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You searched for subject:(In service teacher education). Showing records 1 – 30 of 255072 total matches.

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Montana Tech

1. Holman, Patricia A. AN EXAMINATION OF ELEMENTARY PHYSICAL EDUCATION TEACHERS’ PERCEIVED SELF-EFFICACY TOWARD TEACHING CHILDREN WITH ORTHOPEDIC IMPAIRMENTS IN MONTANA: DO TEACHERS FEEL COMPETENT?.

Degree: MS, 2011, Montana Tech

 An Examination of elementary physical education teachers' perceived self-efficacy toward teaching children with orthopedic impairments in Montana: Do teachers feel competent? Chairperson: Dr. Arthur Miller… (more)

Subjects/Keywords: adapted physical education; elementary physical education; in-service teacher training; pre-service teacher training

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

APA (6th Edition):

Holman, P. A. (2011). AN EXAMINATION OF ELEMENTARY PHYSICAL EDUCATION TEACHERS’ PERCEIVED SELF-EFFICACY TOWARD TEACHING CHILDREN WITH ORTHOPEDIC IMPAIRMENTS IN MONTANA: DO TEACHERS FEEL COMPETENT?. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/1336

Chicago Manual of Style (16th Edition):

Holman, Patricia A. “AN EXAMINATION OF ELEMENTARY PHYSICAL EDUCATION TEACHERS’ PERCEIVED SELF-EFFICACY TOWARD TEACHING CHILDREN WITH ORTHOPEDIC IMPAIRMENTS IN MONTANA: DO TEACHERS FEEL COMPETENT?.” 2011. Masters Thesis, Montana Tech. Accessed December 05, 2019. https://scholarworks.umt.edu/etd/1336.

MLA Handbook (7th Edition):

Holman, Patricia A. “AN EXAMINATION OF ELEMENTARY PHYSICAL EDUCATION TEACHERS’ PERCEIVED SELF-EFFICACY TOWARD TEACHING CHILDREN WITH ORTHOPEDIC IMPAIRMENTS IN MONTANA: DO TEACHERS FEEL COMPETENT?.” 2011. Web. 05 Dec 2019.

Vancouver:

Holman PA. AN EXAMINATION OF ELEMENTARY PHYSICAL EDUCATION TEACHERS’ PERCEIVED SELF-EFFICACY TOWARD TEACHING CHILDREN WITH ORTHOPEDIC IMPAIRMENTS IN MONTANA: DO TEACHERS FEEL COMPETENT?. [Internet] [Masters thesis]. Montana Tech; 2011. [cited 2019 Dec 05]. Available from: https://scholarworks.umt.edu/etd/1336.

Council of Science Editors:

Holman PA. AN EXAMINATION OF ELEMENTARY PHYSICAL EDUCATION TEACHERS’ PERCEIVED SELF-EFFICACY TOWARD TEACHING CHILDREN WITH ORTHOPEDIC IMPAIRMENTS IN MONTANA: DO TEACHERS FEEL COMPETENT?. [Masters Thesis]. Montana Tech; 2011. Available from: https://scholarworks.umt.edu/etd/1336


Florida Atlantic University

2. Bresnahan, Tammy L. Mentoring as an educative function: professional development experiences that influence mentor teachers' beliefs.

Degree: PhD, 2011, Florida Atlantic University

Summary: This mixed methods study investigated the self-reported frequency of professional development experiences mentors have had with their mentees and with other mentors and identified… (more)

Subjects/Keywords: Mentoring in education; Teachers – In-service training; Teacher effectiveness; Educational leadership

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APA (6th Edition):

Bresnahan, T. L. (2011). Mentoring as an educative function: professional development experiences that influence mentor teachers' beliefs. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/3332186

Chicago Manual of Style (16th Edition):

Bresnahan, Tammy L. “Mentoring as an educative function: professional development experiences that influence mentor teachers' beliefs.” 2011. Doctoral Dissertation, Florida Atlantic University. Accessed December 05, 2019. http://purl.flvc.org/FAU/3332186.

MLA Handbook (7th Edition):

Bresnahan, Tammy L. “Mentoring as an educative function: professional development experiences that influence mentor teachers' beliefs.” 2011. Web. 05 Dec 2019.

Vancouver:

Bresnahan TL. Mentoring as an educative function: professional development experiences that influence mentor teachers' beliefs. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2011. [cited 2019 Dec 05]. Available from: http://purl.flvc.org/FAU/3332186.

Council of Science Editors:

Bresnahan TL. Mentoring as an educative function: professional development experiences that influence mentor teachers' beliefs. [Doctoral Dissertation]. Florida Atlantic University; 2011. Available from: http://purl.flvc.org/FAU/3332186


University of Victoria

3. Alpert, Sarah Elizabeth. Constructivism in action: the lingering effects of the Education Lab section of EOS 120 on participants' pedagogy.

Degree: Dept. of Curriculum and Instruction, 2012, University of Victoria

 The Education Lab is a specialized lab section of an Earth and Ocean Sciences introductory Geology lab that is geared towards teacher education candidates and… (more)

Subjects/Keywords: Constructivism; Science Education; Pre-service Teacher Education; Changes in Participant Pedagogy

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APA (6th Edition):

Alpert, S. E. (2012). Constructivism in action: the lingering effects of the Education Lab section of EOS 120 on participants' pedagogy. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/4222

Chicago Manual of Style (16th Edition):

Alpert, Sarah Elizabeth. “Constructivism in action: the lingering effects of the Education Lab section of EOS 120 on participants' pedagogy.” 2012. Masters Thesis, University of Victoria. Accessed December 05, 2019. http://hdl.handle.net/1828/4222.

MLA Handbook (7th Edition):

Alpert, Sarah Elizabeth. “Constructivism in action: the lingering effects of the Education Lab section of EOS 120 on participants' pedagogy.” 2012. Web. 05 Dec 2019.

Vancouver:

Alpert SE. Constructivism in action: the lingering effects of the Education Lab section of EOS 120 on participants' pedagogy. [Internet] [Masters thesis]. University of Victoria; 2012. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1828/4222.

