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You searched for subject:(Learning AND development). Showing records 1 – 30 of 2930 total matches.

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University of Minnesota

1. Andzenge, Senenge. Developing TPACK in Practice: a multiple case study of higher education instructors.

Degree: PhD, Education, Curriculum and Instruction, 2018, University of Minnesota

 Engaging instructors with technology remains a problem in higher education (Westberry, McNaughton, Billot, & Gaeta, 2015). For many instructors, competency with new tools and practices… (more)

Subjects/Keywords: Adult Learning; Constructivism; Faculty Development; Learning Sciences; Learning Technologies; Professional Development

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APA (6th Edition):

Andzenge, S. (2018). Developing TPACK in Practice: a multiple case study of higher education instructors. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/201716

Chicago Manual of Style (16th Edition):

Andzenge, Senenge. “Developing TPACK in Practice: a multiple case study of higher education instructors.” 2018. Doctoral Dissertation, University of Minnesota. Accessed October 21, 2019. http://hdl.handle.net/11299/201716.

MLA Handbook (7th Edition):

Andzenge, Senenge. “Developing TPACK in Practice: a multiple case study of higher education instructors.” 2018. Web. 21 Oct 2019.

Vancouver:

Andzenge S. Developing TPACK in Practice: a multiple case study of higher education instructors. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/11299/201716.

Council of Science Editors:

Andzenge S. Developing TPACK in Practice: a multiple case study of higher education instructors. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/201716


Texas A&M University

2. Perez Guarda, Paola. Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help.

Degree: 2014, Texas A&M University

 This study adds to the body of knowledge about professional development for teachers. Professionally well-trained teachers will most likely transfer those skills to their students.… (more)

Subjects/Keywords: professional development; online learning communities

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APA (6th Edition):

Perez Guarda, P. (2014). Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153222

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):

Perez Guarda, Paola. “Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help.” 2014. Thesis, Texas A&M University. Accessed October 21, 2019. http://hdl.handle.net/1969.1/153222.

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

MLA Handbook (7th Edition):

Perez Guarda, Paola. “Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help.” 2014. Web. 21 Oct 2019.

Vancouver:

Perez Guarda P. Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1969.1/153222.

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

Council of Science Editors:

Perez Guarda P. Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153222

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


University of Kashmir

3. Khalida Akhter. An objective based Evaluation of primary education in Kashmir Valley;.

Degree: 2015, University of Kashmir

Education is intended to develop basic learning skills reading writting arithmetic and life skills necessary for the children to survive and improve the quality of… (more)

Subjects/Keywords: Development-Learning-Education-Kashmir

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APA (6th Edition):

Akhter, K. (2015). An objective based Evaluation of primary education in Kashmir Valley;. (Thesis). University of Kashmir. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/33290

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):

Akhter, Khalida. “An objective based Evaluation of primary education in Kashmir Valley;.” 2015. Thesis, University of Kashmir. Accessed October 21, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/33290.

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

MLA Handbook (7th Edition):

Akhter, Khalida. “An objective based Evaluation of primary education in Kashmir Valley;.” 2015. Web. 21 Oct 2019.

Vancouver:

Akhter K. An objective based Evaluation of primary education in Kashmir Valley;. [Internet] [Thesis]. University of Kashmir; 2015. [cited 2019 Oct 21]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/33290.

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

Council of Science Editors:

Akhter K. An objective based Evaluation of primary education in Kashmir Valley;. [Thesis]. University of Kashmir; 2015. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/33290

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


University of Southern California

4. Kruizinga, Kristin Dawn. Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 One of the most influential factors affecting students’ academic performance consists of the pedagogical practices enacted within the classroom. Efforts to enhance teachers’ instructional practices… (more)

Subjects/Keywords: professional development; professional learning

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APA (6th Edition):

Kruizinga, K. D. (2012). Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3626

Chicago Manual of Style (16th Edition):

Kruizinga, Kristin Dawn. “Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development.” 2012. Doctoral Dissertation, University of Southern California. Accessed October 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3626.

MLA Handbook (7th Edition):

Kruizinga, Kristin Dawn. “Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development.” 2012. Web. 21 Oct 2019.

Vancouver:

Kruizinga KD. Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Oct 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3626.

Council of Science Editors:

Kruizinga KD. Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3626


University of Saskatchewan

5. James, Wendy Leora. SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS.

Degree: 2018, University of Saskatchewan

 Professional Learning is a mechanism designed to support K-12 educators in improving their professional lives, knowledge, and instructional practice. It is supported by school divisions… (more)

Subjects/Keywords: professional learning; professional development

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APA (6th Edition):

James, W. L. (2018). SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/10649

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):

James, Wendy Leora. “SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS.” 2018. Thesis, University of Saskatchewan. Accessed October 21, 2019. http://hdl.handle.net/10388/10649.

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

MLA Handbook (7th Edition):

James, Wendy Leora. “SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS.” 2018. Web. 21 Oct 2019.

