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You searched for subject:(Free Teacher Training School). Showing records 1 – 30 of 87054 total matches.

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1. McMillan, Andrea. The relationship between professional learning and middle school teachers' knowledge and use of differentiated instruction.

Degree: 2011, Walden University

  Self-efficacy beliefs, a component of Bandura's social cognition theory, provided the basis for this study of teachers' participation in professional learning. Training and positive… (more)

Subjects/Keywords: Education, Middle School; Education, Teacher Training

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

APA (6th Edition):

McMillan, A. (2011). The relationship between professional learning and middle school teachers' knowledge and use of differentiated instruction. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3450104

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):

McMillan, Andrea. “The relationship between professional learning and middle school teachers' knowledge and use of differentiated instruction.” 2011. Thesis, Walden University. Accessed June 25, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3450104.

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

MLA Handbook (7th Edition):

McMillan, Andrea. “The relationship between professional learning and middle school teachers' knowledge and use of differentiated instruction.” 2011. Web. 25 Jun 2019.

Vancouver:

McMillan A. The relationship between professional learning and middle school teachers' knowledge and use of differentiated instruction. [Internet] [Thesis]. Walden University; 2011. [cited 2019 Jun 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450104.

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

Council of Science Editors:

McMillan A. The relationship between professional learning and middle school teachers' knowledge and use of differentiated instruction. [Thesis]. Walden University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450104

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

2. Iyer, Ranjani B. Do teacher efficacy, teacher understanding, and professional development influence the implementation of a character education program?.

Degree: 2011, Capella University

  In order to implement a character education program in the classroom, educators need to feel efficacious, understand the strategies and skills of character education,… (more)

Subjects/Keywords: Education, Middle School; Education, Teacher Training

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APA (6th Edition):

Iyer, R. B. (2011). Do teacher efficacy, teacher understanding, and professional development influence the implementation of a character education program?. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3460635

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):

Iyer, Ranjani B. “Do teacher efficacy, teacher understanding, and professional development influence the implementation of a character education program?.” 2011. Thesis, Capella University. Accessed June 25, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3460635.

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

MLA Handbook (7th Edition):

Iyer, Ranjani B. “Do teacher efficacy, teacher understanding, and professional development influence the implementation of a character education program?.” 2011. Web. 25 Jun 2019.

Vancouver:

Iyer RB. Do teacher efficacy, teacher understanding, and professional development influence the implementation of a character education program?. [Internet] [Thesis]. Capella University; 2011. [cited 2019 Jun 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3460635.

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

Council of Science Editors:

Iyer RB. Do teacher efficacy, teacher understanding, and professional development influence the implementation of a character education program?. [Thesis]. Capella University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3460635

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


The University of Alabama

3. Black, Kristy Terry. Rural middle school teachers' perceptions of their efficacy and stress.

Degree: 2011, The University of Alabama

  Johnson, Cooper, Donald, Taylor, and Millet (2005) surveyed teachers to examine connections between their career and occupational stress and found that teaching was the… (more)

Subjects/Keywords: Education, Middle School; Education, Teacher Training

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APA (6th Edition):

Black, K. T. (2011). Rural middle school teachers' perceptions of their efficacy and stress. (Thesis). The University of Alabama. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3478567

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):

Black, Kristy Terry. “Rural middle school teachers' perceptions of their efficacy and stress.” 2011. Thesis, The University of Alabama. Accessed June 25, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3478567.

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

MLA Handbook (7th Edition):

Black, Kristy Terry. “Rural middle school teachers' perceptions of their efficacy and stress.” 2011. Web. 25 Jun 2019.

Vancouver:

Black KT. Rural middle school teachers' perceptions of their efficacy and stress. [Internet] [Thesis]. The University of Alabama; 2011. [cited 2019 Jun 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3478567.

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

Council of Science Editors:

Black KT. Rural middle school teachers' perceptions of their efficacy and stress. [Thesis]. The University of Alabama; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3478567

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


California State University – Sacramento

4. Kizner, Susan Pamela. Professional development handbook for conceptual understanding in secondary mathematics: 3 days of training.

Degree: MA, Communication Studies, 2010, California State University – Sacramento

 Teaching conceptually in mathematics, which draws on the underlying structure and logic of concepts, has shown to be successful for students??? knowledge construction. Traditional mathematics… (more)

Subjects/Keywords: High school; Instruction; Teacher training manual

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APA (6th Edition):

Kizner, S. P. (2010). Professional development handbook for conceptual understanding in secondary mathematics: 3 days of training. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/827

Chicago Manual of Style (16th Edition):

Kizner, Susan Pamela. “Professional development handbook for conceptual understanding in secondary mathematics: 3 days of training.” 2010. Masters Thesis, California State University – Sacramento. Accessed June 25, 2019. http://hdl.handle.net/10211.9/827.

MLA Handbook (7th Edition):

Kizner, Susan Pamela. “Professional development handbook for conceptual understanding in secondary mathematics: 3 days of training.” 2010. Web. 25 Jun 2019.

Vancouver:

Kizner SP. Professional development handbook for conceptual understanding in secondary mathematics: 3 days of training. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10211.9/827.

Council of Science Editors:

Kizner SP. Professional development handbook for conceptual understanding in secondary mathematics: 3 days of training. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/827


Texas A&M University

5. Russell, William F. Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School.

Degree: 2013, Texas A&M University

 .This study examined teacher decision making regarding issuing student referrals using qualitative case study methodology. A single middle school was used for the case study… (more)

Subjects/Keywords: Discipline; Sensemaking; Middle School; Teacher; Teaching; School; Texas; Teaching; DAEP; Teacher Training; Teacher Preparation

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

APA (6th Edition):

Russell, W. F. (2013). Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151924

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):

Russell, William F. “Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School.” 2013. Thesis, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/151924.

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

MLA Handbook (7th Edition):

Russell, William F. “Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School.” 2013. Web. 25 Jun 2019.