Council of Science Editors:

Alpert SE. Constructivism in action: the lingering effects of the Education Lab section of EOS 120 on participants' pedagogy. [Masters Thesis]. University of Victoria; 2012. Available from: http://hdl.handle.net/1828/4222

4. Castillo Nuñez, Jéssica. The perspectives of teachers and adolescents on sexuality education in Ecuadorian schools.

Degree: 2018, Ghent University

 Nederlandse samenvatting Wereldwijd wordt de noodzaak vastgesteld om een seksuele opvoeding aan te pakken die een seksuele en reproductieve gezondheid garandeert. Recente ontwikkelingen zorgen er… (more)

Subjects/Keywords: Social Sciences; sexuality education; student teacher; in-service teacher; comprehensive sexuality education

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APA (6th Edition):

Castillo Nuñez, J. (2018). The perspectives of teachers and adolescents on sexuality education in Ecuadorian schools. (Thesis). Ghent University. Retrieved from http://hdl.handle.net/1854/LU-8573708

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):

Castillo Nuñez, Jéssica. “The perspectives of teachers and adolescents on sexuality education in Ecuadorian schools.” 2018. Thesis, Ghent University. Accessed December 05, 2019. http://hdl.handle.net/1854/LU-8573708.

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

MLA Handbook (7th Edition):

Castillo Nuñez, Jéssica. “The perspectives of teachers and adolescents on sexuality education in Ecuadorian schools.” 2018. Web. 05 Dec 2019.

Vancouver:

Castillo Nuñez J. The perspectives of teachers and adolescents on sexuality education in Ecuadorian schools. [Internet] [Thesis]. Ghent University; 2018. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1854/LU-8573708.

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

Council of Science Editors:

Castillo Nuñez J. The perspectives of teachers and adolescents on sexuality education in Ecuadorian schools. [Thesis]. Ghent University; 2018. Available from: http://hdl.handle.net/1854/LU-8573708

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


Brigham Young University

5. Shumway, Jill Brown. Elements of Professional Development That Influenced Change in Elementary Teachers' Writing Instruction.

Degree: MA, 2010, Brigham Young University

Teacher quality has been identified as the most crucial factor in raising student achievement. In order for teachers—and consequently their students—to be successful, teachers… (more)

Subjects/Keywords: Teacher Change; Teacher Belief; Teacher Practice; Teacher Education; Teacher Professional Development; Teacher In-service; Elementary Writing Instruction; Teacher Education and Professional Development

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APA (6th Edition):

Shumway, J. B. (2010). Elements of Professional Development That Influenced Change in Elementary Teachers' Writing Instruction. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3256&context=etd

Chicago Manual of Style (16th Edition):

Shumway, Jill Brown. “Elements of Professional Development That Influenced Change in Elementary Teachers' Writing Instruction.” 2010. Masters Thesis, Brigham Young University. Accessed December 05, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3256&context=etd.

MLA Handbook (7th Edition):

Shumway, Jill Brown. “Elements of Professional Development That Influenced Change in Elementary Teachers' Writing Instruction.” 2010. Web. 05 Dec 2019.

Vancouver:

Shumway JB. Elements of Professional Development That Influenced Change in Elementary Teachers' Writing Instruction. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2019 Dec 05]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3256&context=etd.

Council of Science Editors:

Shumway JB. Elements of Professional Development That Influenced Change in Elementary Teachers' Writing Instruction. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3256&context=etd


Temple University

6. Zhang, Yiyue. Pre-Service and In-Service Music Teachers' Perceptions of Readiness to Teach East Asian Vocal Music.

Degree: PhD, 2015, Temple University

Music Education

The purpose of this study was to investigate and compare pre-service and in-service music teachers' perceptions of readiness to teach East Asian vocal… (more)

Subjects/Keywords: Music education;

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APA (6th Edition):

Zhang, Y. (2015). Pre-Service and In-Service Music Teachers' Perceptions of Readiness to Teach East Asian Vocal Music. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,329587

Chicago Manual of Style (16th Edition):

Zhang, Yiyue. “Pre-Service and In-Service Music Teachers' Perceptions of Readiness to Teach East Asian Vocal Music.” 2015. Doctoral Dissertation, Temple University. Accessed December 05, 2019. http://digital.library.temple.edu/u?/p245801coll10,329587.

MLA Handbook (7th Edition):

Zhang, Yiyue. “Pre-Service and In-Service Music Teachers' Perceptions of Readiness to Teach East Asian Vocal Music.” 2015. Web. 05 Dec 2019.

Vancouver:

Zhang Y. Pre-Service and In-Service Music Teachers' Perceptions of Readiness to Teach East Asian Vocal Music. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2019 Dec 05]. Available from: http://digital.library.temple.edu/u?/p245801coll10,329587.

Council of Science Editors:

Zhang Y. Pre-Service and In-Service Music Teachers' Perceptions of Readiness to Teach East Asian Vocal Music. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,329587


Penn State University

7. Choi, Eunjung. A CASE STUDY OF AN EARLY CHILDHOOD INCLUSIVE PROGRAM: TEACHER PROFESSIONAL DEVELOPMENT AND COLLABORATION.

Degree: PhD, Curriculum and Instruction, 2010, Penn State University

 Today the issue of how young children with and without special needs play and learn together is getting more and more attention and support from… (more)

Subjects/Keywords: inclusion; teacher professional development; teacher collaboration; early childhood education; early special education; pre-service training; in-service training

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APA (6th Edition):

Choi, E. (2010). A CASE STUDY OF AN EARLY CHILDHOOD INCLUSIVE PROGRAM: TEACHER PROFESSIONAL DEVELOPMENT AND COLLABORATION. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11256

Chicago Manual of Style (16th Edition):

Choi, Eunjung. “A CASE STUDY OF AN EARLY CHILDHOOD INCLUSIVE PROGRAM: TEACHER PROFESSIONAL DEVELOPMENT AND COLLABORATION.” 2010. Doctoral Dissertation, Penn State University. Accessed December 05, 2019. https://etda.libraries.psu.edu/catalog/11256.

MLA Handbook (7th Edition):

Choi, Eunjung. “A CASE STUDY OF AN EARLY CHILDHOOD INCLUSIVE PROGRAM: TEACHER PROFESSIONAL DEVELOPMENT AND COLLABORATION.” 2010. Web. 05 Dec 2019.