Vancouver:

James WL. SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS. [Internet] [Thesis]. University of Saskatchewan; 2018. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10388/10649.

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

Council of Science Editors:

James WL. SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS. [Thesis]. University of Saskatchewan; 2018. Available from: http://hdl.handle.net/10388/10649

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


University of Saskatchewan

6. Gibb, Katherine E 1990-. Considering Western Canadian Parents’ Perceptions of Children’s Play in Development and Learning.

Degree: 2018, University of Saskatchewan

 The present study employed a basic, qualitative interpretative design using semi-structured focus groups to investigate the cultural perspectives and developmental assumptions of play among Saskatchewan… (more)

Subjects/Keywords: play; beliefs; development; learning; childhood

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APA (6th Edition):

Gibb, K. E. 1. (2018). Considering Western Canadian Parents’ Perceptions of Children’s Play in Development and Learning. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/9168

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):

Gibb, Katherine E 1990-. “Considering Western Canadian Parents’ Perceptions of Children’s Play in Development and Learning.” 2018. Thesis, University of Saskatchewan. Accessed October 21, 2019. http://hdl.handle.net/10388/9168.

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

MLA Handbook (7th Edition):

Gibb, Katherine E 1990-. “Considering Western Canadian Parents’ Perceptions of Children’s Play in Development and Learning.” 2018. Web. 21 Oct 2019.

Vancouver:

Gibb KE1. Considering Western Canadian Parents’ Perceptions of Children’s Play in Development and Learning. [Internet] [Thesis]. University of Saskatchewan; 2018. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10388/9168.

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

Council of Science Editors:

Gibb KE1. Considering Western Canadian Parents’ Perceptions of Children’s Play in Development and Learning. [Thesis]. University of Saskatchewan; 2018. Available from: http://hdl.handle.net/10388/9168

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


Open Universiteit Nederland

7. Bartelts-Schilt, Marleen. Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren .

Degree: 2015, Open Universiteit Nederland

 Bekwame leraren, die zich professioneel willen ontwikkelen en willen bijdragen aan innovatie zijn onontbeerlijk voor kwalitatief hoogwaardig onderwijs. Het onderwijs moet zich immers continu aanpassen… (more)

Subjects/Keywords: motivation; learning networks; professional development

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APA (6th Edition):

Bartelts-Schilt, M. (2015). Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren . (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/6273

Chicago Manual of Style (16th Edition):

Bartelts-Schilt, Marleen. “Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren .” 2015. Masters Thesis, Open Universiteit Nederland. Accessed October 21, 2019. http://hdl.handle.net/1820/6273.

MLA Handbook (7th Edition):

Bartelts-Schilt, Marleen. “Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren .” 2015. Web. 21 Oct 2019.

Vancouver:

Bartelts-Schilt M. Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren . [Internet] [Masters thesis]. Open Universiteit Nederland; 2015. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1820/6273.

Council of Science Editors:

Bartelts-Schilt M. Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren . [Masters Thesis]. Open Universiteit Nederland; 2015. Available from: http://hdl.handle.net/1820/6273


University of Houston

8. Fendley, Paula. AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT.

Degree: Educational Leadership and Policy Studies, Department of, 2014, University of Houston

 This study focused on evaluating the Linked Learning program in one large urban district. Linked Learning is a program linking students to rigorous college preparatory… (more)

Subjects/Keywords: Linked Learning; readiness; professional development

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APA (6th Edition):

Fendley, P. (2014). AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1632

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):

Fendley, Paula. “AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT.” 2014. Thesis, University of Houston. Accessed October 21, 2019. http://hdl.handle.net/10657/1632.

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

MLA Handbook (7th Edition):

Fendley, Paula. “AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT.” 2014. Web. 21 Oct 2019.

Vancouver:

Fendley P. AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10657/1632.

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

Council of Science Editors:

Fendley P. AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1632

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


University of Connecticut

9. Kelty, Emma C. Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers.

Degree: MA, Psychology, 2011, University of Connecticut

  Most English descriptions of motion events express manner in the main verb and path in a prepositional phrase, as in “She skips out of… (more)

Subjects/Keywords: psychology; language development; word learning

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APA (6th Edition):

Kelty, E. C. (2011). Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/144

Chicago Manual of Style (16th Edition):

Kelty, Emma C. “Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers.” 2011. Masters Thesis, University of Connecticut. Accessed October 21, 2019. https://opencommons.uconn.edu/gs_theses/144.

MLA Handbook (7th Edition):

Kelty, Emma C. “Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers.” 2011. Web. 21 Oct 2019.

Vancouver:

Kelty EC. Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers. [Internet] [Masters thesis]. University of Connecticut; 2011. [cited 2019 Oct 21]. Available from: https://opencommons.uconn.edu/gs_theses/144.