Vancouver:

Russell WF. Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/151924.

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

Council of Science Editors:

Russell WF. Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151924

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


University of Dayton

6. Hiatt, Sara Renee. Middle School Teachers' Knowledge and Training Regarding Anxiety Identification.

Degree: Specialist in Education (Ed.S.), Educational Leadership, 2018, University of Dayton

 Anxiety is the most common diagnosed mental health condition in adolescents. If not appropriately identified and addressed, anxiety and can lead to negative academic and… (more)

Subjects/Keywords: Middle School Education; middle school, anxiety, teacher training, mental health

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APA (6th Edition):

Hiatt, S. R. (2018). Middle School Teachers' Knowledge and Training Regarding Anxiety Identification. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1531384416690094

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):

Hiatt, Sara Renee. “Middle School Teachers' Knowledge and Training Regarding Anxiety Identification.” 2018. Thesis, University of Dayton. Accessed June 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1531384416690094.

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

MLA Handbook (7th Edition):

Hiatt, Sara Renee. “Middle School Teachers' Knowledge and Training Regarding Anxiety Identification.” 2018. Web. 25 Jun 2019.

Vancouver:

Hiatt SR. Middle School Teachers' Knowledge and Training Regarding Anxiety Identification. [Internet] [Thesis]. University of Dayton; 2018. [cited 2019 Jun 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1531384416690094.

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

Council of Science Editors:

Hiatt SR. Middle School Teachers' Knowledge and Training Regarding Anxiety Identification. [Thesis]. University of Dayton; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1531384416690094

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


UCLA

7. Plant, Lauren Perrish. Middle School Girls' Relational Aggression: An Intervention through Action Research.

Degree: Education, 2014, UCLA

 The teachers in this action research study examined the problem of relational aggression at Whirlwind Academy. Relational aggression can be defined as the purposeful manipulation… (more)

Subjects/Keywords: Education; Middle school education; Teacher education; action research; middle school; Relational Aggression; teacher training

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APA (6th Edition):

Plant, L. P. (2014). Middle School Girls' Relational Aggression: An Intervention through Action Research. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/4bx4s16m

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):

Plant, Lauren Perrish. “Middle School Girls' Relational Aggression: An Intervention through Action Research.” 2014. Thesis, UCLA. Accessed June 25, 2019. http://www.escholarship.org/uc/item/4bx4s16m.

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

MLA Handbook (7th Edition):

Plant, Lauren Perrish. “Middle School Girls' Relational Aggression: An Intervention through Action Research.” 2014. Web. 25 Jun 2019.

Vancouver:

Plant LP. Middle School Girls' Relational Aggression: An Intervention through Action Research. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Jun 25]. Available from: http://www.escholarship.org/uc/item/4bx4s16m.

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

Council of Science Editors:

Plant LP. Middle School Girls' Relational Aggression: An Intervention through Action Research. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/4bx4s16m

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


University of Wollongong

8. Toyama, Narumi. Japanese senior high school teachers' perceptions of the role of teachers in promoting the emotional well-being of their students.

Degree: Master of Education (Research), Faculty of Education, 2014, University of Wollongong

  There is evidence that behavioural problems related to students in senior high schools have increased markedly since the mid-1970s (Numano, Nagata & Abumiya, 2002).… (more)

Subjects/Keywords: emotional well-being; Japanese senior high school teachers; teacher perception; pre-service teacher education; teacher education; teacher training

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

APA (6th Edition):

Toyama, N. (2014). Japanese senior high school teachers' perceptions of the role of teachers in promoting the emotional well-being of their students. (Masters Thesis). University of Wollongong. Retrieved from 130305 Educational Counselling, 130313 Teacher Education and Professional Development of Educators, 160506 Education Policy, 170103 Educational Psychology ; http://ro.uow.edu.au/theses/4077

Chicago Manual of Style (16th Edition):

Toyama, Narumi. “Japanese senior high school teachers' perceptions of the role of teachers in promoting the emotional well-being of their students.” 2014. Masters Thesis, University of Wollongong. Accessed June 25, 2019. 130305 Educational Counselling, 130313 Teacher Education and Professional Development of Educators, 160506 Education Policy, 170103 Educational Psychology ; http://ro.uow.edu.au/theses/4077.

MLA Handbook (7th Edition):

Toyama, Narumi. “Japanese senior high school teachers' perceptions of the role of teachers in promoting the emotional well-being of their students.” 2014. Web. 25 Jun 2019.

Vancouver:

Toyama N. Japanese senior high school teachers' perceptions of the role of teachers in promoting the emotional well-being of their students. [Internet] [Masters thesis]. University of Wollongong; 2014. [cited 2019 Jun 25]. Available from: 130305 Educational Counselling, 130313 Teacher Education and Professional Development of Educators, 160506 Education Policy, 170103 Educational Psychology ; http://ro.uow.edu.au/theses/4077.

Council of Science Editors:

Toyama N. Japanese senior high school teachers' perceptions of the role of teachers in promoting the emotional well-being of their students. [Masters Thesis]. University of Wollongong; 2014. Available from: 130305 Educational Counselling, 130313 Teacher Education and Professional Development of Educators, 160506 Education Policy, 170103 Educational Psychology ; http://ro.uow.edu.au/theses/4077


University of Helsinki

9. Köykkä, Katariina. Is habit formation effective in making students’ sitting reduction a regular routine for vocational school teachers? Evaluating outcomes and habit formation processes in the Let’s Move It teacher intervention.

