24143.

MLA Handbook (7th Edition):

Matteson, Jane Franklin. “The identification of inservice training needs of educators resulting from the enactment of Public Law 94-142.” 1983. Web. 22 Oct 2019.

Vancouver:

Matteson JF. The identification of inservice training needs of educators resulting from the enactment of Public Law 94-142. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 1983. [cited 2019 Oct 22]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24143.

Council of Science Editors:

Matteson JF. The identification of inservice training needs of educators resulting from the enactment of Public Law 94-142. [Doctoral Dissertation]. University of North Carolina – Greensboro; 1983. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24143


Edith Cowan University

27. Nicks-McCaleb, Lynn J. Towards a pro-active model of professional development for tertiary level teachers in the United Arab Emirates.

Degree: 2005, Edith Cowan University

 This body of work identifies the professional development needs of teachers at Abu Dhabi Men's College in the UAE as their role in the classroom… (more)

Subjects/Keywords: College teachers; In-service training; United Arab Emirates.; Education

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APA (6th Edition):

Nicks-McCaleb, L. J. (2005). Towards a pro-active model of professional development for tertiary level teachers in the United Arab Emirates. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/674

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):

Nicks-McCaleb, Lynn J. “Towards a pro-active model of professional development for tertiary level teachers in the United Arab Emirates.” 2005. Thesis, Edith Cowan University. Accessed October 22, 2019. https://ro.ecu.edu.au/theses/674.

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

MLA Handbook (7th Edition):

Nicks-McCaleb, Lynn J. “Towards a pro-active model of professional development for tertiary level teachers in the United Arab Emirates.” 2005. Web. 22 Oct 2019.

Vancouver:

Nicks-McCaleb LJ. Towards a pro-active model of professional development for tertiary level teachers in the United Arab Emirates. [Internet] [Thesis]. Edith Cowan University; 2005. [cited 2019 Oct 22]. Available from: https://ro.ecu.edu.au/theses/674.

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

Council of Science Editors:

Nicks-McCaleb LJ. Towards a pro-active model of professional development for tertiary level teachers in the United Arab Emirates. [Thesis]. Edith Cowan University; 2005. Available from: https://ro.ecu.edu.au/theses/674

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


Florida Atlantic University

28. Nasse, Jeffrey Peter. Perceptions of professionalism: a case study of community college baccalaureate faculty.

Degree: PhD, 2013, Florida Atlantic University

Summary: This case study analyzed the perceptions of professionalism among an emerging and distinct occupational sector of community college faculty: community college faculty who teach… (more)

Subjects/Keywords: Community college teachers – United States – Case studies; Community college teachers Professional ethics – Case studies; Education, Higher – Aims and objectives – Case studies; Rewards and punishments in education

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APA (6th Edition):

Nasse, J. P. (2013). Perceptions of professionalism: a case study of community college baccalaureate faculty. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/fcla/dt/3362555

Chicago Manual of Style (16th Edition):

Nasse, Jeffrey Peter. “Perceptions of professionalism: a case study of community college baccalaureate faculty.” 2013. Doctoral Dissertation, Florida Atlantic University. Accessed October 22, 2019. http://purl.flvc.org/fcla/dt/3362555.

MLA Handbook (7th Edition):

Nasse, Jeffrey Peter. “Perceptions of professionalism: a case study of community college baccalaureate faculty.” 2013. Web. 22 Oct 2019.

Vancouver:

Nasse JP. Perceptions of professionalism: a case study of community college baccalaureate faculty. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2013. [cited 2019 Oct 22]. Available from: http://purl.flvc.org/fcla/dt/3362555.