Council of Science Editors:

Kelty EC. Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers. [Masters Thesis]. University of Connecticut; 2011. Available from: https://opencommons.uconn.edu/gs_theses/144


University of Rochester

10. Starling, Sarah J. Learning and behavior in an uncertain world : probability learning in children and adults.

Degree: PhD, 2013, University of Rochester

 When exploring our world, an important task for any learner is to make predictions about future events. This is critical for determining whether an action… (more)

Subjects/Keywords: Cognitive development; Probability learning

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APA (6th Edition):

Starling, S. J. (2013). Learning and behavior in an uncertain world : probability learning in children and adults. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/26701

Chicago Manual of Style (16th Edition):

Starling, Sarah J. “Learning and behavior in an uncertain world : probability learning in children and adults.” 2013. Doctoral Dissertation, University of Rochester. Accessed October 21, 2019. http://hdl.handle.net/1802/26701.

MLA Handbook (7th Edition):

Starling, Sarah J. “Learning and behavior in an uncertain world : probability learning in children and adults.” 2013. Web. 21 Oct 2019.

Vancouver:

Starling SJ. Learning and behavior in an uncertain world : probability learning in children and adults. [Internet] [Doctoral dissertation]. University of Rochester; 2013. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1802/26701.

Council of Science Editors:

Starling SJ. Learning and behavior in an uncertain world : probability learning in children and adults. [Doctoral Dissertation]. University of Rochester; 2013. Available from: http://hdl.handle.net/1802/26701


Boston College

11. Smith, Kara N. Online Teacher Professional Development: The Importance of Training to Deliver PD Online.

Degree: PhD, Educational Research, Measurement, and Evaluation, 2010, Boston College

 The most recent reauthorization of the Elementary and Secondary Education Act, the No Child Left Behind Act, focuses on the continued importance of teacher professional… (more)

Subjects/Keywords: Online Learning; Professional Development; Training

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APA (6th Edition):

Smith, K. N. (2010). Online Teacher Professional Development: The Importance of Training to Deliver PD Online. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101779

Chicago Manual of Style (16th Edition):

Smith, Kara N. “Online Teacher Professional Development: The Importance of Training to Deliver PD Online.” 2010. Doctoral Dissertation, Boston College. Accessed October 21, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101779.

MLA Handbook (7th Edition):

Smith, Kara N. “Online Teacher Professional Development: The Importance of Training to Deliver PD Online.” 2010. Web. 21 Oct 2019.

Vancouver:

Smith KN. Online Teacher Professional Development: The Importance of Training to Deliver PD Online. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2019 Oct 21]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101779.

Council of Science Editors:

Smith KN. Online Teacher Professional Development: The Importance of Training to Deliver PD Online. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101779


University of Illinois – Urbana-Champaign

12. Beilstein, Shereen Oca. Supporting children’s conceptual understanding of fractions with manipulatives and gesture.

Degree: PhD, Educational Psychology, 2019, University of Illinois – Urbana-Champaign

 Fractions—their concepts, procedures, and symbolic notation—are well-known for the difficulty they present children, beginning in elementary school, and often, persisting long after. However, promoting children’s… (more)

Subjects/Keywords: cognitive development; mathematics learning

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APA (6th Edition):

Beilstein, S. O. (2019). Supporting children’s conceptual understanding of fractions with manipulatives and gesture. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/104770

Chicago Manual of Style (16th Edition):

Beilstein, Shereen Oca. “Supporting children’s conceptual understanding of fractions with manipulatives and gesture.” 2019. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 21, 2019. http://hdl.handle.net/2142/104770.

MLA Handbook (7th Edition):

Beilstein, Shereen Oca. “Supporting children’s conceptual understanding of fractions with manipulatives and gesture.” 2019. Web. 21 Oct 2019.

Vancouver:

Beilstein SO. Supporting children’s conceptual understanding of fractions with manipulatives and gesture. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2019. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2142/104770.

Council of Science Editors:

Beilstein SO. Supporting children’s conceptual understanding of fractions with manipulatives and gesture. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2019. Available from: http://hdl.handle.net/2142/104770


Royal Roads University

13. Loeb, Kim. Designing a learning and development strategy for nonacademic leaders at a mid-sized university .

Degree: 2014, Royal Roads University

 This inquiry sought to answer the question: How can the University of Winnipeg (UW) design a learning and development strategy for its nonacademic leaders that… (more)

Subjects/Keywords: higher education leadership development; leadership development; learning and development; organizational development

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APA (6th Edition):

Loeb, K. (2014). Designing a learning and development strategy for nonacademic leaders at a mid-sized university . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/716

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):

Loeb, Kim. “Designing a learning and development strategy for nonacademic leaders at a mid-sized university .” 2014. Thesis, Royal Roads University. Accessed October 21, 2019. http://hdl.handle.net/10170/716.

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

MLA Handbook (7th Edition):

Loeb, Kim. “Designing a learning and development strategy for nonacademic leaders at a mid-sized university .” 2014. Web. 21 Oct 2019.

Vancouver:

Loeb K. Designing a learning and development strategy for nonacademic leaders at a mid-sized university . [Internet] [Thesis]. Royal Roads University; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10170/716.

