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You searched for subject:(Master teachers ). Showing records 1 – 30 of 47 total matches.

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University of North Texas

1. Stearns, Catherine L. Student Teachers’ Changing Confidence in Teaching.

Degree: 2015, University of North Texas

 Research shows that student teachers find the mentor teacher and the student teaching experience itself the two most influential factors in their practicum experience. This… (more)

Subjects/Keywords: student teacher; mentor teacher; confidence; Student teachers.; Master teachers.; Student teaching.; Teachers  – Training of.; Confidence.

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APA (6th Edition):

Stearns, C. L. (2015). Student Teachers’ Changing Confidence in Teaching. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc801883/

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):

Stearns, Catherine L. “Student Teachers’ Changing Confidence in Teaching.” 2015. Thesis, University of North Texas. Accessed November 28, 2020. https://digital.library.unt.edu/ark:/67531/metadc801883/.

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

MLA Handbook (7th Edition):

Stearns, Catherine L. “Student Teachers’ Changing Confidence in Teaching.” 2015. Web. 28 Nov 2020.

Vancouver:

Stearns CL. Student Teachers’ Changing Confidence in Teaching. [Internet] [Thesis]. University of North Texas; 2015. [cited 2020 Nov 28]. Available from: https://digital.library.unt.edu/ark:/67531/metadc801883/.

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

Council of Science Editors:

Stearns CL. Student Teachers’ Changing Confidence in Teaching. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc801883/

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


University of Wisconsin – Milwaukee

2. Greunke, Shawna Christine. Developing the Identity of an Elementary General Music Teacher: Perspectives of Veteran Music Educators.

Degree: MM, Music, 2017, University of Wisconsin – Milwaukee

  Developing a teacher identity is an essential component for the career of an elementary general music educator. This study explored existing literature on teacher… (more)

Subjects/Keywords: Elementary Music; Master Teacher Mindset; Music Education; Novice Teachers; Teacher Identity; Veteran Teachers; Music Pedagogy

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APA (6th Edition):

Greunke, S. C. (2017). Developing the Identity of an Elementary General Music Teacher: Perspectives of Veteran Music Educators. (Thesis). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1630

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):

Greunke, Shawna Christine. “Developing the Identity of an Elementary General Music Teacher: Perspectives of Veteran Music Educators.” 2017. Thesis, University of Wisconsin – Milwaukee. Accessed November 28, 2020. https://dc.uwm.edu/etd/1630.

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

MLA Handbook (7th Edition):

Greunke, Shawna Christine. “Developing the Identity of an Elementary General Music Teacher: Perspectives of Veteran Music Educators.” 2017. Web. 28 Nov 2020.

Vancouver:

Greunke SC. Developing the Identity of an Elementary General Music Teacher: Perspectives of Veteran Music Educators. [Internet] [Thesis]. University of Wisconsin – Milwaukee; 2017. [cited 2020 Nov 28]. Available from: https://dc.uwm.edu/etd/1630.

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

Council of Science Editors:

Greunke SC. Developing the Identity of an Elementary General Music Teacher: Perspectives of Veteran Music Educators. [Thesis]. University of Wisconsin – Milwaukee; 2017. Available from: https://dc.uwm.edu/etd/1630

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


Michigan State University

3. Carroll, David M. (David Mausfield). Collaborative professional learning, creating a community of practice among school and university partners in teacher education.

Degree: PhD, Department of Teacher Education, 2001, Michigan State University

Subjects/Keywords: Teachers – Training of; Master teachers; Mentoring

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APA (6th Edition):

Carroll, D. M. (. M. (2001). Collaborative professional learning, creating a community of practice among school and university partners in teacher education. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47308

Chicago Manual of Style (16th Edition):

Carroll, David M (David Mausfield). “Collaborative professional learning, creating a community of practice among school and university partners in teacher education.” 2001. Doctoral Dissertation, Michigan State University. Accessed November 28, 2020. http://etd.lib.msu.edu/islandora/object/etd:47308.

MLA Handbook (7th Edition):

Carroll, David M (David Mausfield). “Collaborative professional learning, creating a community of practice among school and university partners in teacher education.” 2001. Web. 28 Nov 2020.

Vancouver:

Carroll DM(M. Collaborative professional learning, creating a community of practice among school and university partners in teacher education. [Internet] [Doctoral dissertation]. Michigan State University; 2001. [cited 2020 Nov 28]. Available from: http://etd.lib.msu.edu/islandora/object/etd:47308.

Council of Science Editors:

Carroll DM(M. Collaborative professional learning, creating a community of practice among school and university partners in teacher education. [Doctoral Dissertation]. Michigan State University; 2001. Available from: http://etd.lib.msu.edu/islandora/object/etd:47308


University of Johannesburg

4. Tiley, Jean Lynette. Advisers' perceptions of their work in the subject advisory service of the Department of Education and Training.

Degree: 2014, University of Johannesburg

M.Ed. (Tertiary and Adult Education)

At this time of transition in South Africa, the key to creative and pro-active change is education. In this sphere,… (more)

Subjects/Keywords: Teachers, Black - In-service training - South Africa - Case studies; Master teachers; Elementary school teachers - In-service training - South Africa

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APA (6th Edition):

Tiley, J. L. (2014). Advisers' perceptions of their work in the subject advisory service of the Department of Education and Training. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9877

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):

Tiley, Jean Lynette. “Advisers' perceptions of their work in the subject advisory service of the Department of Education and Training.” 2014. Thesis, University of Johannesburg. Accessed November 28, 2020. http://hdl.handle.net/10210/9877.

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

MLA Handbook (7th Edition):

Tiley, Jean Lynette. “Advisers' perceptions of their work in the subject advisory service of the Department of Education and Training.” 2014. Web. 28 Nov 2020.

Vancouver:

Tiley JL. Advisers' perceptions of their work in the subject advisory service of the Department of Education and Training. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10210/9877.

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

Council of Science Editors:

Tiley JL. Advisers' perceptions of their work in the subject advisory service of the Department of Education and Training. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9877

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


University of Southern California

5. Lopez, Carmen Lizette. An analysis of the selection and training of guiding teachers in an urban teacher education program.

