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You searched for subject:(Other Teacher Education AND Professional Development). Showing records 1 – 30 of 6998 total matches.

[1] [2] [3] [4] [5] … [234]

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University of Tennessee – Knoxville

1. Blanton, Elizabeth Smith. SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES.

Degree: 2014, University of Tennessee – Knoxville

 The purpose of this qualitative dissertation is to provide a description of the professional book study experience and gain insight into its use to support… (more)

Subjects/Keywords: professional development; professional book studies; teacher growth; Other Teacher Education and Professional Development

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

APA (6th Edition):

Blanton, E. S. (2014). SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/2804

Chicago Manual of Style (16th Edition):

Blanton, Elizabeth Smith. “SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES.” 2014. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed September 21, 2020. https://trace.tennessee.edu/utk_graddiss/2804.

MLA Handbook (7th Edition):

Blanton, Elizabeth Smith. “SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES.” 2014. Web. 21 Sep 2020.

Vancouver:

Blanton ES. SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2014. [cited 2020 Sep 21]. Available from: https://trace.tennessee.edu/utk_graddiss/2804.

Council of Science Editors:

Blanton ES. SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2014. Available from: https://trace.tennessee.edu/utk_graddiss/2804


University of Western Ontario

2. Woods, Jessica A. Evaluating Mental Health Training for Teachers: Identifying and Supporting Students with Mental Health Challenges.

Degree: 2014, University of Western Ontario

 The number of children and youth struggling with mental health challenges is prevalent, and teachers have an influential role in the lives and learning of… (more)

Subjects/Keywords: school-based mental health; teacher education; professional development; Other Teacher Education and Professional Development

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APA (6th Edition):

Woods, J. A. (2014). Evaluating Mental Health Training for Teachers: Identifying and Supporting Students with Mental Health Challenges. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/2022

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):

Woods, Jessica A. “Evaluating Mental Health Training for Teachers: Identifying and Supporting Students with Mental Health Challenges.” 2014. Thesis, University of Western Ontario. Accessed September 21, 2020. https://ir.lib.uwo.ca/etd/2022.

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

MLA Handbook (7th Edition):

Woods, Jessica A. “Evaluating Mental Health Training for Teachers: Identifying and Supporting Students with Mental Health Challenges.” 2014. Web. 21 Sep 2020.

Vancouver:

Woods JA. Evaluating Mental Health Training for Teachers: Identifying and Supporting Students with Mental Health Challenges. [Internet] [Thesis]. University of Western Ontario; 2014. [cited 2020 Sep 21]. Available from: https://ir.lib.uwo.ca/etd/2022.

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

Council of Science Editors:

Woods JA. Evaluating Mental Health Training for Teachers: Identifying and Supporting Students with Mental Health Challenges. [Thesis]. University of Western Ontario; 2014. Available from: https://ir.lib.uwo.ca/etd/2022

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

3. Juracka, Stephen. Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership.

Degree: EdD Doctor of Education, Educational Leadership, 2018, National-Louis University

 <h1>ABSTRACT</h1> This Policy Advocacy paper focuses on expanding the District ABC Staff Development policy to include Drago-Severson’s (2009) pillars of adult learning. Research indicates the… (more)

Subjects/Keywords: Professional Development; Professional Learning Communities; Mentorship; Shared Leadership; Educational Leadership; Other Teacher Education and Professional Development; Teacher Education and Professional Development

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APA (6th Edition):

Juracka, S. (2018). Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/327

Chicago Manual of Style (16th Edition):

Juracka, Stephen. “Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership.” 2018. Doctoral Dissertation, National-Louis University. Accessed September 21, 2020. https://digitalcommons.nl.edu/diss/327.

MLA Handbook (7th Edition):

Juracka, Stephen. “Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership.” 2018. Web. 21 Sep 2020.

Vancouver:

Juracka S. Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership. [Internet] [Doctoral dissertation]. National-Louis University; 2018. [cited 2020 Sep 21]. Available from: https://digitalcommons.nl.edu/diss/327.

Council of Science Editors:

Juracka S. Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership. [Doctoral Dissertation]. National-Louis University; 2018. Available from: https://digitalcommons.nl.edu/diss/327


University of Western Ontario

4. Williams, Robert J. Fostering the Mobilization of Knowledge from Professional Development to the Classroom.

Degree: 2016, University of Western Ontario

 This study examined the extent to which professional knowledge, acquired from professional development programs in education, was mobilized in elementary school classrooms. The author investigated… (more)

Subjects/Keywords: knowledge mobilization; professional development; collaboration; professional growth; professional knowledge; teacher education; Other Teacher Education and Professional Development

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APA (6th Edition):

Williams, R. J. (2016). Fostering the Mobilization of Knowledge from Professional Development to the Classroom. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/4177

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):

Williams, Robert J. “Fostering the Mobilization of Knowledge from Professional Development to the Classroom.” 2016. Thesis, University of Western Ontario. Accessed September 21, 2020. https://ir.lib.uwo.ca/etd/4177.

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

MLA Handbook (7th Edition):

Williams, Robert J. “Fostering the Mobilization of Knowledge from Professional Development to the Classroom.” 2016. Web. 21 Sep 2020.

Vancouver:

Williams RJ. Fostering the Mobilization of Knowledge from Professional Development to the Classroom. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2020 Sep 21]. Available from: https://ir.lib.uwo.ca/etd/4177.

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

Council of Science Editors:

Williams RJ. Fostering the Mobilization of Knowledge from Professional Development to the Classroom. [Thesis]. University of Western Ontario; 2016. Available from: https://ir.lib.uwo.ca/etd/4177

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

5. Palija, Linda. The Study of Black American Male School Principals’ Life Experiences and How They Affect Black American Male Students in Their Schools to Close the Academic Achievement Gap.