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

Council of Science Editors:

Loeb K. Designing a learning and development strategy for nonacademic leaders at a mid-sized university . [Thesis]. Royal Roads University; 2014. Available from: http://hdl.handle.net/10170/716

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


University of Pretoria

14. Yaari, Omri. e-Learning effectiveness in interconnected corporate learning environments.

Degree: Gordon Institute of Business Science (GIBS), 2013, University of Pretoria

 Approaches to workplace learning are continuously evolving to support business objectives but learning and development practitioners are not delivering on their mandate of developing relevant… (more)

Subjects/Keywords: UCTD; Learning and development; E-learning effectiveness; Workplace learning; E-learning; Learning evaluation

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APA (6th Edition):

Yaari, O. (2013). e-Learning effectiveness in interconnected corporate learning environments. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/23067

Chicago Manual of Style (16th Edition):

Yaari, Omri. “e-Learning effectiveness in interconnected corporate learning environments.” 2013. Masters Thesis, University of Pretoria. Accessed October 21, 2019. http://hdl.handle.net/2263/23067.

MLA Handbook (7th Edition):

Yaari, Omri. “e-Learning effectiveness in interconnected corporate learning environments.” 2013. Web. 21 Oct 2019.

Vancouver:

Yaari O. e-Learning effectiveness in interconnected corporate learning environments. [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2263/23067.

Council of Science Editors:

Yaari O. e-Learning effectiveness in interconnected corporate learning environments. [Masters Thesis]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/23067


University of Pretoria

15. [No author]. e-Learning effectiveness in interconnected corporate learning environments .

Degree: 2013, University of Pretoria

 Approaches to workplace learning are continuously evolving to support business objectives but learning and development practitioners are not delivering on their mandate of developing relevant… (more)

Subjects/Keywords: UCTD; Learning and development; E-learning effectiveness; Workplace learning; E-learning; Learning evaluation

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APA (6th Edition):

author], [. (2013). e-Learning effectiveness in interconnected corporate learning environments . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-03092013-172721/

Chicago Manual of Style (16th Edition):

author], [No. “e-Learning effectiveness in interconnected corporate learning environments .” 2013. Masters Thesis, University of Pretoria. Accessed October 21, 2019. http://upetd.up.ac.za/thesis/available/etd-03092013-172721/.

MLA Handbook (7th Edition):

author], [No. “e-Learning effectiveness in interconnected corporate learning environments .” 2013. Web. 21 Oct 2019.

Vancouver:

author] [. e-Learning effectiveness in interconnected corporate learning environments . [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2019 Oct 21]. Available from: http://upetd.up.ac.za/thesis/available/etd-03092013-172721/.

Council of Science Editors:

author] [. e-Learning effectiveness in interconnected corporate learning environments . [Masters Thesis]. University of Pretoria; 2013. Available from: http://upetd.up.ac.za/thesis/available/etd-03092013-172721/


University of Florida

16. Wiggins, Lori R. Successful District Online Teachers' Perspectives of Professional Development.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2016, University of Florida

 The development of high quality online teachers within a Florida school district is critical given the exponential growth of virtual district programs, the lack of… (more)

Subjects/Keywords: Bricks; Learning; Learning experiences; Online learning; Pedagogy; Professional development; Professional development schools; Schools; Students; Teachers; development  – instruction  – pedagogy  – professional  – technology  – virtual

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APA (6th Edition):

Wiggins, L. R. (2016). Successful District Online Teachers' Perspectives of Professional Development. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0050267

Chicago Manual of Style (16th Edition):

Wiggins, Lori R. “Successful District Online Teachers' Perspectives of Professional Development.” 2016. Doctoral Dissertation, University of Florida. Accessed October 21, 2019. http://ufdc.ufl.edu/UFE0050267.

MLA Handbook (7th Edition):

Wiggins, Lori R. “Successful District Online Teachers' Perspectives of Professional Development.” 2016. Web. 21 Oct 2019.

Vancouver:

Wiggins LR. Successful District Online Teachers' Perspectives of Professional Development. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2019 Oct 21]. Available from: http://ufdc.ufl.edu/UFE0050267.

Council of Science Editors:

Wiggins LR. Successful District Online Teachers' Perspectives of Professional Development. [Doctoral Dissertation]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/UFE0050267


University of Georgia

17. Brown, Katherine Backes. Exploring teacher implementation of differentiation practices and process skill development in elementary classrooms.

Degree: PhD, Educational Psychology, 2011, University of Georgia

 The purpose of this study was to examine teacher experiences through implementation of process skill development and differentiation practices into regular education classrooms. Three third… (more)

Subjects/Keywords: differentiation; process skill development; professional learning

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APA (6th Edition):

Brown, K. B. (2011). Exploring teacher implementation of differentiation practices and process skill development in elementary classrooms. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/brown_katherine_b_201112_phd

Chicago Manual of Style (16th Edition):

Brown, Katherine Backes. “Exploring teacher implementation of differentiation practices and process skill development in elementary classrooms.” 2011. Doctoral Dissertation, University of Georgia. Accessed October 21, 2019. http://purl.galileo.usg.edu/uga_etd/brown_katherine_b_201112_phd.