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

 In response to a growing trend towards alternative teacher education programs, this study aims to direct the focus on traditional teacher preparation programs. The purpose… (more)

Subjects/Keywords: selection of guiding teachers; training of guiding teachers; urban teacher education; master teacher; cooperating teacher; guiding teachers; student teaching; guided practice

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APA (6th Edition):

Lopez, C. L. (2012). An analysis of the selection and training of guiding teachers in an urban teacher education program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/8930/rec/677

Chicago Manual of Style (16th Edition):

Lopez, Carmen Lizette. “An analysis of the selection and training of guiding teachers in an urban teacher education program.” 2012. Doctoral Dissertation, University of Southern California. Accessed November 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/8930/rec/677.

MLA Handbook (7th Edition):

Lopez, Carmen Lizette. “An analysis of the selection and training of guiding teachers in an urban teacher education program.” 2012. Web. 28 Nov 2020.

Vancouver:

Lopez CL. An analysis of the selection and training of guiding teachers in an urban teacher education program. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Nov 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/8930/rec/677.

Council of Science Editors:

Lopez CL. An analysis of the selection and training of guiding teachers in an urban teacher education program. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/8930/rec/677


University of Florida

6. Short, Katrina Graham. The Perceptions of Peer Mentors and Mentees about the Process and Impact of Peer Mentoring.

Degree: EdD, Curriculum and Instruction (CCD) - Teaching and Learning, 2012, University of Florida

 Preservice teachers benefit from the knowledge of many groups of people: college faculty, mentor teachers, and peers who are preparing to be teachers.  While much… (more)

Subjects/Keywords: Classrooms; Learning; Lesson plans; Master teachers; Mathematics; Mentoring; Mentors; Preservice teachers; Students; Teachers; education  – mentor  – mentoring  – peer  – teacher

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APA (6th Edition):

Short, K. G. (2012). The Perceptions of Peer Mentors and Mentees about the Process and Impact of Peer Mentoring. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0044558

Chicago Manual of Style (16th Edition):

Short, Katrina Graham. “The Perceptions of Peer Mentors and Mentees about the Process and Impact of Peer Mentoring.” 2012. Doctoral Dissertation, University of Florida. Accessed November 28, 2020. https://ufdc.ufl.edu/UFE0044558.

MLA Handbook (7th Edition):

Short, Katrina Graham. “The Perceptions of Peer Mentors and Mentees about the Process and Impact of Peer Mentoring.” 2012. Web. 28 Nov 2020.

Vancouver:

Short KG. The Perceptions of Peer Mentors and Mentees about the Process and Impact of Peer Mentoring. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2020 Nov 28]. Available from: https://ufdc.ufl.edu/UFE0044558.

Council of Science Editors:

Short KG. The Perceptions of Peer Mentors and Mentees about the Process and Impact of Peer Mentoring. [Doctoral Dissertation]. University of Florida; 2012. Available from: https://ufdc.ufl.edu/UFE0044558

7. Jorgenson, Marissa A. The Transparent Classroom: Engendering the Culture of the Master Teacher through Peer Observation.

Degree: MA, Liberal Studies (graduate program), 2011, Creighton University

 This analysis considers the possibilities of a transformative relationship between an inductee and master teacher in the liminal stage of the student teaching experience. The… (more)

Subjects/Keywords: Observation (Educational method); Mentoring in education – United States; Master teachers – United States

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APA (6th Edition):

Jorgenson, M. A. (2011). The Transparent Classroom: Engendering the Culture of the Master Teacher through Peer Observation. (Masters Thesis). Creighton University. Retrieved from http://hdl.handle.net/10504/16014

Chicago Manual of Style (16th Edition):

Jorgenson, Marissa A. “The Transparent Classroom: Engendering the Culture of the Master Teacher through Peer Observation.” 2011. Masters Thesis, Creighton University. Accessed November 28, 2020. http://hdl.handle.net/10504/16014.

MLA Handbook (7th Edition):

Jorgenson, Marissa A. “The Transparent Classroom: Engendering the Culture of the Master Teacher through Peer Observation.” 2011. Web. 28 Nov 2020.

Vancouver:

Jorgenson MA. The Transparent Classroom: Engendering the Culture of the Master Teacher through Peer Observation. [Internet] [Masters thesis]. Creighton University; 2011. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10504/16014.

Council of Science Editors:

Jorgenson MA. The Transparent Classroom: Engendering the Culture of the Master Teacher through Peer Observation. [Masters Thesis]. Creighton University; 2011. Available from: http://hdl.handle.net/10504/16014


Mykolas Romeris University

8. Jusionis, Jelena. Mokyklos vadovo vadovavimas kaip prielaida mokytojų naujų kompetencijų įgijimo ir tobulinimo procese.

Degree: Master, Marketing and Administration, 2008, Mykolas Romeris University

Pagrindinis darbo tikslas- ištirti mokyklos vadovo vadovavimo reikšmę pedagogų naujų kompetencijų įgijimo ir tobulinimo procese. Tikslui pasiekti keliami šie uždaviniai: analizuojant mokslinę literatūrą išsiaiškinti vadovo… (more)

Subjects/Keywords: Vadovavimas; Mokyklos vadovas; Mokytojų kompetencijų ugdymas; Leadership; School master; Teachers competence training

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APA (6th Edition):

Jusionis, Jelena. (2008). Mokyklos vadovo vadovavimas kaip prielaida mokytojų naujų kompetencijų įgijimo ir tobulinimo procese. (Masters Thesis). Mykolas Romeris University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2007~D_20080123_153129-71260 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Jusionis, Jelena. “Mokyklos vadovo vadovavimas kaip prielaida mokytojų naujų kompetencijų įgijimo ir tobulinimo procese.” 2008. Masters Thesis, Mykolas Romeris University. Accessed November 28, 2020. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2007~D_20080123_153129-71260 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Jusionis, Jelena. “Mokyklos vadovo vadovavimas kaip prielaida mokytojų naujų kompetencijų įgijimo ir tobulinimo procese.” 2008. Web. 28 Nov 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Jusionis, Jelena. Mokyklos vadovo vadovavimas kaip prielaida mokytojų naujų kompetencijų įgijimo ir tobulinimo procese. [Internet] [Masters thesis]. Mykolas Romeris University; 2008. [cited 2020 Nov 28]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2007~D_20080123_153129-71260 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Jusionis, Jelena. Mokyklos vadovo vadovavimas kaip prielaida mokytojų naujų kompetencijų įgijimo ir tobulinimo procese. [Masters Thesis]. Mykolas Romeris University; 2008. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2007~D_20080123_153129-71260 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Kentucky

9. Chaplin, Miranda Rose. EVALUATION OF MOTIVATION AND PROFESSIONAL DEVELOPMENT OF CURRICULUM FOR AGRICULTURAL SCIENCE EDUCATION (CASE) LEAD AND MASTER TEACHERS.