Degree: EdD Doctor of Education, Educational Leadership, 2020, National-Louis University

  ABSTRACT This qualitative study was conducted to inform the present educational system concerning what is known about Black American male former principals and district… (more)

Subjects/Keywords: Black American Male Principals; Educational Leadership; Humane Education; Other Education; Other Teacher Education and Professional Development; Teacher Education and Professional Development

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APA (6th Edition):

Palija, L. (2020). The Study of Black American Male School Principals’ Life Experiences and How They Affect Black American Male Students in Their Schools to Close the Academic Achievement Gap. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/511

Chicago Manual of Style (16th Edition):

Palija, Linda. “The Study of Black American Male School Principals’ Life Experiences and How They Affect Black American Male Students in Their Schools to Close the Academic Achievement Gap.” 2020. Doctoral Dissertation, National-Louis University. Accessed September 21, 2020. https://digitalcommons.nl.edu/diss/511.

MLA Handbook (7th Edition):

Palija, Linda. “The Study of Black American Male School Principals’ Life Experiences and How They Affect Black American Male Students in Their Schools to Close the Academic Achievement Gap.” 2020. Web. 21 Sep 2020.

Vancouver:

Palija L. The Study of Black American Male School Principals’ Life Experiences and How They Affect Black American Male Students in Their Schools to Close the Academic Achievement Gap. [Internet] [Doctoral dissertation]. National-Louis University; 2020. [cited 2020 Sep 21]. Available from: https://digitalcommons.nl.edu/diss/511.

Council of Science Editors:

Palija L. The Study of Black American Male School Principals’ Life Experiences and How They Affect Black American Male Students in Their Schools to Close the Academic Achievement Gap. [Doctoral Dissertation]. National-Louis University; 2020. Available from: https://digitalcommons.nl.edu/diss/511


Duquesne University

6. Bosnic, Daniel. Well-Trained Mentors: The Missing Component of the Comprehensive New Teacher Induction Program in the Silver Oak Area School.

Degree: EdD, Professional Doctorate in Educational Leadership (ProDEL), 2018, Duquesne University

  “If well-trained, competent, caring teachers were present in every classroom, we would witness a staggering increase in student achievement, motivation, and character improvement along… (more)

Subjects/Keywords: Well-trained mentors; Mentoring; New teacher induction; Other Teacher Education and Professional Development; Teacher Education and Professional Development

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

APA (6th Edition):

Bosnic, D. (2018). Well-Trained Mentors: The Missing Component of the Comprehensive New Teacher Induction Program in the Silver Oak Area School. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1464

Chicago Manual of Style (16th Edition):

Bosnic, Daniel. “Well-Trained Mentors: The Missing Component of the Comprehensive New Teacher Induction Program in the Silver Oak Area School.” 2018. Doctoral Dissertation, Duquesne University. Accessed September 21, 2020. https://dsc.duq.edu/etd/1464.

MLA Handbook (7th Edition):

Bosnic, Daniel. “Well-Trained Mentors: The Missing Component of the Comprehensive New Teacher Induction Program in the Silver Oak Area School.” 2018. Web. 21 Sep 2020.

Vancouver:

Bosnic D. Well-Trained Mentors: The Missing Component of the Comprehensive New Teacher Induction Program in the Silver Oak Area School. [Internet] [Doctoral dissertation]. Duquesne University; 2018. [cited 2020 Sep 21]. Available from: https://dsc.duq.edu/etd/1464.

Council of Science Editors:

Bosnic D. Well-Trained Mentors: The Missing Component of the Comprehensive New Teacher Induction Program in the Silver Oak Area School. [Doctoral Dissertation]. Duquesne University; 2018. Available from: https://dsc.duq.edu/etd/1464

7. Anderson, Carol Lee. Comparing literate and oral cultures with a view to improving understanding of students from oral traditions: an autoethnographic approach.

Degree: MA, English, 2018, Eastern Washington University

  In his book Orality and Literacy, Walter Ong describes the difference between cultures that have never been exposed to literature and those that have… (more)

Subjects/Keywords: Bilingual, Multilingual, and Multicultural Education; Other Teacher Education and Professional Development

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APA (6th Edition):

Anderson, C. L. (2018). Comparing literate and oral cultures with a view to improving understanding of students from oral traditions: an autoethnographic approach. (Thesis). Eastern Washington University. Retrieved from https://dc.ewu.edu/theses/482

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):

Anderson, Carol Lee. “Comparing literate and oral cultures with a view to improving understanding of students from oral traditions: an autoethnographic approach.” 2018. Thesis, Eastern Washington University. Accessed September 21, 2020. https://dc.ewu.edu/theses/482.

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

MLA Handbook (7th Edition):

Anderson, Carol Lee. “Comparing literate and oral cultures with a view to improving understanding of students from oral traditions: an autoethnographic approach.” 2018. Web. 21 Sep 2020.

Vancouver:

Anderson CL. Comparing literate and oral cultures with a view to improving understanding of students from oral traditions: an autoethnographic approach. [Internet] [Thesis]. Eastern Washington University; 2018. [cited 2020 Sep 21]. Available from: https://dc.ewu.edu/theses/482.

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

Council of Science Editors:

Anderson CL. Comparing literate and oral cultures with a view to improving understanding of students from oral traditions: an autoethnographic approach. [Thesis]. Eastern Washington University; 2018. Available from: https://dc.ewu.edu/theses/482

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


Liberty University

8. Parrish, Mark. Adjunct Faculty Perceptions on Professional Development Offered and Needed By Institution Type and Career Cluster.