MLA Handbook (7th Edition):

Brown, Katherine Backes. “Exploring teacher implementation of differentiation practices and process skill development in elementary classrooms.” 2011. Web. 21 Oct 2019.

Vancouver:

Brown KB. Exploring teacher implementation of differentiation practices and process skill development in elementary classrooms. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Oct 21]. Available from: http://purl.galileo.usg.edu/uga_etd/brown_katherine_b_201112_phd.

Council of Science Editors:

Brown KB. Exploring teacher implementation of differentiation practices and process skill development in elementary classrooms. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/brown_katherine_b_201112_phd


Texas A&M University

18. Freeman, Sharon Marie. An Investigation of Soft Skill Development of California Agricultural Education Students Particpating in an FFA Career Development Event.

Degree: 2017, Texas A&M University

 This research project is a descriptive study of Santa Barbara Section Future Farmers of America (FFA) members. The findings in this study determined: 1) soft… (more)

Subjects/Keywords: Soft skills; experiential learning; career development events

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APA (6th Edition):

Freeman, S. M. (2017). An Investigation of Soft Skill Development of California Agricultural Education Students Particpating in an FFA Career Development Event. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161666

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):

Freeman, Sharon Marie. “An Investigation of Soft Skill Development of California Agricultural Education Students Particpating in an FFA Career Development Event.” 2017. Thesis, Texas A&M University. Accessed October 21, 2019. http://hdl.handle.net/1969.1/161666.

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

MLA Handbook (7th Edition):

Freeman, Sharon Marie. “An Investigation of Soft Skill Development of California Agricultural Education Students Particpating in an FFA Career Development Event.” 2017. Web. 21 Oct 2019.

Vancouver:

Freeman SM. An Investigation of Soft Skill Development of California Agricultural Education Students Particpating in an FFA Career Development Event. [Internet] [Thesis]. Texas A&M University; 2017. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1969.1/161666.

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

Council of Science Editors:

Freeman SM. An Investigation of Soft Skill Development of California Agricultural Education Students Particpating in an FFA Career Development Event. [Thesis]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/161666

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


University of Pretoria

19. Stirling, Lauren. Practices, barriers and enablers for transformation community engagement.

Degree: MBA, Gordon Institute of Business Science (GIBS), 2013, University of Pretoria

 Significant investment is being made by companies into philanthropic projects in the name of corporate social responsibility (CSR), yet many question whether these efforts are… (more)

Subjects/Keywords: UCTD; Community development  – South Africa; Service learning

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APA (6th Edition):

Stirling, L. (2013). Practices, barriers and enablers for transformation community engagement. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40645

Chicago Manual of Style (16th Edition):

Stirling, Lauren. “Practices, barriers and enablers for transformation community engagement.” 2013. Masters Thesis, University of Pretoria. Accessed October 21, 2019. http://hdl.handle.net/2263/40645.

MLA Handbook (7th Edition):

Stirling, Lauren. “Practices, barriers and enablers for transformation community engagement.” 2013. Web. 21 Oct 2019.

Vancouver:

Stirling L. Practices, barriers and enablers for transformation community engagement. [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2263/40645.

Council of Science Editors:

Stirling L. Practices, barriers and enablers for transformation community engagement. [Masters Thesis]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/40645


The Ohio State University

20. Berry, John M. An examination of partnership development between community service agencies and an institution of higher education: Implications for service learning.

Degree: PhD, ED Policy and Leadership, 2009, The Ohio State University

  This study focuses on the nature of the partnership development between three community service agencies and an institution of higher education for the delivery… (more)

Subjects/Keywords: Education; Higher Education; partnership development; service learning

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APA (6th Edition):

Berry, J. M. (2009). An examination of partnership development between community service agencies and an institution of higher education: Implications for service learning. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1230478651

Chicago Manual of Style (16th Edition):

Berry, John M. “An examination of partnership development between community service agencies and an institution of higher education: Implications for service learning.” 2009. Doctoral Dissertation, The Ohio State University. Accessed October 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1230478651.

MLA Handbook (7th Edition):

Berry, John M. “An examination of partnership development between community service agencies and an institution of higher education: Implications for service learning.” 2009. Web. 21 Oct 2019.

Vancouver:

Berry JM. An examination of partnership development between community service agencies and an institution of higher education: Implications for service learning. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2019 Oct 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1230478651.