Vancouver:

Choi E. A CASE STUDY OF AN EARLY CHILDHOOD INCLUSIVE PROGRAM: TEACHER PROFESSIONAL DEVELOPMENT AND COLLABORATION. [Internet] [Doctoral dissertation]. Penn State University; 2010. [cited 2019 Dec 05]. Available from: https://etda.libraries.psu.edu/catalog/11256.

Council of Science Editors:

Choi E. A CASE STUDY OF AN EARLY CHILDHOOD INCLUSIVE PROGRAM: TEACHER PROFESSIONAL DEVELOPMENT AND COLLABORATION. [Doctoral Dissertation]. Penn State University; 2010. Available from: https://etda.libraries.psu.edu/catalog/11256


The Ohio State University

8. Sableski, Mary Catherine. The development of literate identities in students identified as struggling readers.

Degree: PhD, Teaching and Learning, 2007, The Ohio State University

 The purpose of this study was to examine the influence of the interactions between teachers and students within a summer one-to-one tutoring situation on the… (more)

Subjects/Keywords: struggling readers; identity; tutoring; in-service teacher education; reading

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APA (6th Edition):

Sableski, M. C. (2007). The development of literate identities in students identified as struggling readers. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1172890833

Chicago Manual of Style (16th Edition):

Sableski, Mary Catherine. “The development of literate identities in students identified as struggling readers.” 2007. Doctoral Dissertation, The Ohio State University. Accessed December 05, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1172890833.

MLA Handbook (7th Edition):

Sableski, Mary Catherine. “The development of literate identities in students identified as struggling readers.” 2007. Web. 05 Dec 2019.

Vancouver:

Sableski MC. The development of literate identities in students identified as struggling readers. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2019 Dec 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1172890833.

Council of Science Editors:

Sableski MC. The development of literate identities in students identified as struggling readers. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1172890833

9. Hickling-Hudson, Anne R. In-service teacher education in Grenada, 1981-1983: Case study of a problem solving strategy.

Degree: 1986, University of West Indies

 This study examines aspects of Grenada's National In-Service Teacher Education Programme (NISTEP), 1980-1983. NISTEP is analysed in the historical context of the social and educational… (more)

Subjects/Keywords: In service teacher education; Grenada

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APA (6th Edition):

Hickling-Hudson, A. R. (1986). In-service teacher education in Grenada, 1981-1983: Case study of a problem solving strategy. (Thesis). University of West Indies. Retrieved from http://eprints.qut.edu.au/105861/

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):

Hickling-Hudson, Anne R. “In-service teacher education in Grenada, 1981-1983: Case study of a problem solving strategy.” 1986. Thesis, University of West Indies. Accessed December 05, 2019. http://eprints.qut.edu.au/105861/.

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

MLA Handbook (7th Edition):

Hickling-Hudson, Anne R. “In-service teacher education in Grenada, 1981-1983: Case study of a problem solving strategy.” 1986. Web. 05 Dec 2019.

Vancouver:

Hickling-Hudson AR. In-service teacher education in Grenada, 1981-1983: Case study of a problem solving strategy. [Internet] [Thesis]. University of West Indies; 1986. [cited 2019 Dec 05]. Available from: http://eprints.qut.edu.au/105861/.

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

Council of Science Editors:

Hickling-Hudson AR. In-service teacher education in Grenada, 1981-1983: Case study of a problem solving strategy. [Thesis]. University of West Indies; 1986. Available from: http://eprints.qut.edu.au/105861/

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

10. Simone Leal Souza Coité. A formação continuada do professor e a contribuição do coordenador pedagógico : uma reflexão sobre a prática.

Degree: 2011, Universidade Católica de Brasilia

O estudo analisou as contribuições da coordenação pedagógica da escola para o processo de formação continuada do professor. A pesquisa tem como amostra uma escola… (more)

Subjects/Keywords: educação permanente; educação; professores; EDUCACAO; in-service teacher education; pedagogical Coordination; teacher development; EDUCACAO

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APA (6th Edition):

Coité, S. L. S. (2011). A formação continuada do professor e a contribuição do coordenador pedagógico : uma reflexão sobre a prática. (Masters Thesis). Universidade Católica de Brasilia. Retrieved from http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1367

Chicago Manual of Style (16th Edition):

Coité, Simone Leal Souza. “A formação continuada do professor e a contribuição do coordenador pedagógico : uma reflexão sobre a prática.” 2011. Masters Thesis, Universidade Católica de Brasilia. Accessed December 05, 2019. http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1367.

MLA Handbook (7th Edition):

Coité, Simone Leal Souza. “A formação continuada do professor e a contribuição do coordenador pedagógico : uma reflexão sobre a prática.” 2011. Web. 05 Dec 2019.

Vancouver:

Coité SLS. A formação continuada do professor e a contribuição do coordenador pedagógico : uma reflexão sobre a prática. [Internet] [Masters thesis]. Universidade Católica de Brasilia; 2011. [cited 2019 Dec 05]. Available from: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1367.

Council of Science Editors:

Coité SLS. A formação continuada do professor e a contribuição do coordenador pedagógico : uma reflexão sobre a prática. [Masters Thesis]. Universidade Católica de Brasilia; 2011. Available from: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1367


Arizona State University

11. Steeg, Susanna Mae. Teacher Learning within Literacy Instruction: Reflective & Refractive Considerations on the Community, Interpersonal, and Individual Planes.

Degree: PhD, Curriculum and Instruction, 2011, Arizona State University

 This qualitative study explores the learning experiences of two first-grade teachers in a progressive public elementary school in the southwestern U.S. Participants inquired into their… (more)

Subjects/Keywords: Education, General; Teacher Education; Language Arts; affect in learning; holistic literacy instruction; inquiry; in-service teachers; qualitative case study; teacher learning

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APA (6th Edition):

Steeg, S. M. (2011). Teacher Learning within Literacy Instruction: Reflective & Refractive Considerations on the Community, Interpersonal, and Individual Planes. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/9243

Chicago Manual of Style (16th Edition):

Steeg, Susanna Mae. “Teacher Learning within Literacy Instruction: Reflective & Refractive Considerations on the Community, Interpersonal, and Individual Planes.” 2011. Doctoral Dissertation, Arizona State University. Accessed December 05, 2019. http://repository.asu.edu/items/9243.