Degree: 2016, Liberty University

 This study examined the perceptions of adjunct faculty in higher education to gather their opinion on professional development that was offered and the professional development(more)

Subjects/Keywords: Adjuncts; Career Cluster; Institution Type; Professional Development; Education; Higher Education; Other Education; Other Teacher Education and Professional Development; Social and Philosophical Foundations of Education; Teacher Education and Professional Development

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APA (6th Edition):

Parrish, M. (2016). Adjunct Faculty Perceptions on Professional Development Offered and Needed By Institution Type and Career Cluster. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1249

Chicago Manual of Style (16th Edition):

Parrish, Mark. “Adjunct Faculty Perceptions on Professional Development Offered and Needed By Institution Type and Career Cluster.” 2016. Doctoral Dissertation, Liberty University. Accessed September 21, 2020. http://digitalcommons.liberty.edu/doctoral/1249.

MLA Handbook (7th Edition):

Parrish, Mark. “Adjunct Faculty Perceptions on Professional Development Offered and Needed By Institution Type and Career Cluster.” 2016. Web. 21 Sep 2020.

Vancouver:

Parrish M. Adjunct Faculty Perceptions on Professional Development Offered and Needed By Institution Type and Career Cluster. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2020 Sep 21]. Available from: http://digitalcommons.liberty.edu/doctoral/1249.

Council of Science Editors:

Parrish M. Adjunct Faculty Perceptions on Professional Development Offered and Needed By Institution Type and Career Cluster. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1249

9. Parr, Erin. Combating White Resistance: What We Can Learn about White Educators Who Lean into Anti-Racist Training.

Degree: MAin Human Rights Education (HRE), International and Multicultural Education (IME), 2019, University of San Francisco

  This work attempts to understand and describe why some white teachers lean into anti-racist training and racial literacy development when many resist it. A… (more)

Subjects/Keywords: education; race; racism; teacher education; whiteness studies; Other Teacher Education and Professional Development

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APA (6th Edition):

Parr, E. (2019). Combating White Resistance: What We Can Learn about White Educators Who Lean into Anti-Racist Training. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/thes/1202

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):

Parr, Erin. “Combating White Resistance: What We Can Learn about White Educators Who Lean into Anti-Racist Training.” 2019. Thesis, University of San Francisco. Accessed September 21, 2020. https://repository.usfca.edu/thes/1202.

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

MLA Handbook (7th Edition):

Parr, Erin. “Combating White Resistance: What We Can Learn about White Educators Who Lean into Anti-Racist Training.” 2019. Web. 21 Sep 2020.

Vancouver:

Parr E. Combating White Resistance: What We Can Learn about White Educators Who Lean into Anti-Racist Training. [Internet] [Thesis]. University of San Francisco; 2019. [cited 2020 Sep 21]. Available from: https://repository.usfca.edu/thes/1202.

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

Council of Science Editors:

Parr E. Combating White Resistance: What We Can Learn about White Educators Who Lean into Anti-Racist Training. [Thesis]. University of San Francisco; 2019. Available from: https://repository.usfca.edu/thes/1202

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


University of Arkansas

10. Cast, Darlynn. The Perceived Impact of the National Board Certification Process on Arkansas Teachers.

Degree: Doctor of Education in Human Resource and Workforce Development (EdD), Human Resource and Workforce Development (EdD), 2014, University of Arkansas

  This study assessed the perceived impact of the National Board Certification program on Arkansas teachers, relative to their professional practice, leadership practice, and students'… (more)

Subjects/Keywords: National Board Certification; Professional Leadership; Professional Practice; Quality; Student Achievement; Teacher; Education Policy; Other Teacher Education and Professional Development

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APA (6th Edition):

Cast, D. (2014). The Perceived Impact of the National Board Certification Process on Arkansas Teachers. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2368

Chicago Manual of Style (16th Edition):

Cast, Darlynn. “The Perceived Impact of the National Board Certification Process on Arkansas Teachers.” 2014. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2020. https://scholarworks.uark.edu/etd/2368.

MLA Handbook (7th Edition):

Cast, Darlynn. “The Perceived Impact of the National Board Certification Process on Arkansas Teachers.” 2014. Web. 21 Sep 2020.

Vancouver:

Cast D. The Perceived Impact of the National Board Certification Process on Arkansas Teachers. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2020 Sep 21]. Available from: https://scholarworks.uark.edu/etd/2368.

Council of Science Editors:

Cast D. The Perceived Impact of the National Board Certification Process on Arkansas Teachers. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: https://scholarworks.uark.edu/etd/2368


University of Pennsylvania

11. Warhol, Tamara. How Novice Teachers Talk About Teaching Writing.

Degree: 2011, University of Pennsylvania

 @font-face { font-family: "Cambria"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: "Times New Roman"; }div.Section1 { page: Section1; } This microethnographic… (more)

Subjects/Keywords: ESL; TESOL; teacher education; teaching writing; classroom discourse; Other Teacher Education and Professional Development

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APA (6th Edition):

Warhol, T. (2011). How Novice Teachers Talk About Teaching Writing. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/337

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):

Warhol, Tamara. “How Novice Teachers Talk About Teaching Writing.” 2011. Thesis, University of Pennsylvania. Accessed September 21, 2020. https://repository.upenn.edu/edissertations/337.

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

MLA Handbook (7th Edition):

Warhol, Tamara. “How Novice Teachers Talk About Teaching Writing.” 2011. Web. 21 Sep 2020.

Vancouver:

Warhol T. How Novice Teachers Talk About Teaching Writing. [Internet] [Thesis]. University of Pennsylvania; 2011. [cited 2020 Sep 21]. Available from: https://repository.upenn.edu/edissertations/337.

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

Council of Science Editors:

Warhol T. How Novice Teachers Talk About Teaching Writing. [Thesis]. University of Pennsylvania; 2011. Available from: https://repository.upenn.edu/edissertations/337

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


East Tennessee State University

12. Reeder, Hannah S. Teacher Induction Programs in North Carolina: Factors Relating to Job Satisfaction and the Intent to Remain in the Profession.