Degree: 2013, University of Kentucky

 Curriculum for Agricultural Science Education™ (CASE) is an instructional system of support that provides professional development, curriculum, and assessments to agricultural educators. Through the CASE… (more)

Subjects/Keywords: CASE; Lead and Master Teachers; Lead Teacher Orientation; Motivation; Adult and Continuing Education and Teaching

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APA (6th Edition):

Chaplin, M. R. (2013). EVALUATION OF MOTIVATION AND PROFESSIONAL DEVELOPMENT OF CURRICULUM FOR AGRICULTURAL SCIENCE EDUCATION (CASE) LEAD AND MASTER TEACHERS. (Masters Thesis). University of Kentucky. Retrieved from https://uknowledge.uky.edu/cld_etds/9

Chicago Manual of Style (16th Edition):

Chaplin, Miranda Rose. “EVALUATION OF MOTIVATION AND PROFESSIONAL DEVELOPMENT OF CURRICULUM FOR AGRICULTURAL SCIENCE EDUCATION (CASE) LEAD AND MASTER TEACHERS.” 2013. Masters Thesis, University of Kentucky. Accessed November 28, 2020. https://uknowledge.uky.edu/cld_etds/9.

MLA Handbook (7th Edition):

Chaplin, Miranda Rose. “EVALUATION OF MOTIVATION AND PROFESSIONAL DEVELOPMENT OF CURRICULUM FOR AGRICULTURAL SCIENCE EDUCATION (CASE) LEAD AND MASTER TEACHERS.” 2013. Web. 28 Nov 2020.

Vancouver:

Chaplin MR. EVALUATION OF MOTIVATION AND PROFESSIONAL DEVELOPMENT OF CURRICULUM FOR AGRICULTURAL SCIENCE EDUCATION (CASE) LEAD AND MASTER TEACHERS. [Internet] [Masters thesis]. University of Kentucky; 2013. [cited 2020 Nov 28]. Available from: https://uknowledge.uky.edu/cld_etds/9.

Council of Science Editors:

Chaplin MR. EVALUATION OF MOTIVATION AND PROFESSIONAL DEVELOPMENT OF CURRICULUM FOR AGRICULTURAL SCIENCE EDUCATION (CASE) LEAD AND MASTER TEACHERS. [Masters Thesis]. University of Kentucky; 2013. Available from: https://uknowledge.uky.edu/cld_etds/9


Florida Atlantic University

10. Warkentien, Michael. Teachers as Strategic Classroom Leaders: The Relationship of Their Cognitive and Behavioral Agility to Student Outcomes and Performance Evaluations.

Degree: 2016, Florida Atlantic University

Summary: The purpose of this non-experimental study was to determine whether teacher cognitive and behavioral agility relates to student achievement as measured by their value-added… (more)

Subjects/Keywords: Teachers, Rating of.; Teacher-student relationships.; Teacher effectiveness.; Master teachers.; Effective teaching.; Performance standards.; Classroom management.; Academic achievement – Evaluation.

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APA (6th Edition):

Warkentien, M. (2016). Teachers as Strategic Classroom Leaders: The Relationship of Their Cognitive and Behavioral Agility to Student Outcomes and Performance Evaluations. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004735 ; (URL) http://purl.flvc.org/fau/fd/FA00004735

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):

Warkentien, Michael. “Teachers as Strategic Classroom Leaders: The Relationship of Their Cognitive and Behavioral Agility to Student Outcomes and Performance Evaluations.” 2016. Thesis, Florida Atlantic University. Accessed November 28, 2020. http://purl.flvc.org/fau/fd/FA00004735 ; (URL) http://purl.flvc.org/fau/fd/FA00004735.

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

MLA Handbook (7th Edition):

Warkentien, Michael. “Teachers as Strategic Classroom Leaders: The Relationship of Their Cognitive and Behavioral Agility to Student Outcomes and Performance Evaluations.” 2016. Web. 28 Nov 2020.

Vancouver:

Warkentien M. Teachers as Strategic Classroom Leaders: The Relationship of Their Cognitive and Behavioral Agility to Student Outcomes and Performance Evaluations. [Internet] [Thesis]. Florida Atlantic University; 2016. [cited 2020 Nov 28]. Available from: http://purl.flvc.org/fau/fd/FA00004735 ; (URL) http://purl.flvc.org/fau/fd/FA00004735.

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

Council of Science Editors:

Warkentien M. Teachers as Strategic Classroom Leaders: The Relationship of Their Cognitive and Behavioral Agility to Student Outcomes and Performance Evaluations. [Thesis]. Florida Atlantic University; 2016. Available from: http://purl.flvc.org/fau/fd/FA00004735 ; (URL) http://purl.flvc.org/fau/fd/FA00004735

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


Pontifícia Universidade Católica de São Paulo

11. Vera de Faria Caruso Ronca. Relações entre mestre-educando: modelos identitários na constituição do sujeito.

Degree: 2005, Pontifícia Universidade Católica de São Paulo

O objetivo desta tese é compreender como a relação mestre-modelo contribui para a constituição da identidade de educandos. Este estudo teve como foco de análise… (more)

Subjects/Keywords: formação de professores; metamorfose; Professores e alunos; relationship master-model; identity; teachers education; master-model; PSICOLOGIA EDUCACIONAL; mestre-model; identidade; relação mestre educando; metamorphosis

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APA (6th Edition):

Ronca, V. d. F. C. (2005). Relações entre mestre-educando: modelos identitários na constituição do sujeito. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=1034

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):

Ronca, Vera de Faria Caruso. “Relações entre mestre-educando: modelos identitários na constituição do sujeito.” 2005. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed November 28, 2020. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=1034.