Council of Science Editors:

Berry JM. An examination of partnership development between community service agencies and an institution of higher education: Implications for service learning. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1230478651


Universiteit Utrecht

21. Tompazi, K. Teachers' Professional Development of IBL skills in science through PRIMAS project.

Degree: 2014, Universiteit Utrecht

 Inquiry-based learning (IBL) promotes student learning and the development of competencies like self-directed learning and exploring new knowledge areas. Unfortunately, many teachers lack experience in… (more)

Subjects/Keywords: Inquiry-based learning; Professional Development; teaching practices

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APA (6th Edition):

Tompazi, K. (2014). Teachers' Professional Development of IBL skills in science through PRIMAS project. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/298074

Chicago Manual of Style (16th Edition):

Tompazi, K. “Teachers' Professional Development of IBL skills in science through PRIMAS project.” 2014. Masters Thesis, Universiteit Utrecht. Accessed October 21, 2019. http://dspace.library.uu.nl:8080/handle/1874/298074.

MLA Handbook (7th Edition):

Tompazi, K. “Teachers' Professional Development of IBL skills in science through PRIMAS project.” 2014. Web. 21 Oct 2019.

Vancouver:

Tompazi K. Teachers' Professional Development of IBL skills in science through PRIMAS project. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2019 Oct 21]. Available from: http://dspace.library.uu.nl:8080/handle/1874/298074.

Council of Science Editors:

Tompazi K. Teachers' Professional Development of IBL skills in science through PRIMAS project. [Masters Thesis]. Universiteit Utrecht; 2014. Available from: http://dspace.library.uu.nl:8080/handle/1874/298074


The Ohio State University

22. Porter, Lauren. Identifying Factors Associated with Attendance of Professional Development for Early Childhood Professionals: Evidence from a Statewide Rollout of Online Professional Development.

Degree: PhD, Educational Studies, 2017, The Ohio State University

 This research utilizes a natural experiment design to explore geographical differences in Early Learning Development Standards (ELDS) completion amongst registrants, both before and after an… (more)

Subjects/Keywords: Education; Early Learning Development Standards; Education

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APA (6th Edition):

Porter, L. (2017). Identifying Factors Associated with Attendance of Professional Development for Early Childhood Professionals: Evidence from a Statewide Rollout of Online Professional Development. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1503302413050821

Chicago Manual of Style (16th Edition):

Porter, Lauren. “Identifying Factors Associated with Attendance of Professional Development for Early Childhood Professionals: Evidence from a Statewide Rollout of Online Professional Development.” 2017. Doctoral Dissertation, The Ohio State University. Accessed October 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503302413050821.

MLA Handbook (7th Edition):

Porter, Lauren. “Identifying Factors Associated with Attendance of Professional Development for Early Childhood Professionals: Evidence from a Statewide Rollout of Online Professional Development.” 2017. Web. 21 Oct 2019.

Vancouver:

Porter L. Identifying Factors Associated with Attendance of Professional Development for Early Childhood Professionals: Evidence from a Statewide Rollout of Online Professional Development. [Internet] [Doctoral dissertation]. The Ohio State University; 2017. [cited 2019 Oct 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1503302413050821.

Council of Science Editors:

Porter L. Identifying Factors Associated with Attendance of Professional Development for Early Childhood Professionals: Evidence from a Statewide Rollout of Online Professional Development. [Doctoral Dissertation]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1503302413050821


Cleveland State University

23. Mtuy, Mary A., Sr. A QUALITATIVE ANALYSIS OF LEARNING AND LEADERSHIP DEVELOPMENT OF UNIVERSAL PRIMARY EDUCATION TEACHERS AND THE RESULTING IMPACT ON THE TANZANIAN EDUCATION SYSTEM.

Degree: PhD, College of Education and Human Services, 2010, Cleveland State University

 A QUALITATIVE ANALYSIS OF LEARNING AND LEADERSHIPDEVELOPMENT OF UNIVERSAL PRIMARY EDUCATION TEACHERS ANDTHE RESULTING IMPACT ON THE TANZANIAN EDUCATION SYSTEMSR. MARY AUXILIA MTUYABSTRACTThis study investigates… (more)

Subjects/Keywords: Adult Education; Learning and leadership development

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APA (6th Edition):

Mtuy, Mary A., S. (2010). A QUALITATIVE ANALYSIS OF LEARNING AND LEADERSHIP DEVELOPMENT OF UNIVERSAL PRIMARY EDUCATION TEACHERS AND THE RESULTING IMPACT ON THE TANZANIAN EDUCATION SYSTEM. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1297943010

Chicago Manual of Style (16th Edition):

Mtuy, Mary A., Sr. “A QUALITATIVE ANALYSIS OF LEARNING AND LEADERSHIP DEVELOPMENT OF UNIVERSAL PRIMARY EDUCATION TEACHERS AND THE RESULTING IMPACT ON THE TANZANIAN EDUCATION SYSTEM.” 2010. Doctoral Dissertation, Cleveland State University. Accessed October 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1297943010.

MLA Handbook (7th Edition):

Mtuy, Mary A., Sr. “A QUALITATIVE ANALYSIS OF LEARNING AND LEADERSHIP DEVELOPMENT OF UNIVERSAL PRIMARY EDUCATION TEACHERS AND THE RESULTING IMPACT ON THE TANZANIAN EDUCATION SYSTEM.” 2010. Web. 21 Oct 2019.