MLA Handbook (7th Edition):

Steeg, Susanna Mae. “Teacher Learning within Literacy Instruction: Reflective & Refractive Considerations on the Community, Interpersonal, and Individual Planes.” 2011. Web. 05 Dec 2019.

Vancouver:

Steeg SM. Teacher Learning within Literacy Instruction: Reflective & Refractive Considerations on the Community, Interpersonal, and Individual Planes. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Dec 05]. Available from: http://repository.asu.edu/items/9243.

Council of Science Editors:

Steeg SM. Teacher Learning within Literacy Instruction: Reflective & Refractive Considerations on the Community, Interpersonal, and Individual Planes. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/9243


George Mason University

12. Smith, Timothy. Developing Dispositions Among Pre-Service and In-Service Music Teachers .

Degree: 2017, George Mason University

 This study provides a multivariate approach to the study music teachers’ beliefs about teaching dispositions. The participants were pre-service and in-service teachers in rural, suburban,… (more)

Subjects/Keywords: Music education; Dispositions; In-Service Music Teachers; Multivariate Analysis; Music Teacher Effectiveness; Pre-Service Music Teachers; Teacher Effectiveness

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APA (6th Edition):

Smith, T. (2017). Developing Dispositions Among Pre-Service and In-Service Music Teachers . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/11332

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):

Smith, Timothy. “Developing Dispositions Among Pre-Service and In-Service Music Teachers .” 2017. Thesis, George Mason University. Accessed December 05, 2019. http://hdl.handle.net/1920/11332.

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

MLA Handbook (7th Edition):

Smith, Timothy. “Developing Dispositions Among Pre-Service and In-Service Music Teachers .” 2017. Web. 05 Dec 2019.

Vancouver:

Smith T. Developing Dispositions Among Pre-Service and In-Service Music Teachers . [Internet] [Thesis]. George Mason University; 2017. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1920/11332.

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

Council of Science Editors:

Smith T. Developing Dispositions Among Pre-Service and In-Service Music Teachers . [Thesis]. George Mason University; 2017. Available from: http://hdl.handle.net/1920/11332

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


University of Canterbury

13. Robinson, Alison Robyn. Learning to Teach in Another Language and Culture.

Degree: Educational Studies and Human Development, 2010, University of Canterbury

 The special learning needs in Initial Teacher Education of international postgraduate students whose own education was linguistically and culturally different to that of New Zealand… (more)

Subjects/Keywords: initial teacher education; pre-service teacher education; international students; learning to teach; border crossers in teacher education; learning in another language and culture; supporting learning in another culture

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APA (6th Edition):

Robinson, A. R. (2010). Learning to Teach in Another Language and Culture. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/4463

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

Chicago Manual of Style (16th Edition):

Robinson, Alison Robyn. “Learning to Teach in Another Language and Culture.” 2010. Thesis, University of Canterbury. Accessed December 05, 2019. http://hdl.handle.net/10092/4463.

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

MLA Handbook (7th Edition):

Robinson, Alison Robyn. “Learning to Teach in Another Language and Culture.” 2010. Web. 05 Dec 2019.

Vancouver:

Robinson AR. Learning to Teach in Another Language and Culture. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10092/4463.

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

Council of Science Editors:

Robinson AR. Learning to Teach in Another Language and Culture. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/4463

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


The Ohio State University

14. Kurihara, Yuka. Appropriating pedagogical tools: A case study of Japanese secondary school EFL teachers returning from overseas in-service teacher education program.

Degree: PhD, Teaching and Learning, 2007, The Ohio State University

 There are a growing number of teachers from English as a Foreign Language (EFL) settings who participate in L2 teacher education programs in North American… (more)

Subjects/Keywords: Education, Teacher Training; Activity theory; appropriation; Communicative Language Teaching; in-service teacher education program; professional development

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APA (6th Edition):

Kurihara, Y. (2007). Appropriating pedagogical tools: A case study of Japanese secondary school EFL teachers returning from overseas in-service teacher education program. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1187097104

Chicago Manual of Style (16th Edition):

Kurihara, Yuka. “Appropriating pedagogical tools: A case study of Japanese secondary school EFL teachers returning from overseas in-service teacher education program.” 2007. Doctoral Dissertation, The Ohio State University. Accessed December 05, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1187097104.

MLA Handbook (7th Edition):

Kurihara, Yuka. “Appropriating pedagogical tools: A case study of Japanese secondary school EFL teachers returning from overseas in-service teacher education program.” 2007. Web. 05 Dec 2019.

Vancouver:

Kurihara Y. Appropriating pedagogical tools: A case study of Japanese secondary school EFL teachers returning from overseas in-service teacher education program. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2019 Dec 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1187097104.

Council of Science Editors:

Kurihara Y. Appropriating pedagogical tools: A case study of Japanese secondary school EFL teachers returning from overseas in-service teacher education program. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1187097104


University of Arkansas

15. Martindale, Rebecca Ann. The Relationship between Pre-Service Teachers’ Basic Technology Competence, Technology Self-Efficacy and Perceptions of Adopting Educational Applications on iPads for Classroom Use.

Degree: PhD, 2015, University of Arkansas

  iPads and tablets are the latest technological tools that schools are adopting for classroom use. Yet, according to the Teacher’s Use of Educational Technology… (more)

Subjects/Keywords: Education; Diffusion of innovations; Educational technology; Instructional technology; Ipads in classroom; Pre-service teacher; Teacher education; Instructional Media Design

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

APA (6th Edition):

Martindale, R. A. (2015). The Relationship between Pre-Service Teachers’ Basic Technology Competence, Technology Self-Efficacy and Perceptions of Adopting Educational Applications on iPads for Classroom Use. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1326

Chicago Manual of Style (16th Edition):

Martindale, Rebecca Ann. “The Relationship between Pre-Service Teachers’ Basic Technology Competence, Technology Self-Efficacy and Perceptions of Adopting Educational Applications on iPads for Classroom Use.” 2015. Doctoral Dissertation, University of Arkansas. Accessed December 05, 2019. https://scholarworks.uark.edu/etd/1326.