Council of Science Editors:

Nasse JP. Perceptions of professionalism: a case study of community college baccalaureate faculty. [Doctoral Dissertation]. Florida Atlantic University; 2013. Available from: http://purl.flvc.org/fcla/dt/3362555


University of Oklahoma

29. Marshall, Karla J. EXPLORING THE DEVELOPMENT OF AN ORGANIZATIONALLY-SPONSORED ONLINE PROFESSIONAL LEARNING COMMUNITY FOR ADJUNCT FACULTY: THE INTERSECTION OF THEORY, RESEARCH, AND PRACTICE.

Degree: PhD, 2012, University of Oklahoma

 Although this study was not able to confirm or disconfirm the effectiveness of using the online venue for PLC for adjunct faculty, it did result… (more)

Subjects/Keywords: College teachers, Part-time – In-service training; Internet in education

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APA (6th Edition):

Marshall, K. J. (2012). EXPLORING THE DEVELOPMENT OF AN ORGANIZATIONALLY-SPONSORED ONLINE PROFESSIONAL LEARNING COMMUNITY FOR ADJUNCT FACULTY: THE INTERSECTION OF THEORY, RESEARCH, AND PRACTICE. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319140

Chicago Manual of Style (16th Edition):

Marshall, Karla J. “EXPLORING THE DEVELOPMENT OF AN ORGANIZATIONALLY-SPONSORED ONLINE PROFESSIONAL LEARNING COMMUNITY FOR ADJUNCT FACULTY: THE INTERSECTION OF THEORY, RESEARCH, AND PRACTICE.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed October 22, 2019. http://hdl.handle.net/11244/319140.

MLA Handbook (7th Edition):

Marshall, Karla J. “EXPLORING THE DEVELOPMENT OF AN ORGANIZATIONALLY-SPONSORED ONLINE PROFESSIONAL LEARNING COMMUNITY FOR ADJUNCT FACULTY: THE INTERSECTION OF THEORY, RESEARCH, AND PRACTICE.” 2012. Web. 22 Oct 2019.

Vancouver:

Marshall KJ. EXPLORING THE DEVELOPMENT OF AN ORGANIZATIONALLY-SPONSORED ONLINE PROFESSIONAL LEARNING COMMUNITY FOR ADJUNCT FACULTY: THE INTERSECTION OF THEORY, RESEARCH, AND PRACTICE. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/11244/319140.

Council of Science Editors:

Marshall KJ. EXPLORING THE DEVELOPMENT OF AN ORGANIZATIONALLY-SPONSORED ONLINE PROFESSIONAL LEARNING COMMUNITY FOR ADJUNCT FACULTY: THE INTERSECTION OF THEORY, RESEARCH, AND PRACTICE. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/319140


University of Arizona

30. Saavedra, Elizabeth Rose Marie Martinez. Teacher transformation: Creating texts and contexts in study groups.

Degree: 1995, University of Arizona

 This ethnographic study describes events and interactions that occurred between a group of teachers involved in a Teachers' Study Group in order to examine the… (more)

Subjects/Keywords: Teacher work groups  – United States.; Teachers  – In-service training  – United States.

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

APA (6th Edition):

Saavedra, E. R. M. M. (1995). Teacher transformation: Creating texts and contexts in study groups. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/187100

Chicago Manual of Style (16th Edition):

Saavedra, Elizabeth Rose Marie Martinez. “Teacher transformation: Creating texts and contexts in study groups. ” 1995. Doctoral Dissertation, University of Arizona. Accessed October 22, 2019. http://hdl.handle.net/10150/187100.

MLA Handbook (7th Edition):

Saavedra, Elizabeth Rose Marie Martinez. “Teacher transformation: Creating texts and contexts in study groups. ” 1995. Web. 22 Oct 2019.

Vancouver:

Saavedra ERMM. Teacher transformation: Creating texts and contexts in study groups. [Internet] [Doctoral dissertation]. University of Arizona; 1995. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10150/187100.

Council of Science Editors:

Saavedra ERMM. Teacher transformation: Creating texts and contexts in study groups. [Doctoral Dissertation]. University of Arizona; 1995. Available from: http://hdl.handle.net/10150/187100

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