Vancouver:

Mtuy, Mary A. S. A QUALITATIVE ANALYSIS OF LEARNING AND LEADERSHIP DEVELOPMENT OF UNIVERSAL PRIMARY EDUCATION TEACHERS AND THE RESULTING IMPACT ON THE TANZANIAN EDUCATION SYSTEM. [Internet] [Doctoral dissertation]. Cleveland State University; 2010. [cited 2019 Oct 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1297943010.

Council of Science Editors:

Mtuy, Mary A. S. A QUALITATIVE ANALYSIS OF LEARNING AND LEADERSHIP DEVELOPMENT OF UNIVERSAL PRIMARY EDUCATION TEACHERS AND THE RESULTING IMPACT ON THE TANZANIAN EDUCATION SYSTEM. [Doctoral Dissertation]. Cleveland State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1297943010


Penn State University

24. McQuiggan, Carol. Preparing to Teach Online as Transformative Faculty Development.

Degree: EdD, Adult Education, 2011, Penn State University

 An action research study was conducted at a campus college of a large Research I institution of higher education to explore transformative learning among higher… (more)

Subjects/Keywords: transformative learning; faculty development; teaching online

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APA (6th Edition):

McQuiggan, C. (2011). Preparing to Teach Online as Transformative Faculty Development. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11670

Chicago Manual of Style (16th Edition):

McQuiggan, Carol. “Preparing to Teach Online as Transformative Faculty Development.” 2011. Doctoral Dissertation, Penn State University. Accessed October 21, 2019. https://etda.libraries.psu.edu/catalog/11670.

MLA Handbook (7th Edition):

McQuiggan, Carol. “Preparing to Teach Online as Transformative Faculty Development.” 2011. Web. 21 Oct 2019.

Vancouver:

McQuiggan C. Preparing to Teach Online as Transformative Faculty Development. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2019 Oct 21]. Available from: https://etda.libraries.psu.edu/catalog/11670.

Council of Science Editors:

McQuiggan C. Preparing to Teach Online as Transformative Faculty Development. [Doctoral Dissertation]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/11670


University of Manchester

25. De Stefani, Sofia Magdalena. Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning.

Degree: PhD, 2012, University of Manchester

 This action research study explores the role of blended learning as a tool for the professional empowerment of teachers of English as a foreign language… (more)

Subjects/Keywords: 370.71; Teacher Development; Blended Learning; TESOL

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APA (6th Edition):

De Stefani, S. M. (2012). Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584

Chicago Manual of Style (16th Edition):

De Stefani, Sofia Magdalena. “Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning.” 2012. Doctoral Dissertation, University of Manchester. Accessed October 21, 2019. https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584.

MLA Handbook (7th Edition):

De Stefani, Sofia Magdalena. “Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning.” 2012. Web. 21 Oct 2019.

Vancouver:

De Stefani SM. Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning. [Internet] [Doctoral dissertation]. University of Manchester; 2012. [cited 2019 Oct 21]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584.

Council of Science Editors:

De Stefani SM. Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning. [Doctoral Dissertation]. University of Manchester; 2012. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584


UCLA

26. Serrato, Francisco Joel. Principal Professional Development and Professional Learning Communities.

Degree: Education, 2015, UCLA

 This paper presents the results of a study that explored the effects of an action research team approach to examine the perceptions of experienced principals… (more)

Subjects/Keywords: Educational leadership; Communities; Development; Learning; Principal; Professional

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APA (6th Edition):

Serrato, F. J. (2015). Principal Professional Development and Professional Learning Communities. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/14j298z4

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):

Serrato, Francisco Joel. “Principal Professional Development and Professional Learning Communities.” 2015. Thesis, UCLA. Accessed October 21, 2019. http://www.escholarship.org/uc/item/14j298z4.

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

MLA Handbook (7th Edition):

Serrato, Francisco Joel. “Principal Professional Development and Professional Learning Communities.” 2015. Web. 21 Oct 2019.

Vancouver:

Serrato FJ. Principal Professional Development and Professional Learning Communities. [Internet] [Thesis]. UCLA; 2015. [cited 2019 Oct 21]. Available from: http://www.escholarship.org/uc/item/14j298z4.

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

Council of Science Editors:

Serrato FJ. Principal Professional Development and Professional Learning Communities. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/14j298z4

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


University of Sydney

27. Ridgway, Kate. Knowing when you have not been shown enough; Three- to eight-year-olds’ selective trust in a causal learning task .

Degree: 2018, University of Sydney

 Much of what children learn is socially transmitted; comes from the explanations others provide, rather than what they discover for themselves. Shafto, Goodman and Frank… (more)

Subjects/Keywords: Development; Children; Cognition; Causal; Learning; Trust

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APA (6th Edition):

Ridgway, K. (2018). Knowing when you have not been shown enough; Three- to eight-year-olds’ selective trust in a causal learning task . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/18657

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):

Ridgway, Kate. “Knowing when you have not been shown enough; Three- to eight-year-olds’ selective trust in a causal learning task .” 2018. Thesis, University of Sydney. Accessed October 21, 2019. http://hdl.handle.net/2123/18657.