MLA Handbook (7th Edition):

Martindale, Rebecca Ann. “The Relationship between Pre-Service Teachers’ Basic Technology Competence, Technology Self-Efficacy and Perceptions of Adopting Educational Applications on iPads for Classroom Use.” 2015. Web. 05 Dec 2019.

Vancouver:

Martindale RA. The Relationship between Pre-Service Teachers’ Basic Technology Competence, Technology Self-Efficacy and Perceptions of Adopting Educational Applications on iPads for Classroom Use. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Dec 05]. Available from: https://scholarworks.uark.edu/etd/1326.

Council of Science Editors:

Martindale RA. The Relationship between Pre-Service Teachers’ Basic Technology Competence, Technology Self-Efficacy and Perceptions of Adopting Educational Applications on iPads for Classroom Use. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1326


University of Alabama

16. Ploessl, Donna Marie. The effects of virtual coaching on co-teachers' planning and instruction.

Degree: 2012, University of Alabama

 Recent legislation requires that students with disabilities receive equal access to the same educational opportunities as their typically developing peers (Cook et al., 2011). Therefore,… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Special education; Teacher education; co-teaching; immediate feedback; in-service teachers; pre-service teachers; virtual coaching

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

APA (6th Edition):

Ploessl, D. M. (2012). The effects of virtual coaching on co-teachers' planning and instruction. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/55098

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):

Ploessl, Donna Marie. “The effects of virtual coaching on co-teachers' planning and instruction.” 2012. Thesis, University of Alabama. Accessed December 05, 2019. http://purl.lib.ua.edu/55098.

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

MLA Handbook (7th Edition):

Ploessl, Donna Marie. “The effects of virtual coaching on co-teachers' planning and instruction.” 2012. Web. 05 Dec 2019.

Vancouver:

Ploessl DM. The effects of virtual coaching on co-teachers' planning and instruction. [Internet] [Thesis]. University of Alabama; 2012. [cited 2019 Dec 05]. Available from: http://purl.lib.ua.edu/55098.

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

Council of Science Editors:

Ploessl DM. The effects of virtual coaching on co-teachers' planning and instruction. [Thesis]. University of Alabama; 2012. Available from: http://purl.lib.ua.edu/55098

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


The Ohio State University

17. Mogharbel, Jamileh. Pre-service and In-service General Education Teachers’ Role Perceptions Related to Student Mental Health: A Phenomenological Study.

Degree: PhD, Educational Studies, 2019, The Ohio State University

 The purpose of this qualitative, phenomenological study was twofold: 1) to explore pre-service and in-service general education teachers’ role perceptions, including role breadth, role self-efficacy,… (more)

Subjects/Keywords: Education; School Counseling; Teacher Education; Mental Health; Pre-service teachers; in-service teachers; role perceptions; student mental health

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APA (6th Edition):

Mogharbel, J. (2019). Pre-service and In-service General Education Teachers’ Role Perceptions Related to Student Mental Health: A Phenomenological Study. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1550670389993905

Chicago Manual of Style (16th Edition):

Mogharbel, Jamileh. “Pre-service and In-service General Education Teachers’ Role Perceptions Related to Student Mental Health: A Phenomenological Study.” 2019. Doctoral Dissertation, The Ohio State University. Accessed December 05, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1550670389993905.

MLA Handbook (7th Edition):

Mogharbel, Jamileh. “Pre-service and In-service General Education Teachers’ Role Perceptions Related to Student Mental Health: A Phenomenological Study.” 2019. Web. 05 Dec 2019.

Vancouver:

Mogharbel J. Pre-service and In-service General Education Teachers’ Role Perceptions Related to Student Mental Health: A Phenomenological Study. [Internet] [Doctoral dissertation]. The Ohio State University; 2019. [cited 2019 Dec 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1550670389993905.

Council of Science Editors:

Mogharbel J. Pre-service and In-service General Education Teachers’ Role Perceptions Related to Student Mental Health: A Phenomenological Study. [Doctoral Dissertation]. The Ohio State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1550670389993905

18. Lucero-Mareydt, Maria. Considering teacher cognitions in teacher professional development: studies involving Ecuadorian primary school teachers.

Degree: 2013, Ghent University

 Four empirical studies contribute to the comprehensive understanding of teachers’ behavior and other related characteristics (i.e. their environment, beliefs, competencies, mission, and identity). The aim… (more)

Subjects/Keywords: Social Sciences; in-service teacher training; primary schools; inquiry-based science education; developing countries; instructional design; teacher beliefs; teacher questioning behaviour; teacher professional development; teacher cognitions

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APA (6th Edition):

Lucero-Mareydt, M. (2013). Considering teacher cognitions in teacher professional development: studies involving Ecuadorian primary school teachers. (Thesis). Ghent University. Retrieved from http://hdl.handle.net/1854/LU-4207990

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):

Lucero-Mareydt, Maria. “Considering teacher cognitions in teacher professional development: studies involving Ecuadorian primary school teachers.” 2013. Thesis, Ghent University. Accessed December 05, 2019. http://hdl.handle.net/1854/LU-4207990.

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

MLA Handbook (7th Edition):

Lucero-Mareydt, Maria. “Considering teacher cognitions in teacher professional development: studies involving Ecuadorian primary school teachers.” 2013. Web. 05 Dec 2019.

Vancouver:

Lucero-Mareydt M. Considering teacher cognitions in teacher professional development: studies involving Ecuadorian primary school teachers. [Internet] [Thesis]. Ghent University; 2013. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1854/LU-4207990.

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

Council of Science Editors:

Lucero-Mareydt M. Considering teacher cognitions in teacher professional development: studies involving Ecuadorian primary school teachers. [Thesis]. Ghent University; 2013. Available from: http://hdl.handle.net/1854/LU-4207990

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

19. Lígia Cardoso Carlos. Formação e profissionalidade em ação: estudo de caso em um curso de pedagogia para professoras no exercício da docência.