Degree: EdD (Doctor of Education), Educational Leadership, 2013, East Tennessee State University

  Attrition rates continue to rise for beginning teachers. It is alarming that almost half of all new teachers leave the profession within their first… (more)

Subjects/Keywords: induction; mentoring; attrition; beginning teacher; Curriculum and Instruction; Education; Other Teacher Education and Professional Development

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APA (6th Edition):

Reeder, H. S. (2013). Teacher Induction Programs in North Carolina: Factors Relating to Job Satisfaction and the Intent to Remain in the Profession. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1144

Chicago Manual of Style (16th Edition):

Reeder, Hannah S. “Teacher Induction Programs in North Carolina: Factors Relating to Job Satisfaction and the Intent to Remain in the Profession.” 2013. Doctoral Dissertation, East Tennessee State University. Accessed September 21, 2020. https://dc.etsu.edu/etd/1144.

MLA Handbook (7th Edition):

Reeder, Hannah S. “Teacher Induction Programs in North Carolina: Factors Relating to Job Satisfaction and the Intent to Remain in the Profession.” 2013. Web. 21 Sep 2020.

Vancouver:

Reeder HS. Teacher Induction Programs in North Carolina: Factors Relating to Job Satisfaction and the Intent to Remain in the Profession. [Internet] [Doctoral dissertation]. East Tennessee State University; 2013. [cited 2020 Sep 21]. Available from: https://dc.etsu.edu/etd/1144.

Council of Science Editors:

Reeder HS. Teacher Induction Programs in North Carolina: Factors Relating to Job Satisfaction and the Intent to Remain in the Profession. [Doctoral Dissertation]. East Tennessee State University; 2013. Available from: https://dc.etsu.edu/etd/1144


Wayne State University

13. Alsulami, Dareen. A Systematic Review: Incorporating Social Media Tools Into Language Learning.

Degree: PhD, Instructional Technology, 2018, Wayne State University

  This study highlights a segment of a study that explores the incorporating the social media tools into language learning. These social media tools such… (more)

Subjects/Keywords: language learning; social media tools; Other Education; Other Teacher Education and Professional Development

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APA (6th Edition):

Alsulami, D. (2018). A Systematic Review: Incorporating Social Media Tools Into Language Learning. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/2003

Chicago Manual of Style (16th Edition):

Alsulami, Dareen. “A Systematic Review: Incorporating Social Media Tools Into Language Learning.” 2018. Doctoral Dissertation, Wayne State University. Accessed September 21, 2020. https://digitalcommons.wayne.edu/oa_dissertations/2003.

MLA Handbook (7th Edition):

Alsulami, Dareen. “A Systematic Review: Incorporating Social Media Tools Into Language Learning.” 2018. Web. 21 Sep 2020.

Vancouver:

Alsulami D. A Systematic Review: Incorporating Social Media Tools Into Language Learning. [Internet] [Doctoral dissertation]. Wayne State University; 2018. [cited 2020 Sep 21]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/2003.

Council of Science Editors:

Alsulami D. A Systematic Review: Incorporating Social Media Tools Into Language Learning. [Doctoral Dissertation]. Wayne State University; 2018. Available from: https://digitalcommons.wayne.edu/oa_dissertations/2003

14. Weston, Wesley. Enhancing ESL Instruction Through Reflective Teaching: A Resource Guide for Administrators of Intensive English Programs.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2015, University of San Francisco

  Reflective teaching practices are meaningful and practical ways for administrators to support and encourage ongoing professional development among ESL teachers. Today, the global demand… (more)

Subjects/Keywords: Reflective Teaching; ESL; Teacher Reflection; Professional Development; English Instruction; Education; Other Teacher Education and Professional Development

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APA (6th Edition):

Weston, W. (2015). Enhancing ESL Instruction Through Reflective Teaching: A Resource Guide for Administrators of Intensive English Programs. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/255

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):

Weston, Wesley. “Enhancing ESL Instruction Through Reflective Teaching: A Resource Guide for Administrators of Intensive English Programs.” 2015. Thesis, University of San Francisco. Accessed September 21, 2020. https://repository.usfca.edu/capstone/255.

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

MLA Handbook (7th Edition):

Weston, Wesley. “Enhancing ESL Instruction Through Reflective Teaching: A Resource Guide for Administrators of Intensive English Programs.” 2015. Web. 21 Sep 2020.

Vancouver:

Weston W. Enhancing ESL Instruction Through Reflective Teaching: A Resource Guide for Administrators of Intensive English Programs. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2020 Sep 21]. Available from: https://repository.usfca.edu/capstone/255.

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

Council of Science Editors:

Weston W. Enhancing ESL Instruction Through Reflective Teaching: A Resource Guide for Administrators of Intensive English Programs. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/capstone/255

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

15. McMullen, Christie L. CONSISTENT COACHING AND ALIGNMENT: A NEW WAY OF WORK FOR COLLEGE READINESS SYSTEM STAFF.

Degree: EdD Doctor of Education, Educational Leadership, 2017, National-Louis University

  As an answer to a missing system of interaction and accountability between College Readiness System (CRS) Staff and school systems across the country, a… (more)

Subjects/Keywords: coaching; organizational change; college readiness; systems; Curriculum and Instruction; Other Teacher Education and Professional Development; Teacher Education and Professional Development

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

APA (6th Edition):

McMullen, C. L. (2017). CONSISTENT COACHING AND ALIGNMENT: A NEW WAY OF WORK FOR COLLEGE READINESS SYSTEM STAFF. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/266

Chicago Manual of Style (16th Edition):

McMullen, Christie L. “CONSISTENT COACHING AND ALIGNMENT: A NEW WAY OF WORK FOR COLLEGE READINESS SYSTEM STAFF.” 2017. Doctoral Dissertation, National-Louis University. Accessed September 21, 2020. https://digitalcommons.nl.edu/diss/266.