Degree: Department of Social Research; Helsingfors universitet, Statsvetenskapliga fakulteten, Institutionen för socialvetenskaper, 2017, University of Helsinki

 Introduction. Sedentary behaviour, i.e. sitting or reclining without being otherwise physically active, has been associated with serious health consequences, independent of moderate to vigorous physical… (more)

Subjects/Keywords: habit formation; sedentary behaviour; teacher; teacher training; vocational school; Sosiaalipsykologia; Social Psychology; Socialpsykologi; habit formation; sedentary behaviour; teacher; teacher training; vocational school

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

APA (6th Edition):

Köykkä, K. (2017). Is habit formation effective in making students’ sitting reduction a regular routine for vocational school teachers? Evaluating outcomes and habit formation processes in the Let’s Move It teacher intervention. (Masters Thesis). University of Helsinki. Retrieved from http://hdl.handle.net/10138/193598

Chicago Manual of Style (16th Edition):

Köykkä, Katariina. “Is habit formation effective in making students’ sitting reduction a regular routine for vocational school teachers? Evaluating outcomes and habit formation processes in the Let’s Move It teacher intervention.” 2017. Masters Thesis, University of Helsinki. Accessed June 25, 2019. http://hdl.handle.net/10138/193598.

MLA Handbook (7th Edition):

Köykkä, Katariina. “Is habit formation effective in making students’ sitting reduction a regular routine for vocational school teachers? Evaluating outcomes and habit formation processes in the Let’s Move It teacher intervention.” 2017. Web. 25 Jun 2019.

Vancouver:

Köykkä K. Is habit formation effective in making students’ sitting reduction a regular routine for vocational school teachers? Evaluating outcomes and habit formation processes in the Let’s Move It teacher intervention. [Internet] [Masters thesis]. University of Helsinki; 2017. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10138/193598.

Council of Science Editors:

Köykkä K. Is habit formation effective in making students’ sitting reduction a regular routine for vocational school teachers? Evaluating outcomes and habit formation processes in the Let’s Move It teacher intervention. [Masters Thesis]. University of Helsinki; 2017. Available from: http://hdl.handle.net/10138/193598


Pontifícia Universidade Católica de São Paulo

10. Dorcelina de Fátima Rampi. A formação de professoras da Escola Normal do Colegio Santa Ines: a educação salesiana no Brasil inserida na pedagogia católica (1927-1937).

Degree: 2007, Pontifícia Universidade Católica de São Paulo

In this research, the aim is at the educational performance of Salesian Sisters in Brazil that was developed in the Escola Normal Livre anexa ao… (more)

Subjects/Keywords: Formação de professores; Alfabetização; Escolas Catolicas  – Brasil; Salesianos  – Brasil; Educação salesiana; Educação da mulher; Alphabetization; EDUCACAO; Escola Normal Livre; Colegio de Santa Ines (Brasil); Mulheres  – Educacao  – Brasil; Pedagogia católica; Salesian education; Colégio de Santa Inês; Free Teacher Training School; Teacher formation; Catholic pedagogy; Santa Inês School; Woman education

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APA (6th Edition):

Rampi, D. d. F. (2007). A formação de professoras da Escola Normal do Colegio Santa Ines: a educação salesiana no Brasil inserida na pedagogia católica (1927-1937). (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3679

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):

Rampi, Dorcelina de Fátima. “A formação de professoras da Escola Normal do Colegio Santa Ines: a educação salesiana no Brasil inserida na pedagogia católica (1927-1937).” 2007. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed June 25, 2019. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3679.

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

MLA Handbook (7th Edition):

Rampi, Dorcelina de Fátima. “A formação de professoras da Escola Normal do Colegio Santa Ines: a educação salesiana no Brasil inserida na pedagogia católica (1927-1937).” 2007. Web. 25 Jun 2019.

Vancouver:

Rampi DdF. A formação de professoras da Escola Normal do Colegio Santa Ines: a educação salesiana no Brasil inserida na pedagogia católica (1927-1937). [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2007. [cited 2019 Jun 25]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3679.

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

Council of Science Editors:

Rampi DdF. A formação de professoras da Escola Normal do Colegio Santa Ines: a educação salesiana no Brasil inserida na pedagogia católica (1927-1937). [Thesis]. Pontifícia Universidade Católica de São Paulo; 2007. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3679

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


Kansas State University

11. Skillen, Matthew Glen. “I hope I get it. I do hope I figure it out.”: pre-service secondary language arts teachers’ negotiations of high school students’ literacies.

Degree: PhD, Curriculum and Instruction Programs, 2009, Kansas State University

 As the curriculum of American schools becomes more standardized, while teachers face the elevated levels of accountability, and definition of adolescent literacy rapidly expands, teacher(more)

Subjects/Keywords: Pre-service teachers; Teacher education; Narrative inquiry; high school students' literacy’s; Education, Teacher Training (0530)

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

APA (6th Edition):

Skillen, M. G. (2009). “I hope I get it. I do hope I figure it out.”: pre-service secondary language arts teachers’ negotiations of high school students’ literacies. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/1628

Chicago Manual of Style (16th Edition):

Skillen, Matthew Glen. ““I hope I get it. I do hope I figure it out.”: pre-service secondary language arts teachers’ negotiations of high school students’ literacies.” 2009. Doctoral Dissertation, Kansas State University. Accessed June 25, 2019. http://hdl.handle.net/2097/1628.

MLA Handbook (7th Edition):

Skillen, Matthew Glen. ““I hope I get it. I do hope I figure it out.”: pre-service secondary language arts teachers’ negotiations of high school students’ literacies.” 2009. Web. 25 Jun 2019.

Vancouver:

Skillen MG. “I hope I get it. I do hope I figure it out.”: pre-service secondary language arts teachers’ negotiations of high school students’ literacies. [Internet] [Doctoral dissertation]. Kansas State University; 2009. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2097/1628.

Council of Science Editors:

Skillen MG. “I hope I get it. I do hope I figure it out.”: pre-service secondary language arts teachers’ negotiations of high school students’ literacies. [Doctoral Dissertation]. Kansas State University; 2009. Available from: http://hdl.handle.net/2097/1628


University of Toronto

12. Ashworth, Melody Kelly. Teacher Training in a Proactive Classroom Management Approach for Students with Autism Spectrum Disorders.