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

MLA Handbook (7th Edition):

Ridgway, Kate. “Knowing when you have not been shown enough; Three- to eight-year-olds’ selective trust in a causal learning task .” 2018. Web. 21 Oct 2019.

Vancouver:

Ridgway K. Knowing when you have not been shown enough; Three- to eight-year-olds’ selective trust in a causal learning task . [Internet] [Thesis]. University of Sydney; 2018. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2123/18657.

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

Council of Science Editors:

Ridgway K. Knowing when you have not been shown enough; Three- to eight-year-olds’ selective trust in a causal learning task . [Thesis]. University of Sydney; 2018. Available from: http://hdl.handle.net/2123/18657

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


University of Tennessee – Knoxville

28. Thomason, Betty R. Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities.

Degree: 2017, University of Tennessee – Knoxville

 English Learners (ELs) are the fastest growing subset of the population in U. S. k-12 schools. ELs are students whose primary language is one other… (more)

Subjects/Keywords: English Learners; Professional Development; Professional Learning Communities

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APA (6th Edition):

Thomason, B. R. (2017). Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/4811

Chicago Manual of Style (16th Edition):

Thomason, Betty R. “Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities.” 2017. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed October 21, 2019. https://trace.tennessee.edu/utk_graddiss/4811.

MLA Handbook (7th Edition):

Thomason, Betty R. “Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities.” 2017. Web. 21 Oct 2019.

Vancouver:

Thomason BR. Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2017. [cited 2019 Oct 21]. Available from: https://trace.tennessee.edu/utk_graddiss/4811.

Council of Science Editors:

Thomason BR. Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2017. Available from: https://trace.tennessee.edu/utk_graddiss/4811


Grand Valley State University

29. Britten, Lisa A. In This Together: Secondary Language Arts Teachers’ Responses to Learning Labs.

Degree: 2016, Grand Valley State University

 Since the No Child Left Behind (NCLB) Act was signed into law in 2001, literacy leaders and other school administrators have been challenged to increase… (more)

Subjects/Keywords: professional development; classroom learning labs; education; Education

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APA (6th Edition):

Britten, L. A. (2016). In This Together: Secondary Language Arts Teachers’ Responses to Learning Labs. (Thesis). Grand Valley State University. Retrieved from https://scholarworks.gvsu.edu/theses/787

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):

Britten, Lisa A. “In This Together: Secondary Language Arts Teachers’ Responses to Learning Labs.” 2016. Thesis, Grand Valley State University. Accessed October 21, 2019. https://scholarworks.gvsu.edu/theses/787.

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

MLA Handbook (7th Edition):

Britten, Lisa A. “In This Together: Secondary Language Arts Teachers’ Responses to Learning Labs.” 2016. Web. 21 Oct 2019.

Vancouver:

Britten LA. In This Together: Secondary Language Arts Teachers’ Responses to Learning Labs. [Internet] [Thesis]. Grand Valley State University; 2016. [cited 2019 Oct 21]. Available from: https://scholarworks.gvsu.edu/theses/787.

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

Council of Science Editors:

Britten LA. In This Together: Secondary Language Arts Teachers’ Responses to Learning Labs. [Thesis]. Grand Valley State University; 2016. Available from: https://scholarworks.gvsu.edu/theses/787

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


University of Cambridge

30. Ayubayeva, Nazipa. Teacher collaboration for professional learning : case studies of three schools in Kazakhstan.

Degree: PhD, 2018, University of Cambridge

 This thesis explores the nature of teacher collaboration for professional learning, key enabling and inhibiting factors, and their implication for the development of a culture… (more)

Subjects/Keywords: Teacher learning; Professional development; Education policy

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

APA (6th Edition):

Ayubayeva, N. (2018). Teacher collaboration for professional learning : case studies of three schools in Kazakhstan. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033

Chicago Manual of Style (16th Edition):

Ayubayeva, Nazipa. “Teacher collaboration for professional learning : case studies of three schools in Kazakhstan.” 2018. Doctoral Dissertation, University of Cambridge. Accessed October 21, 2019. https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033.

MLA Handbook (7th Edition):

Ayubayeva, Nazipa. “Teacher collaboration for professional learning : case studies of three schools in Kazakhstan.” 2018. Web. 21 Oct 2019.

Vancouver:

Ayubayeva N. Teacher collaboration for professional learning : case studies of three schools in Kazakhstan. [Internet] [Doctoral dissertation]. University of Cambridge; 2018. [cited 2019 Oct 21]. Available from: https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033.

Council of Science Editors:

Ayubayeva N. Teacher collaboration for professional learning : case studies of three schools in Kazakhstan. [Doctoral Dissertation]. University of Cambridge; 2018. Available from: https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033

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