Degree: 2010, Universidade do Vale do Rio do Sinos

 A tese tomou como objeto de estudo uma turma do Programa Especial para Formação de Professores em Serviço vinculado à Faculdade de Educação da Universidade… (more)

Subjects/Keywords: formação de professores; formação em serviço; teoria-prática; experiência docente; teacher formation; in-service education; theory-practice; teacher experience; EDUCACAO

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APA (6th Edition):

Carlos, L. C. (2010). Formação e profissionalidade em ação: estudo de caso em um curso de pedagogia para professoras no exercício da docência. (Thesis). Universidade do Vale do Rio do Sinos. Retrieved from http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=1165

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):

Carlos, Lígia Cardoso. “Formação e profissionalidade em ação: estudo de caso em um curso de pedagogia para professoras no exercício da docência.” 2010. Thesis, Universidade do Vale do Rio do Sinos. Accessed December 05, 2019. http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=1165.

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

MLA Handbook (7th Edition):

Carlos, Lígia Cardoso. “Formação e profissionalidade em ação: estudo de caso em um curso de pedagogia para professoras no exercício da docência.” 2010. Web. 05 Dec 2019.

Vancouver:

Carlos LC. Formação e profissionalidade em ação: estudo de caso em um curso de pedagogia para professoras no exercício da docência. [Internet] [Thesis]. Universidade do Vale do Rio do Sinos; 2010. [cited 2019 Dec 05]. Available from: http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=1165.

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

Council of Science Editors:

Carlos LC. Formação e profissionalidade em ação: estudo de caso em um curso de pedagogia para professoras no exercício da docência. [Thesis]. Universidade do Vale do Rio do Sinos; 2010. Available from: http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=1165

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


North-West University

20. Mahloane, Kabelo Ben. Nature of in-service training to capacitate public secondary school teachers in the Matlosana area : a public management perspective / Kabelo Ben Mahloane .

Degree: 2011, North-West University

 The purpose of this research activity was to determine the nature of in-service training as a mode of capacitating and developing teachers in public secondary… (more)

Subjects/Keywords: Skills development; In-service training; Performance; Capacitate; Teachers; Continuing professional teacher development (CPTD); Teacher development strategies; Department of Education

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

APA (6th Edition):

Mahloane, K. B. (2011). Nature of in-service training to capacitate public secondary school teachers in the Matlosana area : a public management perspective / Kabelo Ben Mahloane . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/8244

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):

Mahloane, Kabelo Ben. “Nature of in-service training to capacitate public secondary school teachers in the Matlosana area : a public management perspective / Kabelo Ben Mahloane .” 2011. Thesis, North-West University. Accessed December 05, 2019. http://hdl.handle.net/10394/8244.

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

MLA Handbook (7th Edition):

Mahloane, Kabelo Ben. “Nature of in-service training to capacitate public secondary school teachers in the Matlosana area : a public management perspective / Kabelo Ben Mahloane .” 2011. Web. 05 Dec 2019.

Vancouver:

Mahloane KB. Nature of in-service training to capacitate public secondary school teachers in the Matlosana area : a public management perspective / Kabelo Ben Mahloane . [Internet] [Thesis]. North-West University; 2011. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10394/8244.

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

Council of Science Editors:

Mahloane KB. Nature of in-service training to capacitate public secondary school teachers in the Matlosana area : a public management perspective / Kabelo Ben Mahloane . [Thesis]. North-West University; 2011. Available from: http://hdl.handle.net/10394/8244

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


Arizona State University

21. Alford, Katie. Writing Together A Study of Secondary ELA Preservice Teachers Participating in Peer Writing Communities.

Degree: English, 2019, Arizona State University

 This mixed methods study explores the work of five small writing communities formed within a university-based preservice English language arts writing methods course. Fifteen preservice… (more)

Subjects/Keywords: Education; pre-service teachers writing; teachers writing in community; teacher-writers; writing instruction; writing teacher preparation

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

APA (6th Edition):

Alford, K. (2019). Writing Together A Study of Secondary ELA Preservice Teachers Participating in Peer Writing Communities. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/53602

Chicago Manual of Style (16th Edition):

Alford, Katie. “Writing Together A Study of Secondary ELA Preservice Teachers Participating in Peer Writing Communities.” 2019. Doctoral Dissertation, Arizona State University. Accessed December 05, 2019. http://repository.asu.edu/items/53602.

MLA Handbook (7th Edition):

Alford, Katie. “Writing Together A Study of Secondary ELA Preservice Teachers Participating in Peer Writing Communities.” 2019. Web. 05 Dec 2019.

Vancouver:

Alford K. Writing Together A Study of Secondary ELA Preservice Teachers Participating in Peer Writing Communities. [Internet] [Doctoral dissertation]. Arizona State University; 2019. [cited 2019 Dec 05]. Available from: http://repository.asu.edu/items/53602.

Council of Science Editors:

Alford K. Writing Together A Study of Secondary ELA Preservice Teachers Participating in Peer Writing Communities. [Doctoral Dissertation]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53602


University of South Africa

22. Thompson, Lynette Sharon. Dyslexia : an investigation of teacher awareness in mainstream high schools .

Degree: 2014, University of South Africa

 The main aim of this study was to assess teachers’ awareness levels of dyslexia, their perceptions of their ability to identify and manage dyslexia, and… (more)

Subjects/Keywords: Dyslexia; Special needs education; Reading disability; Learning disability; Teacher awareness; High school teachers; Mainstream schools; Pre-service training; In-service training

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APA (6th Edition):

Thompson, L. S. (2014). Dyslexia : an investigation of teacher awareness in mainstream high schools . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/13373

Chicago Manual of Style (16th Edition):

Thompson, Lynette Sharon. “Dyslexia : an investigation of teacher awareness in mainstream high schools .” 2014. Masters Thesis, University of South Africa. Accessed December 05, 2019. http://hdl.handle.net/10500/13373.

MLA Handbook (7th Edition):

Thompson, Lynette Sharon. “Dyslexia : an investigation of teacher awareness in mainstream high schools .” 2014. Web. 05 Dec 2019.

Vancouver:

Thompson LS. Dyslexia : an investigation of teacher awareness in mainstream high schools . [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10500/13373.