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

MLA Handbook (7th Edition):

Ronca, Vera de Faria Caruso. “Relações entre mestre-educando: modelos identitários na constituição do sujeito.” 2005. Web. 28 Nov 2020.

Vancouver:

Ronca VdFC. Relações entre mestre-educando: modelos identitários na constituição do sujeito. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2005. [cited 2020 Nov 28]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=1034.

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

Council of Science Editors:

Ronca VdFC. Relações entre mestre-educando: modelos identitários na constituição do sujeito. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2005. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=1034

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


University of Missouri – Kansas City

12. Edelman, Philip Benjamin. Cooperating Music Teachers’ Opinions Regarding the Importance of Selected Traits as Predictors of Successful Student Teaching Experiences.

Degree: PhD, 2016, University of Missouri – Kansas City

 The purpose of the study was to determine the perceptions of cooperating mentor teachers regarding the importance of certain teacher traits as predictors of a… (more)

Subjects/Keywords: Master teachers; Mentoring in education; Teachers  – Training of; Music teachers  – Attitudes; Dissertation  – University of Missouri – Kansas City  – Music education; Dissertation  – University of Missouri – Kansas City  – Education

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APA (6th Edition):

Edelman, P. B. (2016). Cooperating Music Teachers’ Opinions Regarding the Importance of Selected Traits as Predictors of Successful Student Teaching Experiences. (Doctoral Dissertation). University of Missouri – Kansas City. Retrieved from http://hdl.handle.net/10355/49405

Chicago Manual of Style (16th Edition):

Edelman, Philip Benjamin. “Cooperating Music Teachers’ Opinions Regarding the Importance of Selected Traits as Predictors of Successful Student Teaching Experiences.” 2016. Doctoral Dissertation, University of Missouri – Kansas City. Accessed November 28, 2020. http://hdl.handle.net/10355/49405.

MLA Handbook (7th Edition):

Edelman, Philip Benjamin. “Cooperating Music Teachers’ Opinions Regarding the Importance of Selected Traits as Predictors of Successful Student Teaching Experiences.” 2016. Web. 28 Nov 2020.

Vancouver:

Edelman PB. Cooperating Music Teachers’ Opinions Regarding the Importance of Selected Traits as Predictors of Successful Student Teaching Experiences. [Internet] [Doctoral dissertation]. University of Missouri – Kansas City; 2016. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10355/49405.

Council of Science Editors:

Edelman PB. Cooperating Music Teachers’ Opinions Regarding the Importance of Selected Traits as Predictors of Successful Student Teaching Experiences. [Doctoral Dissertation]. University of Missouri – Kansas City; 2016. Available from: http://hdl.handle.net/10355/49405


Michigan State University

13. Nevins, Randi J. Classroom teachers as mentors : their perspectives on helping novices learn to teach.

Degree: PhD, Department of Teacher Education, 1993, Michigan State University

Subjects/Keywords: Teachers – Training of; Mentoring in education – Case studies; Master teachers

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APA (6th Edition):

Nevins, R. J. (1993). Classroom teachers as mentors : their perspectives on helping novices learn to teach. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:23054

Chicago Manual of Style (16th Edition):

Nevins, Randi J. “Classroom teachers as mentors : their perspectives on helping novices learn to teach.” 1993. Doctoral Dissertation, Michigan State University. Accessed November 28, 2020. http://etd.lib.msu.edu/islandora/object/etd:23054.

MLA Handbook (7th Edition):

Nevins, Randi J. “Classroom teachers as mentors : their perspectives on helping novices learn to teach.” 1993. Web. 28 Nov 2020.

Vancouver:

Nevins RJ. Classroom teachers as mentors : their perspectives on helping novices learn to teach. [Internet] [Doctoral dissertation]. Michigan State University; 1993. [cited 2020 Nov 28]. Available from: http://etd.lib.msu.edu/islandora/object/etd:23054.

Council of Science Editors:

Nevins RJ. Classroom teachers as mentors : their perspectives on helping novices learn to teach. [Doctoral Dissertation]. Michigan State University; 1993. Available from: http://etd.lib.msu.edu/islandora/object/etd:23054

14. Smith, Michael A. Impact of professional development school.

Degree: 2009, U of Wisconsin - Platteville

Subjects/Keywords: Teachers - Training of; College - School cooperation; University of Wisconsin - Platteville: Master of Science - Education; UW Platteville - Master of Science - Education

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

APA (6th Edition):

Smith, M. A. (2009). Impact of professional development school. (Thesis). U of Wisconsin - Platteville. Retrieved from http://digital.library.wisc.edu/1793/35225

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, Michael A. “Impact of professional development school.” 2009. Thesis, U of Wisconsin - Platteville. Accessed November 28, 2020. http://digital.library.wisc.edu/1793/35225.

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

MLA Handbook (7th Edition):

Smith, Michael A. “Impact of professional development school.” 2009. Web. 28 Nov 2020.

Vancouver:

Smith MA. Impact of professional development school. [Internet] [Thesis]. U of Wisconsin - Platteville; 2009. [cited 2020 Nov 28]. Available from: http://digital.library.wisc.edu/1793/35225.

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

Council of Science Editors:

Smith MA. Impact of professional development school. [Thesis]. U of Wisconsin - Platteville; 2009. Available from: http://digital.library.wisc.edu/1793/35225

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

15. Spear, Victoria. A professional journey : a grounded theory study on the experiences of reading coaches as they transition from being a teacher of children to a leader of adult.