Degree: PhD, 2014, University of Toronto

 As the prevalence of Autism Spectrum Disorders (ASD) increases, more children with ASD present for services in public school classrooms. Due to the unique social… (more)

Subjects/Keywords: Autism Spectrum Disorders; Challenging behaviour; Classroom management; Paraprofessional training; School intervention; Teacher training; 0621

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APA (6th Edition):

Ashworth, M. K. (2014). Teacher Training in a Proactive Classroom Management Approach for Students with Autism Spectrum Disorders. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/68396

Chicago Manual of Style (16th Edition):

Ashworth, Melody Kelly. “Teacher Training in a Proactive Classroom Management Approach for Students with Autism Spectrum Disorders.” 2014. Doctoral Dissertation, University of Toronto. Accessed June 25, 2019. http://hdl.handle.net/1807/68396.

MLA Handbook (7th Edition):

Ashworth, Melody Kelly. “Teacher Training in a Proactive Classroom Management Approach for Students with Autism Spectrum Disorders.” 2014. Web. 25 Jun 2019.

Vancouver:

Ashworth MK. Teacher Training in a Proactive Classroom Management Approach for Students with Autism Spectrum Disorders. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1807/68396.

Council of Science Editors:

Ashworth MK. Teacher Training in a Proactive Classroom Management Approach for Students with Autism Spectrum Disorders. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68396

13. Navarro, Salvador. An informed LGBT educational program on bullying for middle school professionals| A grant proposal.

Degree: 2014, California State University, Long Beach

  Middle school professionals are confronted with the inability to effectively intervene during acts of bullying affecting LGBT youth. Research supports the need to provide… (more)

Subjects/Keywords: Education, Middle School; Social Work; GLBT Studies; Education, Teacher Training

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APA (6th Edition):

Navarro, S. (2014). An informed LGBT educational program on bullying for middle school professionals| A grant proposal. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1527737

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):

Navarro, Salvador. “An informed LGBT educational program on bullying for middle school professionals| A grant proposal.” 2014. Thesis, California State University, Long Beach. Accessed June 25, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1527737.

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

MLA Handbook (7th Edition):

Navarro, Salvador. “An informed LGBT educational program on bullying for middle school professionals| A grant proposal.” 2014. Web. 25 Jun 2019.

Vancouver:

Navarro S. An informed LGBT educational program on bullying for middle school professionals| A grant proposal. [Internet] [Thesis]. California State University, Long Beach; 2014. [cited 2019 Jun 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1527737.

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

Council of Science Editors:

Navarro S. An informed LGBT educational program on bullying for middle school professionals| A grant proposal. [Thesis]. California State University, Long Beach; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1527737

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


University of Cincinnati

14. Corbo, Elizabeth. Learning through Language| A Study of the Appropriation of Academic Language of Sixth Grade Learners across Content Areas.

Degree: 2011, University of Cincinnati

  This study investigates the development of academic language related to social studies and science learning within a sixth grade classroom. Academic language has been… (more)

Subjects/Keywords: Language, Linguistics; Education, Middle School; Education, Teacher Training

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

APA (6th Edition):

Corbo, E. (2011). Learning through Language| A Study of the Appropriation of Academic Language of Sixth Grade Learners across Content Areas. (Thesis). University of Cincinnati. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3469631

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):

Corbo, Elizabeth. “Learning through Language| A Study of the Appropriation of Academic Language of Sixth Grade Learners across Content Areas.” 2011. Thesis, University of Cincinnati. Accessed June 25, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3469631.

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

MLA Handbook (7th Edition):

Corbo, Elizabeth. “Learning through Language| A Study of the Appropriation of Academic Language of Sixth Grade Learners across Content Areas.” 2011. Web. 25 Jun 2019.

Vancouver:

Corbo E. Learning through Language| A Study of the Appropriation of Academic Language of Sixth Grade Learners across Content Areas. [Internet] [Thesis]. University of Cincinnati; 2011. [cited 2019 Jun 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3469631.

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

Council of Science Editors:

Corbo E. Learning through Language| A Study of the Appropriation of Academic Language of Sixth Grade Learners across Content Areas. [Thesis]. University of Cincinnati; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3469631

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

15. Holt, Cary Duncan Matthews. Factors that foster, or deter, school involvement by parents of gifted students in two inner-city middle schools| The parents speak.

Degree: 2011, Fielding Graduate University

  The importance of parental involvement in schools has been the focus of numerous studies (Cotton & Mann, 1994; Hoover-Dempsey & Sadler, 1997; McDermott &… (more)

Subjects/Keywords: Education, Middle School; Education, Special; Education, Teacher Training

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

APA (6th Edition):

Holt, C. D. M. (2011). Factors that foster, or deter, school involvement by parents of gifted students in two inner-city middle schools| The parents speak. (Thesis). Fielding Graduate University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3474552

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):

Holt, Cary Duncan Matthews. “Factors that foster, or deter, school involvement by parents of gifted students in two inner-city middle schools| The parents speak.” 2011. Thesis, Fielding Graduate University. Accessed June 25, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3474552.

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

MLA Handbook (7th Edition):

Holt, Cary Duncan Matthews. “Factors that foster, or deter, school involvement by parents of gifted students in two inner-city middle schools| The parents speak.” 2011. Web. 25 Jun 2019.

Vancouver:

Holt CDM. Factors that foster, or deter, school involvement by parents of gifted students in two inner-city middle schools| The parents speak. [Internet] [Thesis]. Fielding Graduate University; 2011. [cited 2019 Jun 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3474552.

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

Council of Science Editors:

Holt CDM. Factors that foster, or deter, school involvement by parents of gifted students in two inner-city middle schools| The parents speak. [Thesis]. Fielding Graduate University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3474552

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

16. Stewart McCafferty, Anita J. A Phenomenological Approach to Examining Perceptions of Middle School Students and Their Educators about Their Service-learning Experiences.