Council of Science Editors:

Thompson LS. Dyslexia : an investigation of teacher awareness in mainstream high schools . [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/13373


Northeastern University

23. Maguire, Lisa. Teachers' experiences using service-learning in the high school classroom.

Degree: EdD, School of Education, 2016, Northeastern University

 Teachers are looking for meaningful ways to connect with students and instill in them an understanding and appreciation for academic content that will extend beyond… (more)

Subjects/Keywords: high school; interpretive phenomenological analysis; K-12; teacher motivation; Service learning; High school teachers; Student volunteers in social service; Motivation in education; Self-efficacy; Teacher-student relationships

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

APA (6th Edition):

Maguire, L. (2016). Teachers' experiences using service-learning in the high school classroom. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20213671

Chicago Manual of Style (16th Edition):

Maguire, Lisa. “Teachers' experiences using service-learning in the high school classroom.” 2016. Doctoral Dissertation, Northeastern University. Accessed December 05, 2019. http://hdl.handle.net/2047/D20213671.

MLA Handbook (7th Edition):

Maguire, Lisa. “Teachers' experiences using service-learning in the high school classroom.” 2016. Web. 05 Dec 2019.

Vancouver:

Maguire L. Teachers' experiences using service-learning in the high school classroom. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/2047/D20213671.

Council of Science Editors:

Maguire L. Teachers' experiences using service-learning in the high school classroom. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20213671

24. Deats, Michele. Classroom Management Preparation and New Teacher Retention.

Degree: 2008, Regis University

  Many factors affect student achievement, however, an effective teacher has been found to be the most influential. A prerequisite of an effective teacher is… (more)

Subjects/Keywords: Education; Classroom management; Teacher training; Elementary school teachers  – In-service training; In-service training; Regis University MEd thesis; College for Professional Studies; Master of Education; School of Education and Counseling

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APA (6th Edition):

Deats, M. (2008). Classroom Management Preparation and New Teacher Retention. (Thesis). Regis University. Retrieved from http://epublications.regis.edu/theses/93

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):

Deats, Michele. “Classroom Management Preparation and New Teacher Retention.” 2008. Thesis, Regis University. Accessed December 05, 2019. http://epublications.regis.edu/theses/93.

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

MLA Handbook (7th Edition):

Deats, Michele. “Classroom Management Preparation and New Teacher Retention.” 2008. Web. 05 Dec 2019.

Vancouver:

Deats M. Classroom Management Preparation and New Teacher Retention. [Internet] [Thesis]. Regis University; 2008. [cited 2019 Dec 05]. Available from: http://epublications.regis.edu/theses/93.

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

Council of Science Editors:

Deats M. Classroom Management Preparation and New Teacher Retention. [Thesis]. Regis University; 2008. Available from: http://epublications.regis.edu/theses/93

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

25. Hovatter, Rhonda. Ohio Physical Educators’ Perceived Professional Development Needs.

Degree: EdD, College of Education, 2009, Ashland University

 This dissertation describes research designed to investigate the influence of select teacher and school characteristics on the perceived professional development needs of in-service physical educators… (more)

Subjects/Keywords: Education; Physical Education; School Administration; Teacher Education; professional development needs; in-service physical educators; Professional Development Needs Questionnaire-Physical Education; Teacher Concerns Questionnaire-Physical Education

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

APA (6th Edition):

Hovatter, R. (2009). Ohio Physical Educators’ Perceived Professional Development Needs. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243865667

Chicago Manual of Style (16th Edition):

Hovatter, Rhonda. “Ohio Physical Educators’ Perceived Professional Development Needs.” 2009. Doctoral Dissertation, Ashland University. Accessed December 05, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243865667.

MLA Handbook (7th Edition):

Hovatter, Rhonda. “Ohio Physical Educators’ Perceived Professional Development Needs.” 2009. Web. 05 Dec 2019.

Vancouver:

Hovatter R. Ohio Physical Educators’ Perceived Professional Development Needs. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2019 Dec 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243865667.

Council of Science Editors:

Hovatter R. Ohio Physical Educators’ Perceived Professional Development Needs. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243865667


Jönköping University

26. Ritosa, Andrea. Interventions Supporting Mathematics and Science In-service and Pre-service Teachers' Cultural Responsiveness : A Systematic Literature Review from 1995-2017.

Degree: CHILD, 2017, Jönköping University

  Culturally responsive education has been an actual topic in teacher education for decades, but most teachers still finish their education without appropriate knowledge and… (more)

Subjects/Keywords: multicultural education; culturally responsive teaching; culturally relevant pedagogy; culturally relevant education; teacher education program; pre-service teachers; in-service teachers; mathematics and science education; systematic literature review; Social Sciences; Samhällsvetenskap

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APA (6th Edition):

Ritosa, A. (2017). Interventions Supporting Mathematics and Science In-service and Pre-service Teachers' Cultural Responsiveness : A Systematic Literature Review from 1995-2017. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35746

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):

Ritosa, Andrea. “Interventions Supporting Mathematics and Science In-service and Pre-service Teachers' Cultural Responsiveness : A Systematic Literature Review from 1995-2017.” 2017. Thesis, Jönköping University. Accessed December 05, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35746.

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

MLA Handbook (7th Edition):

Ritosa, Andrea. “Interventions Supporting Mathematics and Science In-service and Pre-service Teachers' Cultural Responsiveness : A Systematic Literature Review from 1995-2017.” 2017. Web. 05 Dec 2019.

Vancouver:

Ritosa A. Interventions Supporting Mathematics and Science In-service and Pre-service Teachers' Cultural Responsiveness : A Systematic Literature Review from 1995-2017. [Internet] [Thesis]. Jönköping University; 2017. [cited 2019 Dec 05]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35746.

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

Council of Science Editors:

Ritosa A. Interventions Supporting Mathematics and Science In-service and Pre-service Teachers' Cultural Responsiveness : A Systematic Literature Review from 1995-2017. [Thesis]. Jönköping University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35746

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

27. Summers Rocha, Lonna. A Naturalistic Inquiry of a Distance Learning University TESOL Program for In-Service Teachers.

Degree: EdD, Curriculum and Teaching, 2015, University of Kansas

 In this naturalistic inquiry, I explore a professional development program which provided Teaching English to Speakers of Other Languages (TESOL) graduate coursework from a university… (more)

Subjects/Keywords: Education; English as a second language; Teacher education; Distance Learning; In-Service Teachers; Naturalistic Inquiry; Qualitative; Reflexivity; Rural

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APA (6th Edition):

Summers Rocha, L. (2015). A Naturalistic Inquiry of a Distance Learning University TESOL Program for In-Service Teachers. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/20995

Chicago Manual of Style (16th Edition):

Summers Rocha, Lonna. “A Naturalistic Inquiry of a Distance Learning University TESOL Program for In-Service Teachers.” 2015. Doctoral Dissertation, University of Kansas. Accessed December 05, 2019. http://hdl.handle.net/1808/20995.