Degree: PhD, 2008, University of Alabama – Birmingham

This qualitative grounded theory study described the experiences of Alabama Reading Initiative reading coaches as they transitioned from being teachers of children to being leaders… (more)

Subjects/Keywords: Reading teachers  – Alabama  – Attitudes <; br>; Master teachers  – Alabama  – Attitudes <; br>; Reading teachers  – Supervision of  – Alabama  – Public opinion <; br>; Public opinion  – Alabama <; br>; Grounded theory  – Alabama <; br>; Qualitative research  – Alabama

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

APA (6th Edition):

Spear, V. (2008). A professional journey : a grounded theory study on the experiences of reading coaches as they transition from being a teacher of children to a leader of adult. (Doctoral Dissertation). University of Alabama – Birmingham. Retrieved from http://contentdm.mhsl.uab.edu/u?/etd,275

Chicago Manual of Style (16th Edition):

Spear, Victoria. “A professional journey : a grounded theory study on the experiences of reading coaches as they transition from being a teacher of children to a leader of adult.” 2008. Doctoral Dissertation, University of Alabama – Birmingham. Accessed November 28, 2020. http://contentdm.mhsl.uab.edu/u?/etd,275.

MLA Handbook (7th Edition):

Spear, Victoria. “A professional journey : a grounded theory study on the experiences of reading coaches as they transition from being a teacher of children to a leader of adult.” 2008. Web. 28 Nov 2020.

Vancouver:

Spear V. A professional journey : a grounded theory study on the experiences of reading coaches as they transition from being a teacher of children to a leader of adult. [Internet] [Doctoral dissertation]. University of Alabama – Birmingham; 2008. [cited 2020 Nov 28]. Available from: http://contentdm.mhsl.uab.edu/u?/etd,275.

Council of Science Editors:

Spear V. A professional journey : a grounded theory study on the experiences of reading coaches as they transition from being a teacher of children to a leader of adult. [Doctoral Dissertation]. University of Alabama – Birmingham; 2008. Available from: http://contentdm.mhsl.uab.edu/u?/etd,275


Michigan State University

16. Johnston, Scott R. (Scott Raymond). Resource teachers in Zimbabwe : the challenges of becoming a teacher leader while trying to change one's own beliefs and practice.

Degree: PhD, Department of Teacher Education, 2000, Michigan State University

Subjects/Keywords: Master teachers – Zimbabwe – Attitudes; Biology teachers – Zimbabwe – Attitudes; Biology teachers – Education (Continuing education) – Zimbabwe

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

APA (6th Edition):

Johnston, S. R. (. R. (2000). Resource teachers in Zimbabwe : the challenges of becoming a teacher leader while trying to change one's own beliefs and practice. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:30365

Chicago Manual of Style (16th Edition):

Johnston, Scott R (Scott Raymond). “Resource teachers in Zimbabwe : the challenges of becoming a teacher leader while trying to change one's own beliefs and practice.” 2000. Doctoral Dissertation, Michigan State University. Accessed November 28, 2020. http://etd.lib.msu.edu/islandora/object/etd:30365.

MLA Handbook (7th Edition):

Johnston, Scott R (Scott Raymond). “Resource teachers in Zimbabwe : the challenges of becoming a teacher leader while trying to change one's own beliefs and practice.” 2000. Web. 28 Nov 2020.

Vancouver:

Johnston SR(R. Resource teachers in Zimbabwe : the challenges of becoming a teacher leader while trying to change one's own beliefs and practice. [Internet] [Doctoral dissertation]. Michigan State University; 2000. [cited 2020 Nov 28]. Available from: http://etd.lib.msu.edu/islandora/object/etd:30365.

Council of Science Editors:

Johnston SR(R. Resource teachers in Zimbabwe : the challenges of becoming a teacher leader while trying to change one's own beliefs and practice. [Doctoral Dissertation]. Michigan State University; 2000. Available from: http://etd.lib.msu.edu/islandora/object/etd:30365


University of Georgia

17. Sealy, Walter Justin. Agricultural education in Georgia.

Degree: 2014, University of Georgia

 This study identified gender, age, and years of experience demographics for current Georgia agriculture teachers and described the subjects’ interest in pursuing either a master’s… (more)

Subjects/Keywords: Agricultural Education; Supply and Demand; Georgia Vocational Agricultural Teachers Association; Teaching Experience; Agricultural Leadership; Doctoral Degree; Master\'s Degree; Teacher Retention; The University of Georgia

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

APA (6th Edition):

Sealy, W. J. (2014). Agricultural education in Georgia. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/23984

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):

Sealy, Walter Justin. “Agricultural education in Georgia.” 2014. Thesis, University of Georgia. Accessed November 28, 2020. http://hdl.handle.net/10724/23984.

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

MLA Handbook (7th Edition):

Sealy, Walter Justin. “Agricultural education in Georgia.” 2014. Web. 28 Nov 2020.

Vancouver:

Sealy WJ. Agricultural education in Georgia. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10724/23984.

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

Council of Science Editors:

Sealy WJ. Agricultural education in Georgia. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/23984

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

18. Howard, Peter T. Primary teacher's attitudes toward the student use of calculators in primary (kindergarten-year 6) mathematics classes.

Degree: 1991, Western Sydney University

 The last fifteen years has seen an increase in the availability of calculators for use by schools and students. Educational authorities in Australia, the United… (more)

Subjects/Keywords: Master of Education; mathematics; computers; Australia; children; primary school; teachers; kindergarten

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

APA (6th Edition):

Howard, P. T. (1991). Primary teacher's attitudes toward the student use of calculators in primary (kindergarten-year 6) mathematics classes. (Thesis). Western Sydney University. Retrieved from http://handle.uws.edu.au:8081/1959.7/133

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):

Howard, Peter T. “Primary teacher's attitudes toward the student use of calculators in primary (kindergarten-year 6) mathematics classes.” 1991. Thesis, Western Sydney University. Accessed November 28, 2020. http://handle.uws.edu.au:8081/1959.7/133.

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

MLA Handbook (7th Edition):

Howard, Peter T. “Primary teacher's attitudes toward the student use of calculators in primary (kindergarten-year 6) mathematics classes.” 1991. Web. 28 Nov 2020.

Vancouver:

Howard PT. Primary teacher's attitudes toward the student use of calculators in primary (kindergarten-year 6) mathematics classes. [Internet] [Thesis]. Western Sydney University; 1991. [cited 2020 Nov 28]. Available from: http://handle.uws.edu.au:8081/1959.7/133.