Degree: 2011, Walden University

  A primary purpose of public education is to ensure that all citizens have the knowledge, skills, and dispositions to participate in a democracy. Service… (more)

Subjects/Keywords: Education, Instructional Design; Education, Middle School; Education, Teacher Training

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

APA (6th Edition):

Stewart McCafferty, A. J. (2011). A Phenomenological Approach to Examining Perceptions of Middle School Students and Their Educators about Their Service-learning Experiences. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3481406

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):

Stewart McCafferty, Anita J. “A Phenomenological Approach to Examining Perceptions of Middle School Students and Their Educators about Their Service-learning Experiences.” 2011. Thesis, Walden University. Accessed June 25, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3481406.

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

MLA Handbook (7th Edition):

Stewart McCafferty, Anita J. “A Phenomenological Approach to Examining Perceptions of Middle School Students and Their Educators about Their Service-learning Experiences.” 2011. Web. 25 Jun 2019.

Vancouver:

Stewart McCafferty AJ. A Phenomenological Approach to Examining Perceptions of Middle School Students and Their Educators about Their Service-learning Experiences. [Internet] [Thesis]. Walden University; 2011. [cited 2019 Jun 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3481406.

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

Council of Science Editors:

Stewart McCafferty AJ. A Phenomenological Approach to Examining Perceptions of Middle School Students and Their Educators about Their Service-learning Experiences. [Thesis]. Walden University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3481406

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

17. Hendricks-Harris, Mary Therese. Quality Induction| The Effects of Comprehensive Induction on New Teacher Retention and Job Satisfaction.

Degree: 2013, Lindenwood University

  This investigation examined the effect of a comprehensive new teacher induction program on teacher retention and job satisfaction in one suburban school district. New… (more)

Subjects/Keywords: Education, School Administration; Education, Administration; Education, Teacher Training

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

APA (6th Edition):

Hendricks-Harris, M. T. (2013). Quality Induction| The Effects of Comprehensive Induction on New Teacher Retention and Job Satisfaction. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3544511

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):

Hendricks-Harris, Mary Therese. “Quality Induction| The Effects of Comprehensive Induction on New Teacher Retention and Job Satisfaction.” 2013. Thesis, Lindenwood University. Accessed June 25, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3544511.

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

MLA Handbook (7th Edition):

Hendricks-Harris, Mary Therese. “Quality Induction| The Effects of Comprehensive Induction on New Teacher Retention and Job Satisfaction.” 2013. Web. 25 Jun 2019.

Vancouver:

Hendricks-Harris MT. Quality Induction| The Effects of Comprehensive Induction on New Teacher Retention and Job Satisfaction. [Internet] [Thesis]. Lindenwood University; 2013. [cited 2019 Jun 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3544511.

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

Council of Science Editors:

Hendricks-Harris MT. Quality Induction| The Effects of Comprehensive Induction on New Teacher Retention and Job Satisfaction. [Thesis]. Lindenwood University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3544511

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

18. Nordquist, Lora. A study of the vestiges of studio classroom projects in two middle school mathematics departments.

Degree: 2010, Lewis and Clark College

  Lesson study, a form of school-based professional development widely practiced in Japan, has gained popularity in the United States over the last two decades.… (more)

Subjects/Keywords: Education, Mathematics; Education, Middle School; Education, Administration; Education, Teacher Training

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

APA (6th Edition):

Nordquist, L. (2010). A study of the vestiges of studio classroom projects in two middle school mathematics departments. (Thesis). Lewis and Clark College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3413153

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):

Nordquist, Lora. “A study of the vestiges of studio classroom projects in two middle school mathematics departments.” 2010. Thesis, Lewis and Clark College. Accessed June 25, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3413153.

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

MLA Handbook (7th Edition):

Nordquist, Lora. “A study of the vestiges of studio classroom projects in two middle school mathematics departments.” 2010. Web. 25 Jun 2019.

Vancouver:

Nordquist L. A study of the vestiges of studio classroom projects in two middle school mathematics departments. [Internet] [Thesis]. Lewis and Clark College; 2010. [cited 2019 Jun 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3413153.

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

Council of Science Editors:

Nordquist L. A study of the vestiges of studio classroom projects in two middle school mathematics departments. [Thesis]. Lewis and Clark College; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3413153

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


University of South Florida

19. Schwartz, Kimberly Ann. Dynamics of Teacher Self-Efficacy| Middle School Reading and Language Arts Teacher Responses on a Teacher Sense of Efficacy Scale.

Degree: 2011, University of South Florida

  Efficacy is created early in a career and not easily influenced over time yet states and school districts loose tremendous amounts of money annually… (more)

Subjects/Keywords: Education, Language and Literature; Education, Middle School; Education, Teacher Training

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

APA (6th Edition):

Schwartz, K. A. (2011). Dynamics of Teacher Self-Efficacy| Middle School Reading and Language Arts Teacher Responses on a Teacher Sense of Efficacy Scale. (Thesis). University of South Florida. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3432792

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):

Schwartz, Kimberly Ann. “Dynamics of Teacher Self-Efficacy| Middle School Reading and Language Arts Teacher Responses on a Teacher Sense of Efficacy Scale.” 2011. Thesis, University of South Florida. Accessed June 25, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3432792.

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

MLA Handbook (7th Edition):

Schwartz, Kimberly Ann. “Dynamics of Teacher Self-Efficacy| Middle School Reading and Language Arts Teacher Responses on a Teacher Sense of Efficacy Scale.” 2011. Web. 25 Jun 2019.

Vancouver:

Schwartz KA. Dynamics of Teacher Self-Efficacy| Middle School Reading and Language Arts Teacher Responses on a Teacher Sense of Efficacy Scale. [Internet] [Thesis]. University of South Florida; 2011. [cited 2019 Jun 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3432792.