MLA Handbook (7th Edition):

McMullen, Christie L. “CONSISTENT COACHING AND ALIGNMENT: A NEW WAY OF WORK FOR COLLEGE READINESS SYSTEM STAFF.” 2017. Web. 21 Sep 2020.

Vancouver:

McMullen CL. CONSISTENT COACHING AND ALIGNMENT: A NEW WAY OF WORK FOR COLLEGE READINESS SYSTEM STAFF. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2020 Sep 21]. Available from: https://digitalcommons.nl.edu/diss/266.

Council of Science Editors:

McMullen CL. CONSISTENT COACHING AND ALIGNMENT: A NEW WAY OF WORK FOR COLLEGE READINESS SYSTEM STAFF. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/266


Virginia Commonwealth University

16. Bruno, Lauren P. THE ROLE OF PROFESSIONAL DEVELOPMENT ON SECONDARY SPECIAL EDUCATORS SELF-EFFICACY REGARDING THE USE OF EVIDENCE-BASED TRANSITION PRACTICES.

Degree: PhD, Special Education, 2018, Virginia Commonwealth University

  The purpose of this study was to determine how transition specific professional development influenced secondary special educators’ knowledge and perceived self-efficacy regarding the use… (more)

Subjects/Keywords: Transition; Professional Development; Self-Efficacy; Special Education; Other Teacher Education and Professional Development; Secondary Education; Secondary Education and Teaching; Special Education and Teaching; Teacher Education and Professional Development

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

APA (6th Edition):

Bruno, L. P. (2018). THE ROLE OF PROFESSIONAL DEVELOPMENT ON SECONDARY SPECIAL EDUCATORS SELF-EFFICACY REGARDING THE USE OF EVIDENCE-BASED TRANSITION PRACTICES. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/8PS3-NH02 ; https://scholarscompass.vcu.edu/etd/5578

Chicago Manual of Style (16th Edition):

Bruno, Lauren P. “THE ROLE OF PROFESSIONAL DEVELOPMENT ON SECONDARY SPECIAL EDUCATORS SELF-EFFICACY REGARDING THE USE OF EVIDENCE-BASED TRANSITION PRACTICES.” 2018. Doctoral Dissertation, Virginia Commonwealth University. Accessed September 21, 2020. https://doi.org/10.25772/8PS3-NH02 ; https://scholarscompass.vcu.edu/etd/5578.

MLA Handbook (7th Edition):

Bruno, Lauren P. “THE ROLE OF PROFESSIONAL DEVELOPMENT ON SECONDARY SPECIAL EDUCATORS SELF-EFFICACY REGARDING THE USE OF EVIDENCE-BASED TRANSITION PRACTICES.” 2018. Web. 21 Sep 2020.

Vancouver:

Bruno LP. THE ROLE OF PROFESSIONAL DEVELOPMENT ON SECONDARY SPECIAL EDUCATORS SELF-EFFICACY REGARDING THE USE OF EVIDENCE-BASED TRANSITION PRACTICES. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2018. [cited 2020 Sep 21]. Available from: https://doi.org/10.25772/8PS3-NH02 ; https://scholarscompass.vcu.edu/etd/5578.

Council of Science Editors:

Bruno LP. THE ROLE OF PROFESSIONAL DEVELOPMENT ON SECONDARY SPECIAL EDUCATORS SELF-EFFICACY REGARDING THE USE OF EVIDENCE-BASED TRANSITION PRACTICES. [Doctoral Dissertation]. Virginia Commonwealth University; 2018. Available from: https://doi.org/10.25772/8PS3-NH02 ; https://scholarscompass.vcu.edu/etd/5578

17. Carlson, Scott. Alignment Of School Improvement Plans With District Professional Learning Plan: A Policy Advocacy Document.

Degree: EdD Doctor of Education, Educational Leadership, 2018, National-Louis University

  This paper advocates for a local policy connecting a standards-based district professional learning plan to individual school improvement plans for the purpose of improving… (more)

Subjects/Keywords: professional learning; school improvement; policy; Educational Leadership; Other Teacher Education and Professional Development

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

APA (6th Edition):

Carlson, S. (2018). Alignment Of School Improvement Plans With District Professional Learning Plan: A Policy Advocacy Document. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/336

Chicago Manual of Style (16th Edition):

Carlson, Scott. “Alignment Of School Improvement Plans With District Professional Learning Plan: A Policy Advocacy Document.” 2018. Doctoral Dissertation, National-Louis University. Accessed September 21, 2020. https://digitalcommons.nl.edu/diss/336.

MLA Handbook (7th Edition):

Carlson, Scott. “Alignment Of School Improvement Plans With District Professional Learning Plan: A Policy Advocacy Document.” 2018. Web. 21 Sep 2020.

Vancouver:

Carlson S. Alignment Of School Improvement Plans With District Professional Learning Plan: A Policy Advocacy Document. [Internet] [Doctoral dissertation]. National-Louis University; 2018. [cited 2020 Sep 21]. Available from: https://digitalcommons.nl.edu/diss/336.

Council of Science Editors:

Carlson S. Alignment Of School Improvement Plans With District Professional Learning Plan: A Policy Advocacy Document. [Doctoral Dissertation]. National-Louis University; 2018. Available from: https://digitalcommons.nl.edu/diss/336

18. Parsons, Sarah Rose. Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2017, University of San Francisco

  The daily metrics of the teaching profession can prove emotionally and physically taxing, especially when compared to the current rapidly growing veil of technological… (more)

Subjects/Keywords: idea mapping; professional development; cognition; workshop; education; Adult and Continuing Education; Other Education; Teacher Education and Professional Development

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

APA (6th Edition):

Parsons, S. R. (2017). Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/488

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):

Parsons, Sarah Rose. “Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators.” 2017. Thesis, University of San Francisco. Accessed September 21, 2020. https://repository.usfca.edu/capstone/488.