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

Council of Science Editors:

Howard PT. Primary teacher's attitudes toward the student use of calculators in primary (kindergarten-year 6) mathematics classes. [Thesis]. Western Sydney University; 1991. Available from: http://handle.uws.edu.au:8081/1959.7/133

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

19. Johnston, Weldon B. The relationship between senior primary school teachers' attitudes, knowledge and participation with respect to physical activity and their students' cardiovascular fitness levels.

Degree: 1998, Western Sydney University

 One of the multitude of factors that can influence the cardiovascular components of children's health related fitness is the classroom teacher's knowledge of attitudes toward… (more)

Subjects/Keywords: Master of Education (Hons.); cardiovascular fitness; exercise; children; primary school teachers; Australia

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

APA (6th Edition):

Johnston, W. B. (1998). The relationship between senior primary school teachers' attitudes, knowledge and participation with respect to physical activity and their students' cardiovascular fitness levels. (Thesis). Western Sydney University. Retrieved from http://handle.uws.edu.au:8081/1959.7/374

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):

Johnston, Weldon B. “The relationship between senior primary school teachers' attitudes, knowledge and participation with respect to physical activity and their students' cardiovascular fitness levels.” 1998. Thesis, Western Sydney University. Accessed November 28, 2020. http://handle.uws.edu.au:8081/1959.7/374.

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

MLA Handbook (7th Edition):

Johnston, Weldon B. “The relationship between senior primary school teachers' attitudes, knowledge and participation with respect to physical activity and their students' cardiovascular fitness levels.” 1998. Web. 28 Nov 2020.

Vancouver:

Johnston WB. The relationship between senior primary school teachers' attitudes, knowledge and participation with respect to physical activity and their students' cardiovascular fitness levels. [Internet] [Thesis]. Western Sydney University; 1998. [cited 2020 Nov 28]. Available from: http://handle.uws.edu.au:8081/1959.7/374.

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

Council of Science Editors:

Johnston WB. The relationship between senior primary school teachers' attitudes, knowledge and participation with respect to physical activity and their students' cardiovascular fitness levels. [Thesis]. Western Sydney University; 1998. Available from: http://handle.uws.edu.au:8081/1959.7/374

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

20. Hoffman, DeAnn. Homework in Elementary School: a Guide for Educators.

Degree: 2008, Regis University

  Homework in elementary school has been the subject of much research and controversy. In this project, the author created an in-service designed with the… (more)

Subjects/Keywords: Education; Homework; Education; Elementary; Teachers  – Training of; Regis University MEd thesis; College for Professional Studies; Master of Education; School of Education and Counseling

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

APA (6th Edition):

Hoffman, D. (2008). Homework in Elementary School: a Guide for Educators. (Thesis). Regis University. Retrieved from http://epublications.regis.edu/theses/86

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):

Hoffman, DeAnn. “Homework in Elementary School: a Guide for Educators.” 2008. Thesis, Regis University. Accessed November 28, 2020. http://epublications.regis.edu/theses/86.

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

MLA Handbook (7th Edition):

Hoffman, DeAnn. “Homework in Elementary School: a Guide for Educators.” 2008. Web. 28 Nov 2020.

Vancouver:

Hoffman D. Homework in Elementary School: a Guide for Educators. [Internet] [Thesis]. Regis University; 2008. [cited 2020 Nov 28]. Available from: http://epublications.regis.edu/theses/86.

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

Council of Science Editors:

Hoffman D. Homework in Elementary School: a Guide for Educators. [Thesis]. Regis University; 2008. Available from: http://epublications.regis.edu/theses/86

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

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

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 November 28, 2020. 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. 28 Nov 2020.

Vancouver:

Deats M. Classroom Management Preparation and New Teacher Retention. [Internet] [Thesis]. Regis University; 2008. [cited 2020 Nov 28]. 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

22. Hedberg, Henry E. Technology Integration Professional Development for Teachers: Strategies for Action.

Degree: 2008, Regis University

  The purpose of this project was to present a comprehensive set of strategies for principals and school administrators to utilize for the management of… (more)

Subjects/Keywords: Education; Teachers  – Education (Continuing education); Career development; Educational technology; Teacher effectiveness; Regis University MEd thesis; College for Professional Studies; Master of Education; School of Education and Counseling

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

APA (6th Edition):

Hedberg, H. E. (2008). Technology Integration Professional Development for Teachers: Strategies for Action. (Thesis). Regis University. Retrieved from http://epublications.regis.edu/theses/85

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):

Hedberg, Henry E. “Technology Integration Professional Development for Teachers: Strategies for Action.” 2008. Thesis, Regis University. Accessed November 28, 2020. http://epublications.regis.edu/theses/85.

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

MLA Handbook (7th Edition):

Hedberg, Henry E. “Technology Integration Professional Development for Teachers: Strategies for Action.” 2008. Web. 28 Nov 2020.

Vancouver:

Hedberg HE. Technology Integration Professional Development for Teachers: Strategies for Action. [Internet] [Thesis]. Regis University; 2008. [cited 2020 Nov 28]. Available from: http://epublications.regis.edu/theses/85.

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

Council of Science Editors:

Hedberg HE. Technology Integration Professional Development for Teachers: Strategies for Action. [Thesis]. Regis University; 2008. Available from: http://epublications.regis.edu/theses/85

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

23. Sidars, Marcella. Planning Effective School Field Trips For Elementary Students.

Degree: 2008, Regis University

 Field trips for elementary school students are valuable contributors towards improved learning, motivation, and student social interactions. Unfortunately, they are often underutilized in the support… (more)

Subjects/Keywords: Education; School field trips; Education; Elementary; Motivation in education; Student teachers; Social interaction; Regis University MEd thesis; College for Professional Studies; Master of Education; School of Education and Counseling

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

APA (6th Edition):

Sidars, M. (2008). Planning Effective School Field Trips For Elementary Students. (Thesis). Regis University. Retrieved from http://epublications.regis.edu/theses/784

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):

Sidars, Marcella. “Planning Effective School Field Trips For Elementary Students.” 2008. Thesis, Regis University. Accessed November 28, 2020. http://epublications.regis.edu/theses/784.

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

MLA Handbook (7th Edition):

Sidars, Marcella. “Planning Effective School Field Trips For Elementary Students.” 2008. Web. 28 Nov 2020.