MLA Handbook (7th Edition):

Summers Rocha, Lonna. “A Naturalistic Inquiry of a Distance Learning University TESOL Program for In-Service Teachers.” 2015. Web. 05 Dec 2019.

Vancouver:

Summers Rocha L. A Naturalistic Inquiry of a Distance Learning University TESOL Program for In-Service Teachers. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1808/20995.

Council of Science Editors:

Summers Rocha L. A Naturalistic Inquiry of a Distance Learning University TESOL Program for In-Service Teachers. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/20995


Queensland University of Technology

28. Curtis, Elizabeth Mary. The heart of quality teaching : a values-based pedagogy for pre-service teacher education.

Degree: 2012, Queensland University of Technology

 In an ever changing world the adults of the future will be faced with many challenges. To cope with these challenges it seems apparent that… (more)

Subjects/Keywords: philosophy in the classroom, pre-service teacher education, productive pedagogies, quality teaching, values, values education; ODTA

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APA (6th Edition):

Curtis, E. M. (2012). The heart of quality teaching : a values-based pedagogy for pre-service teacher education. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/51589/

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):

Curtis, Elizabeth Mary. “The heart of quality teaching : a values-based pedagogy for pre-service teacher education.” 2012. Thesis, Queensland University of Technology. Accessed December 05, 2019. https://eprints.qut.edu.au/51589/.

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

MLA Handbook (7th Edition):

Curtis, Elizabeth Mary. “The heart of quality teaching : a values-based pedagogy for pre-service teacher education.” 2012. Web. 05 Dec 2019.

Vancouver:

Curtis EM. The heart of quality teaching : a values-based pedagogy for pre-service teacher education. [Internet] [Thesis]. Queensland University of Technology; 2012. [cited 2019 Dec 05]. Available from: https://eprints.qut.edu.au/51589/.

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

Council of Science Editors:

Curtis EM. The heart of quality teaching : a values-based pedagogy for pre-service teacher education. [Thesis]. Queensland University of Technology; 2012. Available from: https://eprints.qut.edu.au/51589/

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


University of Windsor

29. Palazzolo, Stephanie Deanna. The Relationship between Mindset and Self-efficacy in Pre-service Elementary Teacher Candidates Teaching Science, and its Implications on Science Teaching.

Degree: M. Ed., Education, 2016, University of Windsor

 Bandura’s (1997) theory of self-efficacy and Dweck’s (1999) implicit theories of intelligence (also known as “self-theory” and latter referred to as “mindset”), are explored in… (more)

Subjects/Keywords: Elementary pre-service teacher education; Implicit Theories of Intelligence; Mindset; Science education; Self-efficacy in Science

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

APA (6th Edition):

Palazzolo, S. D. (2016). The Relationship between Mindset and Self-efficacy in Pre-service Elementary Teacher Candidates Teaching Science, and its Implications on Science Teaching. (Masters Thesis). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/5755

Chicago Manual of Style (16th Edition):

Palazzolo, Stephanie Deanna. “The Relationship between Mindset and Self-efficacy in Pre-service Elementary Teacher Candidates Teaching Science, and its Implications on Science Teaching.” 2016. Masters Thesis, University of Windsor. Accessed December 05, 2019. https://scholar.uwindsor.ca/etd/5755.

MLA Handbook (7th Edition):

Palazzolo, Stephanie Deanna. “The Relationship between Mindset and Self-efficacy in Pre-service Elementary Teacher Candidates Teaching Science, and its Implications on Science Teaching.” 2016. Web. 05 Dec 2019.

Vancouver:

Palazzolo SD. The Relationship between Mindset and Self-efficacy in Pre-service Elementary Teacher Candidates Teaching Science, and its Implications on Science Teaching. [Internet] [Masters thesis]. University of Windsor; 2016. [cited 2019 Dec 05]. Available from: https://scholar.uwindsor.ca/etd/5755.

Council of Science Editors:

Palazzolo SD. The Relationship between Mindset and Self-efficacy in Pre-service Elementary Teacher Candidates Teaching Science, and its Implications on Science Teaching. [Masters Thesis]. University of Windsor; 2016. Available from: https://scholar.uwindsor.ca/etd/5755


Michigan State University

30. Niemela, April J. Self-efficacy beliefs of K-12 teachers : the effects of a professional development program that is aligned with the common core state standards for literacy.

Degree: 2016, Michigan State University

Thesis Ph. D. Michigan State University. Educational Psychology and Educational Technology 2016

In response to the need to train teachers to effectively integrate Common Core… (more)

Subjects/Keywords: Teachers – In-service training; Self-efficacy; Teachers – Training of; Common Core State Standards (Education); Educational psychology; Teacher education; Educational tests & measurements

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Niemela, A. J. (2016). Self-efficacy beliefs of K-12 teachers : the effects of a professional development program that is aligned with the common core state standards for literacy. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3857

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):

Niemela, April J. “Self-efficacy beliefs of K-12 teachers : the effects of a professional development program that is aligned with the common core state standards for literacy.” 2016. Thesis, Michigan State University. Accessed December 05, 2019. http://etd.lib.msu.edu/islandora/object/etd:3857.

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

MLA Handbook (7th Edition):

Niemela, April J. “Self-efficacy beliefs of K-12 teachers : the effects of a professional development program that is aligned with the common core state standards for literacy.” 2016. Web. 05 Dec 2019.

Vancouver:

Niemela AJ. Self-efficacy beliefs of K-12 teachers : the effects of a professional development program that is aligned with the common core state standards for literacy. [Internet] [Thesis]. Michigan State University; 2016. [cited 2019 Dec 05]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3857.

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

Council of Science Editors:

Niemela AJ. Self-efficacy beliefs of K-12 teachers : the effects of a professional development program that is aligned with the common core state standards for literacy. [Thesis]. Michigan State University; 2016. Available from: http://etd.lib.msu.edu/islandora/object/etd:3857

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

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