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

MLA Handbook (7th Edition):

Parsons, Sarah Rose. “Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators.” 2017. Web. 21 Sep 2020.

Vancouver:

Parsons SR. Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2020 Sep 21]. Available from: https://repository.usfca.edu/capstone/488.

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

Council of Science Editors:

Parsons SR. Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/488

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


University of Arkansas

19. Sharp, Leslie Lynne. Teacher and Administrator Perspectives from Experiences in the Teacher Leadership Initiative.

Degree: PhD, 2018, University of Arkansas

Teacher leadership, has been defined by many researchers as the answer to school improvement through the use of teacher leaders leading the effort in… (more)

Subjects/Keywords: Teacher Leadership; Educational Assessment, Evaluation, and Research; Educational Leadership; Other Teacher Education and Professional Development

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

APA (6th Edition):

Sharp, L. L. (2018). Teacher and Administrator Perspectives from Experiences in the Teacher Leadership Initiative. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2755

Chicago Manual of Style (16th Edition):

Sharp, Leslie Lynne. “Teacher and Administrator Perspectives from Experiences in the Teacher Leadership Initiative.” 2018. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2020. https://scholarworks.uark.edu/etd/2755.

MLA Handbook (7th Edition):

Sharp, Leslie Lynne. “Teacher and Administrator Perspectives from Experiences in the Teacher Leadership Initiative.” 2018. Web. 21 Sep 2020.

Vancouver:

Sharp LL. Teacher and Administrator Perspectives from Experiences in the Teacher Leadership Initiative. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2020 Sep 21]. Available from: https://scholarworks.uark.edu/etd/2755.

Council of Science Editors:

Sharp LL. Teacher and Administrator Perspectives from Experiences in the Teacher Leadership Initiative. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2755


University of Arkansas

20. Whitten, Lary D. Implications of Teacher Motivation and Renewal Indicators in Arkansas Toward Professional Growth and Achievement.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2014, University of Arkansas

  This qualitative study was designed to determine if the teaching population in the state of Arkansas had a more favorable attitude toward specific motivational… (more)

Subjects/Keywords: Motivation; Professional Development; Teacher Motivation; Educational Leadership; Educational Psychology; Other Teacher Education and Professional Development; School Psychology

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

APA (6th Edition):

Whitten, L. D. (2014). Implications of Teacher Motivation and Renewal Indicators in Arkansas Toward Professional Growth and Achievement. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2296

Chicago Manual of Style (16th Edition):

Whitten, Lary D. “Implications of Teacher Motivation and Renewal Indicators in Arkansas Toward Professional Growth and Achievement.” 2014. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2020. https://scholarworks.uark.edu/etd/2296.

MLA Handbook (7th Edition):

Whitten, Lary D. “Implications of Teacher Motivation and Renewal Indicators in Arkansas Toward Professional Growth and Achievement.” 2014. Web. 21 Sep 2020.

Vancouver:

Whitten LD. Implications of Teacher Motivation and Renewal Indicators in Arkansas Toward Professional Growth and Achievement. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2020 Sep 21]. Available from: https://scholarworks.uark.edu/etd/2296.

Council of Science Editors:

Whitten LD. Implications of Teacher Motivation and Renewal Indicators in Arkansas Toward Professional Growth and Achievement. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: https://scholarworks.uark.edu/etd/2296


Kennesaw State University

21. Vitala, Amy E. Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2016, Kennesaw State University

  Although there is a plethora of in-depth research regarding effective professional development and best practices for adult learning, there is evidence that suggests traditional… (more)

Subjects/Keywords: self-directed professional development; personalized professional learning; personal learning networks; twitter; edcamp; Other Teacher Education and Professional Development; Teacher Education and Professional Development

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

APA (6th Edition):

Vitala, A. E. (2016). Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/13

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):

Vitala, Amy E. “Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning.” 2016. Thesis, Kennesaw State University. Accessed September 21, 2020. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/13.

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

MLA Handbook (7th Edition):

Vitala, Amy E. “Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning.” 2016. Web. 21 Sep 2020.

Vancouver:

Vitala AE. Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning. [Internet] [Thesis]. Kennesaw State University; 2016. [cited 2020 Sep 21]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/13.

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

Council of Science Editors:

Vitala AE. Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning. [Thesis]. Kennesaw State University; 2016. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/13

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


Kennesaw State University

22. Cassidy, Kelly Pilgrim. Hashtags and Pins in Education: Digital Native Educators in Digital Habitats.

Degree: Doctor of Education in Instructional Technology, Instructional Technology, 2019, Kennesaw State University

  As technology becomes more ubiquitous in society, education cannot ignore the impact it is having on education. This research seeks to understand how Digital… (more)

Subjects/Keywords: digital native; digital habitat; hashtag; twitter; pinterest; instagram; pin; professional learning; professional development; Educational Technology; Other Teacher Education and Professional Development

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

APA (6th Edition):

Cassidy, K. P. (2019). Hashtags and Pins in Education: Digital Native Educators in Digital Habitats. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/instruceddoc_etd/7

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):

Cassidy, Kelly Pilgrim. “Hashtags and Pins in Education: Digital Native Educators in Digital Habitats.” 2019. Thesis, Kennesaw State University. Accessed September 21, 2020. https://digitalcommons.kennesaw.edu/instruceddoc_etd/7.

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

MLA Handbook (7th Edition):

Cassidy, Kelly Pilgrim. “Hashtags and Pins in Education: Digital Native Educators in Digital Habitats.” 2019. Web. 21 Sep 2020.

Vancouver:

Cassidy KP. Hashtags and Pins in Education: Digital Native Educators in Digital Habitats. [Internet] [Thesis]. Kennesaw State University; 2019. [cited 2020 Sep 21]. Available from: https://digitalcommons.kennesaw.edu/instruceddoc_etd/7.