Vancouver:

Sidars M. Planning Effective School Field Trips For Elementary Students. [Internet] [Thesis]. Regis University; 2008. [cited 2020 Nov 28]. Available from: http://epublications.regis.edu/theses/784.

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

Council of Science Editors:

Sidars M. Planning Effective School Field Trips For Elementary Students. [Thesis]. Regis University; 2008. Available from: http://epublications.regis.edu/theses/784

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


University of Missouri – Columbia

24. Steingraber, Jason Alan, 1973-. Leadership influence on teacher support teams in high poverty elementary schools.

Degree: 2010, University of Missouri – Columbia

 The increased accountability to schools and districts to meet federal standings has lead to commencing systematic approaches to the needs of all students. In order… (more)

Subjects/Keywords: Master teachers; Educational leadership; Poor children  – Education (Elementary); Educational accountability

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

APA (6th Edition):

Steingraber, Jason Alan, 1. (2010). Leadership influence on teacher support teams in high poverty elementary schools. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/10288

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):

Steingraber, Jason Alan, 1973-. “Leadership influence on teacher support teams in high poverty elementary schools.” 2010. Thesis, University of Missouri – Columbia. Accessed November 28, 2020. http://hdl.handle.net/10355/10288.

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

MLA Handbook (7th Edition):

Steingraber, Jason Alan, 1973-. “Leadership influence on teacher support teams in high poverty elementary schools.” 2010. Web. 28 Nov 2020.

Vancouver:

Steingraber, Jason Alan 1. Leadership influence on teacher support teams in high poverty elementary schools. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10355/10288.

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

Council of Science Editors:

Steingraber, Jason Alan 1. Leadership influence on teacher support teams in high poverty elementary schools. [Thesis]. University of Missouri – Columbia; 2010. Available from: http://hdl.handle.net/10355/10288

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

25. Easter, Joy. Classroom Management: Strategies for First Year Middle School Teachers.

Degree: 2008, Regis University

  Classroom Management: Strategies for First Year Middle School Teachers This project is presented in the form of a guidebook, which is indented to assist… (more)

Subjects/Keywords: Education; Classroom management; Middle school teaching; First year teachers; First year teachers  – Handbook; manual; etc; Regis University MEd thesis; College for Professional Studies; Master of Education; School of Education and Counseling

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

APA (6th Edition):

Easter, J. (2008). Classroom Management: Strategies for First Year Middle School Teachers. (Thesis). Regis University. Retrieved from http://epublications.regis.edu/theses/82

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):

Easter, Joy. “Classroom Management: Strategies for First Year Middle School Teachers.” 2008. Thesis, Regis University. Accessed November 28, 2020. http://epublications.regis.edu/theses/82.

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

MLA Handbook (7th Edition):

Easter, Joy. “Classroom Management: Strategies for First Year Middle School Teachers.” 2008. Web. 28 Nov 2020.

Vancouver:

Easter J. Classroom Management: Strategies for First Year Middle School Teachers. [Internet] [Thesis]. Regis University; 2008. [cited 2020 Nov 28]. Available from: http://epublications.regis.edu/theses/82.

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

Council of Science Editors:

Easter J. Classroom Management: Strategies for First Year Middle School Teachers. [Thesis]. Regis University; 2008. Available from: http://epublications.regis.edu/theses/82

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


Michigan State University

26. Ashmann, Scott A. What and how does a mentor teacher learn during a secondary science teacher candidate's internship?.

Degree: PhD, 2003, Michigan State University

Subjects/Keywords: Master teachers – Professional relationships; Interns (Education) – Professional relationships; Mentoring in education; Teachers – Training of; Science – Study and teaching (Secondary)

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

APA (6th Edition):

Ashmann, S. A. (2003). What and how does a mentor teacher learn during a secondary science teacher candidate's internship?. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:32095

Chicago Manual of Style (16th Edition):

Ashmann, Scott A. “What and how does a mentor teacher learn during a secondary science teacher candidate's internship?.” 2003. Doctoral Dissertation, Michigan State University. Accessed November 28, 2020. http://etd.lib.msu.edu/islandora/object/etd:32095.

MLA Handbook (7th Edition):

Ashmann, Scott A. “What and how does a mentor teacher learn during a secondary science teacher candidate's internship?.” 2003. Web. 28 Nov 2020.

Vancouver:

Ashmann SA. What and how does a mentor teacher learn during a secondary science teacher candidate's internship?. [Internet] [Doctoral dissertation]. Michigan State University; 2003. [cited 2020 Nov 28]. Available from: http://etd.lib.msu.edu/islandora/object/etd:32095.

Council of Science Editors:

Ashmann SA. What and how does a mentor teacher learn during a secondary science teacher candidate's internship?. [Doctoral Dissertation]. Michigan State University; 2003. Available from: http://etd.lib.msu.edu/islandora/object/etd:32095


Brock University

27. Wilson, Albert G. Identification and description of the development of the relationships between mentor and mentee teachers in the Halton Board of Education "Partners in the Classroom" Program .

Degree: Department of Graduate and Undergraduate Studies in Education, 1992, Brock University

 Fifteen mentoring pairs of teachers were randomly selected from each group of teachers that had participated in the Halton Board of Education "Partners in the… (more)

Subjects/Keywords: Master teachers – Ontario – Halton (Regional municipality).; Mentoring in education – Ontario – Halton (Regional; First year teachers – Ontario – Halton (Regional

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

APA (6th Edition):

Wilson, A. G. (1992). Identification and description of the development of the relationships between mentor and mentee teachers in the Halton Board of Education "Partners in the Classroom" Program . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/1904

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):

Wilson, Albert G. “Identification and description of the development of the relationships between mentor and mentee teachers in the Halton Board of Education "Partners in the Classroom" Program .” 1992. Thesis, Brock University. Accessed November 28, 2020. http://hdl.handle.net/10464/1904.

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

MLA Handbook (7th Edition):

Wilson, Albert G. “Identification and description of the development of the relationships between mentor and mentee teachers in the Halton Board of Education "Partners in the Classroom" Program .” 1992. Web. 28 Nov 2020.

Vancouver:

Wilson AG. Identification and description of the development of the relationships between mentor and mentee teachers in the Halton Board of Education "Partners in the Classroom" Program . [Internet] [Thesis]. Brock University; 1992. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10464/1904.