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

Council of Science Editors:

Schwartz KA. Dynamics of Teacher Self-Efficacy| Middle School Reading and Language Arts Teacher Responses on a Teacher Sense of Efficacy Scale. [Thesis]. University of South Florida; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3432792

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

20. Mosley, Alison Marie. Perceptions of California middle school teacher leaders regarding preparedness to execute functions of Teacher Leader Model Standards.

Degree: 2012, California State University, Fresno

  This study examined preparedness of teacher leaders to assume leadership roles in schools and the profession. In 2008, a group of educators across the… (more)

Subjects/Keywords: Education, Leadership; Education, Middle School; Education, Teacher Training

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

APA (6th Edition):

Mosley, A. M. (2012). Perceptions of California middle school teacher leaders regarding preparedness to execute functions of Teacher Leader Model Standards. (Thesis). California State University, Fresno. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3518834

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):

Mosley, Alison Marie. “Perceptions of California middle school teacher leaders regarding preparedness to execute functions of Teacher Leader Model Standards.” 2012. Thesis, California State University, Fresno. Accessed June 25, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3518834.

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

MLA Handbook (7th Edition):

Mosley, Alison Marie. “Perceptions of California middle school teacher leaders regarding preparedness to execute functions of Teacher Leader Model Standards.” 2012. Web. 25 Jun 2019.

Vancouver:

Mosley AM. Perceptions of California middle school teacher leaders regarding preparedness to execute functions of Teacher Leader Model Standards. [Internet] [Thesis]. California State University, Fresno; 2012. [cited 2019 Jun 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3518834.

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

Council of Science Editors:

Mosley AM. Perceptions of California middle school teacher leaders regarding preparedness to execute functions of Teacher Leader Model Standards. [Thesis]. California State University, Fresno; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3518834

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

21. Little, Janice Louise. The effects of a financial literacy intervention on teachers' financial literacy, awareness, and advocacy.

Degree: 2015, University of Phoenix

  The problem in this quasi-experimental research study is the lack of certainty of whether a relationship exists between a financial literacy intervention for teachers,… (more)

Subjects/Keywords: Education, Middle School; Education, Elementary; Education, Teacher Training

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

APA (6th Edition):

Little, J. L. (2015). The effects of a financial literacy intervention on teachers' financial literacy, awareness, and advocacy. (Thesis). University of Phoenix. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3648824

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):

Little, Janice Louise. “The effects of a financial literacy intervention on teachers' financial literacy, awareness, and advocacy.” 2015. Thesis, University of Phoenix. Accessed June 25, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3648824.

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

MLA Handbook (7th Edition):

Little, Janice Louise. “The effects of a financial literacy intervention on teachers' financial literacy, awareness, and advocacy.” 2015. Web. 25 Jun 2019.

Vancouver:

Little JL. The effects of a financial literacy intervention on teachers' financial literacy, awareness, and advocacy. [Internet] [Thesis]. University of Phoenix; 2015. [cited 2019 Jun 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3648824.

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

Council of Science Editors:

Little JL. The effects of a financial literacy intervention on teachers' financial literacy, awareness, and advocacy. [Thesis]. University of Phoenix; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3648824

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


University of Nairobi

22. Mahulo, Peter. Influence of teacher training on the performance of students in mixed secondary schools in Gem District, Kenya .

Degree: 2012, University of Nairobi

 The Kenyan system of education has become mainly examination oriented. This has made the education managers to be result-oriented in their management styles. After pre-service… (more)

Subjects/Keywords: Teacher training; Student Performance; Mixed Secondary School; Gem District; Kenya

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

APA (6th Edition):

Mahulo, P. (2012). Influence of teacher training on the performance of students in mixed secondary schools in Gem District, Kenya . (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/13049

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):

Mahulo, Peter. “Influence of teacher training on the performance of students in mixed secondary schools in Gem District, Kenya .” 2012. Thesis, University of Nairobi. Accessed June 25, 2019. http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/13049.

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

MLA Handbook (7th Edition):

Mahulo, Peter. “Influence of teacher training on the performance of students in mixed secondary schools in Gem District, Kenya .” 2012. Web. 25 Jun 2019.

Vancouver:

Mahulo P. Influence of teacher training on the performance of students in mixed secondary schools in Gem District, Kenya . [Internet] [Thesis]. University of Nairobi; 2012. [cited 2019 Jun 25]. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/13049.

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

Council of Science Editors:

Mahulo P. Influence of teacher training on the performance of students in mixed secondary schools in Gem District, Kenya . [Thesis]. University of Nairobi; 2012. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/13049

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

23. Provost, Lauren E. The Multifaceted Nature of Mathematics Knowledge for Teaching: Understanding the Use of Teachers' Specialized Content Knowledge and the Role of Teachers' Beliefs from a Practice-based Perspective.

Degree: PhD, 2013, University of New Hampshire

  This work investigates middle school teachers' mathematics knowledge for teaching (MKT) as defined by Hill (2007). Within this two-part dissertation, the level of MKT… (more)

Subjects/Keywords: Education; Mathematics; Education; Teacher Training; Education; Middle School

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

APA (6th Edition):

Provost, L. E. (2013). The Multifaceted Nature of Mathematics Knowledge for Teaching: Understanding the Use of Teachers' Specialized Content Knowledge and the Role of Teachers' Beliefs from a Practice-based Perspective. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/741

Chicago Manual of Style (16th Edition):

Provost, Lauren E. “The Multifaceted Nature of Mathematics Knowledge for Teaching: Understanding the Use of Teachers' Specialized Content Knowledge and the Role of Teachers' Beliefs from a Practice-based Perspective.” 2013. Doctoral Dissertation, University of New Hampshire. Accessed June 25, 2019. https://scholars.unh.edu/dissertation/741.

MLA Handbook (7th Edition):

Provost, Lauren E. “The Multifaceted Nature of Mathematics Knowledge for Teaching: Understanding the Use of Teachers' Specialized Content Knowledge and the Role of Teachers' Beliefs from a Practice-based Perspective.” 2013. Web. 25 Jun 2019.