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

Council of Science Editors:

Cassidy KP. Hashtags and Pins in Education: Digital Native Educators in Digital Habitats. [Thesis]. Kennesaw State University; 2019. Available from: https://digitalcommons.kennesaw.edu/instruceddoc_etd/7

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


Wayne State University

23. Flory, Sara Barnard. Early career physical educators' perspectives on learning to teach in urban schools.

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

  The purpose of the study was to examine early career physical educators' perspectives on learning to teach in urban schools. Using occupational socialization theory… (more)

Subjects/Keywords: cultural competence; occupational socialization; urban education; Other Education; Teacher Education and Professional Development

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

APA (6th Edition):

Flory, S. B. (2011). Early career physical educators' perspectives on learning to teach in urban schools. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/236

Chicago Manual of Style (16th Edition):

Flory, Sara Barnard. “Early career physical educators' perspectives on learning to teach in urban schools.” 2011. Doctoral Dissertation, Wayne State University. Accessed September 21, 2020. https://digitalcommons.wayne.edu/oa_dissertations/236.

MLA Handbook (7th Edition):

Flory, Sara Barnard. “Early career physical educators' perspectives on learning to teach in urban schools.” 2011. Web. 21 Sep 2020.

Vancouver:

Flory SB. Early career physical educators' perspectives on learning to teach in urban schools. [Internet] [Doctoral dissertation]. Wayne State University; 2011. [cited 2020 Sep 21]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/236.

Council of Science Editors:

Flory SB. Early career physical educators' perspectives on learning to teach in urban schools. [Doctoral Dissertation]. Wayne State University; 2011. Available from: https://digitalcommons.wayne.edu/oa_dissertations/236


Wayne State University

24. Aubrey-Martinez, Carey Anne. Cooperative Learning Activities In Social Studies Classrooms And The Effect On Self-Determination For Students With And Without Individualized Education Programs (ieps).

Degree: EdD, Curriculum and Instruction, 2016, Wayne State University

  Students with disabilities are spending significantly more time in the general education setting than they have historically. General education teachers are in need of… (more)

Subjects/Keywords: Cooperative learning; Self-determination; Other Education; Special Education and Teaching; Teacher Education and Professional Development

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

APA (6th Edition):

Aubrey-Martinez, C. A. (2016). Cooperative Learning Activities In Social Studies Classrooms And The Effect On Self-Determination For Students With And Without Individualized Education Programs (ieps). (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1426

Chicago Manual of Style (16th Edition):

Aubrey-Martinez, Carey Anne. “Cooperative Learning Activities In Social Studies Classrooms And The Effect On Self-Determination For Students With And Without Individualized Education Programs (ieps).” 2016. Doctoral Dissertation, Wayne State University. Accessed September 21, 2020. https://digitalcommons.wayne.edu/oa_dissertations/1426.

MLA Handbook (7th Edition):

Aubrey-Martinez, Carey Anne. “Cooperative Learning Activities In Social Studies Classrooms And The Effect On Self-Determination For Students With And Without Individualized Education Programs (ieps).” 2016. Web. 21 Sep 2020.

Vancouver:

Aubrey-Martinez CA. Cooperative Learning Activities In Social Studies Classrooms And The Effect On Self-Determination For Students With And Without Individualized Education Programs (ieps). [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2020 Sep 21]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1426.

Council of Science Editors:

Aubrey-Martinez CA. Cooperative Learning Activities In Social Studies Classrooms And The Effect On Self-Determination For Students With And Without Individualized Education Programs (ieps). [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1426

25. Cornwall, Patrick. Practical recommendations for composition instructors based on a review of the literature surrounding ESL and identity.

Degree: MA, English, 2018, Eastern Washington University

  As more multilingual students begin to enter mainstream composition courses, the need for training composition instructors in techniques for helping these students increases. Many… (more)

Subjects/Keywords: Bilingual, Multilingual, and Multicultural Education; Language and Literacy Education; Other Teacher Education and Professional Development

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

APA (6th Edition):

Cornwall, P. (2018). Practical recommendations for composition instructors based on a review of the literature surrounding ESL and identity. (Thesis). Eastern Washington University. Retrieved from https://dc.ewu.edu/theses/494

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):

Cornwall, Patrick. “Practical recommendations for composition instructors based on a review of the literature surrounding ESL and identity.” 2018. Thesis, Eastern Washington University. Accessed September 21, 2020. https://dc.ewu.edu/theses/494.

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

MLA Handbook (7th Edition):

Cornwall, Patrick. “Practical recommendations for composition instructors based on a review of the literature surrounding ESL and identity.” 2018. Web. 21 Sep 2020.

Vancouver:

Cornwall P. Practical recommendations for composition instructors based on a review of the literature surrounding ESL and identity. [Internet] [Thesis]. Eastern Washington University; 2018. [cited 2020 Sep 21]. Available from: https://dc.ewu.edu/theses/494.

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

Council of Science Editors:

Cornwall P. Practical recommendations for composition instructors based on a review of the literature surrounding ESL and identity. [Thesis]. Eastern Washington University; 2018. Available from: https://dc.ewu.edu/theses/494

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


University of South Florida

26. Bardo, Nicholas. Contingent Narratives: Exploring Facets of Cross-Cultural Awareness in an Experiential Global Education Course.

Degree: 2018, University of South Florida

 This narrative inquiry explores the process through which a combination of coursework, field experiences, and experiential classroom activities engaged pre-service teachers with opportunities to expand… (more)

Subjects/Keywords: Cross-Cultural Awareness; Global Education; Narrative Inquiry; Simulations; Other Education; Teacher Education and Professional Development

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

APA (6th Edition):

Bardo, N. (2018). Contingent Narratives: Exploring Facets of Cross-Cultural Awareness in an Experiential Global Education Course. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7263

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):

Bardo, Nicholas. “Contingent Narratives: Exploring Facets of Cross-Cultural Awareness in an Experiential Global Education Course.” 2018. Thesis, University of South Florida. Accessed September 21, 2020. https://scholarcommons.usf.edu/etd/7263.