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

Council of Science Editors:

Wilson AG. Identification and description of the development of the relationships between mentor and mentee teachers in the Halton Board of Education "Partners in the Classroom" Program . [Thesis]. Brock University; 1992. Available from: http://hdl.handle.net/10464/1904

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


University of Hong Kong

28. Chan, Yuk-fai, Ronald. Building a collaborative culture in teaching practice.

Degree: 1999, University of Hong Kong

Subjects/Keywords: Master teachers - China - Hong Kong - Attitudes.; Teachers - Training of.; Teachers - In-service training - Case studies.; Student teachers - Case studies.; Student teachers - China - Hong Kong - Attitudes.; Student teachers - In-service training - China - Hong Kong - Case studies.

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

APA (6th Edition):

Chan, Yuk-fai, R. (1999). Building a collaborative culture in teaching practice. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/28816

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):

Chan, Yuk-fai, Ronald. “Building a collaborative culture in teaching practice.” 1999. Thesis, University of Hong Kong. Accessed November 28, 2020. http://hdl.handle.net/10722/28816.

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

MLA Handbook (7th Edition):

Chan, Yuk-fai, Ronald. “Building a collaborative culture in teaching practice.” 1999. Web. 28 Nov 2020.

Vancouver:

Chan, Yuk-fai R. Building a collaborative culture in teaching practice. [Internet] [Thesis]. University of Hong Kong; 1999. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10722/28816.

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

Council of Science Editors:

Chan, Yuk-fai R. Building a collaborative culture in teaching practice. [Thesis]. University of Hong Kong; 1999. Available from: http://hdl.handle.net/10722/28816

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

29. Carpenter, Sherene. A grounded theory study of the professional preparation process of Alabama urban high school alternative certified teachers.

Degree: PhD, 2008, University of Alabama – Birmingham

This qualitative grounded theory study explored the preparation process of urban high school alternative certified teachers in Central Alabama. This study addressed the significance of… (more)

Subjects/Keywords: High school teachers  – Training of  – Alabama  – Public opinion <; br>; High school teachers  – Certification  – Alabama  – Public opinion <; br>; High school teachers  – Rating of  – Alabama <; br>; High school teachers  – Alabama  – Attitudes <; br>; High school principals  – Alabama  – Attitudes <; br>; Master teachers  – Alabama  – Attitudes <; br>; Urban high schools  – Employees  – Rating of  – Alabama <; br>; Public opinion  – Alabama <; br>; Grounded theory

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

APA (6th Edition):

Carpenter, S. (2008). A grounded theory study of the professional preparation process of Alabama urban high school alternative certified teachers. (Doctoral Dissertation). University of Alabama – Birmingham. Retrieved from http://contentdm.mhsl.uab.edu/u?/etd,432

Chicago Manual of Style (16th Edition):

Carpenter, Sherene. “A grounded theory study of the professional preparation process of Alabama urban high school alternative certified teachers.” 2008. Doctoral Dissertation, University of Alabama – Birmingham. Accessed November 28, 2020. http://contentdm.mhsl.uab.edu/u?/etd,432.

MLA Handbook (7th Edition):

Carpenter, Sherene. “A grounded theory study of the professional preparation process of Alabama urban high school alternative certified teachers.” 2008. Web. 28 Nov 2020.

Vancouver:

Carpenter S. A grounded theory study of the professional preparation process of Alabama urban high school alternative certified teachers. [Internet] [Doctoral dissertation]. University of Alabama – Birmingham; 2008. [cited 2020 Nov 28]. Available from: http://contentdm.mhsl.uab.edu/u?/etd,432.

Council of Science Editors:

Carpenter S. A grounded theory study of the professional preparation process of Alabama urban high school alternative certified teachers. [Doctoral Dissertation]. University of Alabama – Birmingham; 2008. Available from: http://contentdm.mhsl.uab.edu/u?/etd,432

30. White, Mary K. The Effect of Teacher Cognitive and Behavioral Agility on Student Achievement.

Degree: 2017, Florida Atlantic University

Summary: The purpose of this study was to determine if teachers who use thinking and leading actions have higher student achievement as measured by the… (more)

Subjects/Keywords: Teachers – Rating of.; Teacher-student relationships.; Teacher effectiveness.; Master teachers.; Effective teaching.; Performance standards.; Classroom management.; Academic achievement – Evaluation.

…is that teachers will produce results; namely, increased student test scores and outcomes… …x28;1996) claimed that within the last 10 years reform has pushed teachers into leadership… …roles. Structures and roles are flattening within a school and teachers often are looked to as… …x28;1997), there is a false assumption that teaching is for teachers and leading is for… …positions, they also apply to classroom teachers. Classroom teachers decide on activities to… 

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

APA (6th Edition):

White, M. K. (2017). The Effect of Teacher Cognitive and Behavioral Agility on Student Achievement. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004886 ; (URL) http://purl.flvc.org/fau/fd/FA00004886

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):

White, Mary K. “The Effect of Teacher Cognitive and Behavioral Agility on Student Achievement.” 2017. Thesis, Florida Atlantic University. Accessed November 28, 2020. http://purl.flvc.org/fau/fd/FA00004886 ; (URL) http://purl.flvc.org/fau/fd/FA00004886.

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

MLA Handbook (7th Edition):

White, Mary K. “The Effect of Teacher Cognitive and Behavioral Agility on Student Achievement.” 2017. Web. 28 Nov 2020.

Vancouver:

White MK. The Effect of Teacher Cognitive and Behavioral Agility on Student Achievement. [Internet] [Thesis]. Florida Atlantic University; 2017. [cited 2020 Nov 28]. Available from: http://purl.flvc.org/fau/fd/FA00004886 ; (URL) http://purl.flvc.org/fau/fd/FA00004886.

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

Council of Science Editors:

White MK. The Effect of Teacher Cognitive and Behavioral Agility on Student Achievement. [Thesis]. Florida Atlantic University; 2017. Available from: http://purl.flvc.org/fau/fd/FA00004886 ; (URL) http://purl.flvc.org/fau/fd/FA00004886

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

[1] [2]

.