Vancouver:

Provost LE. The Multifaceted Nature of Mathematics Knowledge for Teaching: Understanding the Use of Teachers' Specialized Content Knowledge and the Role of Teachers' Beliefs from a Practice-based Perspective. [Internet] [Doctoral dissertation]. University of New Hampshire; 2013. [cited 2019 Jun 25]. Available from: https://scholars.unh.edu/dissertation/741.

Council of Science Editors:

Provost LE. The Multifaceted Nature of Mathematics Knowledge for Teaching: Understanding the Use of Teachers' Specialized Content Knowledge and the Role of Teachers' Beliefs from a Practice-based Perspective. [Doctoral Dissertation]. University of New Hampshire; 2013. Available from: https://scholars.unh.edu/dissertation/741


Kent State University

24. Denzer, Anna Quinn. Evaluation of a Psychoeducationally-Based Program Addressing Bullying Among Students with Disabilities Through Teacher Training.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Lifespan Development and Educational Sciences, 2018, Kent State University

 The purpose of this study was to examine an abbreviated model of the Bully Busters Teacher Training Program (grades 6-8), paired with an added module… (more)

Subjects/Keywords: Special Education; Psychology; School Administration; School Counseling; bullying; students with disabilities; teacher training; Bully Busters

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

APA (6th Edition):

Denzer, A. Q. (2018). Evaluation of a Psychoeducationally-Based Program Addressing Bullying Among Students with Disabilities Through Teacher Training. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1523199376618108

Chicago Manual of Style (16th Edition):

Denzer, Anna Quinn. “Evaluation of a Psychoeducationally-Based Program Addressing Bullying Among Students with Disabilities Through Teacher Training.” 2018. Doctoral Dissertation, Kent State University. Accessed June 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1523199376618108.

MLA Handbook (7th Edition):

Denzer, Anna Quinn. “Evaluation of a Psychoeducationally-Based Program Addressing Bullying Among Students with Disabilities Through Teacher Training.” 2018. Web. 25 Jun 2019.

Vancouver:

Denzer AQ. Evaluation of a Psychoeducationally-Based Program Addressing Bullying Among Students with Disabilities Through Teacher Training. [Internet] [Doctoral dissertation]. Kent State University; 2018. [cited 2019 Jun 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1523199376618108.

Council of Science Editors:

Denzer AQ. Evaluation of a Psychoeducationally-Based Program Addressing Bullying Among Students with Disabilities Through Teacher Training. [Doctoral Dissertation]. Kent State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1523199376618108


University of Stirling

25. Shaba, Chester B. K. Establishing a New Teachership through Interactive Radio Instruction:Evaluating the impact of IRI on teachers’ practices in Malawian primary schools.

Degree: PhD, School of Education, 2009, University of Stirling

 Abstract This evaluation research study is concerned with the quality of support and in-service development for Malawian primary teachers through the medium of radio. The… (more)

Subjects/Keywords: teacher practice; interactive radio instruction; school culture; active learning; teacher cultural transformation; teacher professional development; Primary school teachers In-service training Malawi; Teachers Training of Malawi; Instructional radio programs

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

APA (6th Edition):

Shaba, C. B. K. (2009). Establishing a New Teachership through Interactive Radio Instruction:Evaluating the impact of IRI on teachers’ practices in Malawian primary schools. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/2242

Chicago Manual of Style (16th Edition):

Shaba, Chester B K. “Establishing a New Teachership through Interactive Radio Instruction:Evaluating the impact of IRI on teachers’ practices in Malawian primary schools.” 2009. Doctoral Dissertation, University of Stirling. Accessed June 25, 2019. http://hdl.handle.net/1893/2242.

MLA Handbook (7th Edition):

Shaba, Chester B K. “Establishing a New Teachership through Interactive Radio Instruction:Evaluating the impact of IRI on teachers’ practices in Malawian primary schools.” 2009. Web. 25 Jun 2019.

Vancouver:

Shaba CBK. Establishing a New Teachership through Interactive Radio Instruction:Evaluating the impact of IRI on teachers’ practices in Malawian primary schools. [Internet] [Doctoral dissertation]. University of Stirling; 2009. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1893/2242.

Council of Science Editors:

Shaba CBK. Establishing a New Teachership through Interactive Radio Instruction:Evaluating the impact of IRI on teachers’ practices in Malawian primary schools. [Doctoral Dissertation]. University of Stirling; 2009. Available from: http://hdl.handle.net/1893/2242


University of California – San Diego

26. Banks, Lety S. English teachers in Mexico: Initial preparation and the realities of practice.

Degree: EducLeadership (JtEdDoc CSUSM), 2017, University of California – San Diego

 Current English language teaching research in Mexico has shown that junior high school students are not learning English and that English teachers lack linguistic and… (more)

Subjects/Keywords: Teacher education; Foreign language education; English in Mexico; foreign language teaching; Initial preparation; Junior high school teachers; teacher education; teacher training

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

APA (6th Edition):

Banks, L. S. (2017). English teachers in Mexico: Initial preparation and the realities of practice. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/0ks0f7g1

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):

Banks, Lety S. “English teachers in Mexico: Initial preparation and the realities of practice.” 2017. Thesis, University of California – San Diego. Accessed June 25, 2019. http://www.escholarship.org/uc/item/0ks0f7g1.

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

MLA Handbook (7th Edition):

Banks, Lety S. “English teachers in Mexico: Initial preparation and the realities of practice.” 2017. Web. 25 Jun 2019.

Vancouver:

Banks LS. English teachers in Mexico: Initial preparation and the realities of practice. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2019 Jun 25]. Available from: http://www.escholarship.org/uc/item/0ks0f7g1.