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

MLA Handbook (7th Edition):

Bardo, Nicholas. “Contingent Narratives: Exploring Facets of Cross-Cultural Awareness in an Experiential Global Education Course.” 2018. Web. 21 Sep 2020.

Vancouver:

Bardo N. Contingent Narratives: Exploring Facets of Cross-Cultural Awareness in an Experiential Global Education Course. [Internet] [Thesis]. University of South Florida; 2018. [cited 2020 Sep 21]. Available from: https://scholarcommons.usf.edu/etd/7263.

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

Council of Science Editors:

Bardo N. Contingent Narratives: Exploring Facets of Cross-Cultural Awareness in an Experiential Global Education Course. [Thesis]. University of South Florida; 2018. Available from: https://scholarcommons.usf.edu/etd/7263

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

27. Turino, Amy Therese. The Role of Mindful Disposition in Exploring Teacher Effectiveness in an Arts Integrated School: An Embedded Mixed Method Design.

Degree: PhD, Curriculum and Instruction, 2014, U of Denver

  Currently there is high pressure on teachers to demonstrate effectiveness through student outcome scores and observational criteria in classrooms (CO SB 10-191, 2010; Darling-Hammond… (more)

Subjects/Keywords: Analysis of variance; Educational criticism; Connoisseurship; Mindful disposition; Mindfulness; Teacher effectiveness; Teacher quality; Education; Other Teacher Education and Professional Development; Teacher Education and Professional Development

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

APA (6th Edition):

Turino, A. T. (2014). The Role of Mindful Disposition in Exploring Teacher Effectiveness in an Arts Integrated School: An Embedded Mixed Method Design. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/663

Chicago Manual of Style (16th Edition):

Turino, Amy Therese. “The Role of Mindful Disposition in Exploring Teacher Effectiveness in an Arts Integrated School: An Embedded Mixed Method Design.” 2014. Doctoral Dissertation, U of Denver. Accessed September 21, 2020. https://digitalcommons.du.edu/etd/663.

MLA Handbook (7th Edition):

Turino, Amy Therese. “The Role of Mindful Disposition in Exploring Teacher Effectiveness in an Arts Integrated School: An Embedded Mixed Method Design.” 2014. Web. 21 Sep 2020.

Vancouver:

Turino AT. The Role of Mindful Disposition in Exploring Teacher Effectiveness in an Arts Integrated School: An Embedded Mixed Method Design. [Internet] [Doctoral dissertation]. U of Denver; 2014. [cited 2020 Sep 21]. Available from: https://digitalcommons.du.edu/etd/663.

Council of Science Editors:

Turino AT. The Role of Mindful Disposition in Exploring Teacher Effectiveness in an Arts Integrated School: An Embedded Mixed Method Design. [Doctoral Dissertation]. U of Denver; 2014. Available from: https://digitalcommons.du.edu/etd/663


University of Georgia

28. Meeler, Regina Linton. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.

Degree: 2014, University of Georgia

 The diversity of the population of elementary school children is increasing. Yet, the teaching force that educates children is relatively homogeneous. Preservice teachers preparation insitutions… (more)

Subjects/Keywords: Teacher education; Diversity; Professional Development

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APA (6th Edition):

Meeler, R. L. (2014). Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/25252

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):

Meeler, Regina Linton. “Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.” 2014. Thesis, University of Georgia. Accessed September 21, 2020. http://hdl.handle.net/10724/25252.

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

MLA Handbook (7th Edition):

Meeler, Regina Linton. “Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.” 2014. Web. 21 Sep 2020.

Vancouver:

Meeler RL. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 21]. Available from: http://hdl.handle.net/10724/25252.

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

Council of Science Editors:

Meeler RL. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/25252

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


Wayne State University

29. Alhabeeb, Ebtesam Saleh. Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.

Degree: PhD, Curriculum and Instruction, 2016, Wayne State University

  This mixed-methods research study examines the influence of cultural mismatches on minority parents’ involvement in their children's education. Particularly, how Saudi families in the… (more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6th Edition):

Alhabeeb, E. S. (2016). Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1507

Chicago Manual of Style (16th Edition):

Alhabeeb, Ebtesam Saleh. “Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.” 2016. Doctoral Dissertation, Wayne State University. Accessed September 21, 2020. https://digitalcommons.wayne.edu/oa_dissertations/1507.

MLA Handbook (7th Edition):

Alhabeeb, Ebtesam Saleh. “Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.” 2016. Web. 21 Sep 2020.

Vancouver:

Alhabeeb ES. Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2020 Sep 21]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1507.

Council of Science Editors:

Alhabeeb ES. Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1507


College of William and Mary

30. Farina, Deborah O. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.

Degree: Doctor of Education (EdD), Education, 2013, College of William and Mary

 Current traditional reflective practices in teacher preparation may be failing to address the needs of teacher candidates in terms of their identity formation as teachers.… (more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6th Edition):

Farina, D. O. (2013). The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618871

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):

Farina, Deborah O. “The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.” 2013. Thesis, College of William and Mary. Accessed September 21, 2020. https://scholarworks.wm.edu/etd/1539618871.

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

MLA Handbook (7th Edition):

Farina, Deborah O. “The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.” 2013. Web. 21 Sep 2020.

Vancouver:

Farina DO. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2020 Sep 21]. Available from: https://scholarworks.wm.edu/etd/1539618871.

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

Council of Science Editors:

Farina DO. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. [Thesis]. College of William and Mary; 2013. Available from: https://scholarworks.wm.edu/etd/1539618871

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

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