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

Council of Science Editors:

Banks LS. English teachers in Mexico: Initial preparation and the realities of practice. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/0ks0f7g1

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


Virginia Tech

27. Jacobs, Tricia Susan. High School Teacher Perceptions of Empowerment.

Degree: PhD, Educational Leadership and Policy Studies, 2014, Virginia Tech

 As the responsibilities of principals become more complex and as accountability becomes more evident in K-12 cultures, it becomes increasingly important that high school principals… (more)

Subjects/Keywords: Empowerment; Empowerment Domains; High School; Principal Leadership; Teacher Leadership; School Culture; Principal Behaviors; Principal Training; Teacher Perceptions of Leadership

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

APA (6th Edition):

Jacobs, T. S. (2014). High School Teacher Perceptions of Empowerment. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/63891

Chicago Manual of Style (16th Edition):

Jacobs, Tricia Susan. “High School Teacher Perceptions of Empowerment.” 2014. Doctoral Dissertation, Virginia Tech. Accessed June 25, 2019. http://hdl.handle.net/10919/63891.

MLA Handbook (7th Edition):

Jacobs, Tricia Susan. “High School Teacher Perceptions of Empowerment.” 2014. Web. 25 Jun 2019.

Vancouver:

Jacobs TS. High School Teacher Perceptions of Empowerment. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10919/63891.

Council of Science Editors:

Jacobs TS. High School Teacher Perceptions of Empowerment. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/63891

28. Brewer, Elizabeth A. Fighting Fire With Fire| The Use of A Multimedia WebQuest in Increasing Middle-School Students' Understandings of Cyberbullying.

Degree: 2011, Loyola Marymount University

  Cyberbullying, the use of personal and information and communication technologies to harass or intimidate others, is an increasingly pervasive problem in schools. This mixed-methods… (more)

Subjects/Keywords: Education, Middle School; Education, Teacher Training; Education, Technology of; Education, Curriculum and Instruction

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

APA (6th Edition):

Brewer, E. A. (2011). Fighting Fire With Fire| The Use of A Multimedia WebQuest in Increasing Middle-School Students' Understandings of Cyberbullying. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3473579

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):

Brewer, Elizabeth A. “Fighting Fire With Fire| The Use of A Multimedia WebQuest in Increasing Middle-School Students' Understandings of Cyberbullying.” 2011. Thesis, Loyola Marymount University. Accessed June 25, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3473579.

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

MLA Handbook (7th Edition):

Brewer, Elizabeth A. “Fighting Fire With Fire| The Use of A Multimedia WebQuest in Increasing Middle-School Students' Understandings of Cyberbullying.” 2011. Web. 25 Jun 2019.

Vancouver:

Brewer EA. Fighting Fire With Fire| The Use of A Multimedia WebQuest in Increasing Middle-School Students' Understandings of Cyberbullying. [Internet] [Thesis]. Loyola Marymount University; 2011. [cited 2019 Jun 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3473579.

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

Council of Science Editors:

Brewer EA. Fighting Fire With Fire| The Use of A Multimedia WebQuest in Increasing Middle-School Students' Understandings of Cyberbullying. [Thesis]. Loyola Marymount University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3473579

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


The University of Arizona

29. Sox, Amanda K. Teacher preparation for instructing middle school ELL students| A North Carolina Piedmont perspective.

Degree: 2011, The University of Arizona

  The North Carolina Public Schools, like other schools in the southeast, have experienced phenomenal growth in their ELL student populations in the last 15… (more)

Subjects/Keywords: Education, English as a Second Language; Education, Middle School; Education, Teacher Training

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

APA (6th Edition):

Sox, A. K. (2011). Teacher preparation for instructing middle school ELL students| A North Carolina Piedmont perspective. (Thesis). The University of Arizona. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3481176

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):

Sox, Amanda K. “Teacher preparation for instructing middle school ELL students| A North Carolina Piedmont perspective.” 2011. Thesis, The University of Arizona. Accessed June 25, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3481176.

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

MLA Handbook (7th Edition):

Sox, Amanda K. “Teacher preparation for instructing middle school ELL students| A North Carolina Piedmont perspective.” 2011. Web. 25 Jun 2019.

Vancouver:

Sox AK. Teacher preparation for instructing middle school ELL students| A North Carolina Piedmont perspective. [Internet] [Thesis]. The University of Arizona; 2011. [cited 2019 Jun 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3481176.

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

Council of Science Editors:

Sox AK. Teacher preparation for instructing middle school ELL students| A North Carolina Piedmont perspective. [Thesis]. The University of Arizona; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3481176

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


Virginia Commonwealth University

30. Andrews, John David. Into the Tangled Web| K-12 Educators, Free Speech Rights, and Social Media.

Degree: 2012, Virginia Commonwealth University

  Much attention has recently been given to K-12 educators and their use of social media. This quantitative study surveyed a targeted sample (n =… (more)

Subjects/Keywords: Education, Policy; Education, School Administration; Education, Administration; Education, Teacher Training; Legal Studies; Education, Technology of

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

APA (6th Edition):

Andrews, J. D. (2012). Into the Tangled Web| K-12 Educators, Free Speech Rights, and Social Media. (Thesis). Virginia Commonwealth University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3542059

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):

Andrews, John David. “Into the Tangled Web| K-12 Educators, Free Speech Rights, and Social Media.” 2012. Thesis, Virginia Commonwealth University. Accessed June 25, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3542059.

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

MLA Handbook (7th Edition):

Andrews, John David. “Into the Tangled Web| K-12 Educators, Free Speech Rights, and Social Media.” 2012. Web. 25 Jun 2019.

Vancouver:

Andrews JD. Into the Tangled Web| K-12 Educators, Free Speech Rights, and Social Media. [Internet] [Thesis]. Virginia Commonwealth University; 2012. [cited 2019 Jun 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3542059.

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

Council of Science Editors:

Andrews JD. Into the Tangled Web| K-12 Educators, Free Speech Rights, and Social Media. [Thesis]. Virginia Commonwealth University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3542059

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

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