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You searched for subject:(Other Teacher Education AND Professional Development). Showing records 1 – 30 of 5930 total matches.

[1] [2] [3] [4] [5] … [198]

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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 January 18, 2019. https://trace.tennessee.edu/utk_graddiss/2804.

MLA Handbook (7th Edition):

Blanton, Elizabeth Smith. “SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES.” 2014. Web. 18 Jan 2019.

Vancouver:

Blanton ES. SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2014. [cited 2019 Jan 18]. 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


Boise State University

2. Whitney, Brian T. Searching for Patterns of Discourse in a Sea of Professional Development: Professional Learning and Teacher Discourse.

Degree: 2009, Boise State University

Professional development, like a sea of changing tides, ebbs and flows through a myriad of professional trends. Some of these trends have disenfranchised teachers from… (more)

Subjects/Keywords: professional development; discourse; reflection; inquiry; Other Teacher Education and Professional Development

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APA (6th Edition):

Whitney, B. T. (2009). Searching for Patterns of Discourse in a Sea of Professional Development: Professional Learning and Teacher Discourse. (Thesis). Boise State University. Retrieved from http://scholarworks.boisestate.edu/td/20

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):

Whitney, Brian T. “Searching for Patterns of Discourse in a Sea of Professional Development: Professional Learning and Teacher Discourse.” 2009. Thesis, Boise State University. Accessed January 18, 2019. http://scholarworks.boisestate.edu/td/20.

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

MLA Handbook (7th Edition):

Whitney, Brian T. “Searching for Patterns of Discourse in a Sea of Professional Development: Professional Learning and Teacher Discourse.” 2009. Web. 18 Jan 2019.

Vancouver:

Whitney BT. Searching for Patterns of Discourse in a Sea of Professional Development: Professional Learning and Teacher Discourse. [Internet] [Thesis]. Boise State University; 2009. [cited 2019 Jan 18]. Available from: http://scholarworks.boisestate.edu/td/20.

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

Council of Science Editors:

Whitney BT. Searching for Patterns of Discourse in a Sea of Professional Development: Professional Learning and Teacher Discourse. [Thesis]. Boise State University; 2009. Available from: http://scholarworks.boisestate.edu/td/20

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


University of Western Ontario

3. 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 January 18, 2019. 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. 18 Jan 2019.

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 2019 Jan 18]. 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

4. 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 January 18, 2019. https://digitalcommons.nl.edu/diss/327.

MLA Handbook (7th Edition):

Juracka, Stephen. “Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership.” 2018. Web. 18 Jan 2019.

Vancouver:

Juracka S. Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership. [Internet] [Doctoral dissertation]. National-Louis University; 2018. [cited 2019 Jan 18]. 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

5. 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 January 18, 2019. 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. 18 Jan 2019.

Vancouver:

Williams RJ. Fostering the Mobilization of Knowledge from Professional Development to the Classroom. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2019 Jan 18]. 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

6. 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 http://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 January 18, 2019. http://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. 18 Jan 2019.

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 2019 Jan 18]. Available from: http://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: http://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

7. 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 January 18, 2019. 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. 18 Jan 2019.

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 2019 Jan 18]. 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


Seton Hall University

8. McKoy, Marnie G. Developing an Internal Leadership Pipeline in Urban Districts: A Pathway to Capacity Building.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2018, Seton Hall University

  The purpose of this qualitative study is to understand how an urban school district designs and implements leadership development programs for internal candidates. The… (more)

Subjects/Keywords: Leadership; urban; capacity building; professional development; mentoring; Educational Leadership; Other Teacher Education and Professional Development

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APA (6th Edition):

McKoy, M. G. (2018). Developing an Internal Leadership Pipeline in Urban Districts: A Pathway to Capacity Building. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2536

Chicago Manual of Style (16th Edition):

McKoy, Marnie G. “Developing an Internal Leadership Pipeline in Urban Districts: A Pathway to Capacity Building.” 2018. Doctoral Dissertation, Seton Hall University. Accessed January 18, 2019. http://scholarship.shu.edu/dissertations/2536.

MLA Handbook (7th Edition):

McKoy, Marnie G. “Developing an Internal Leadership Pipeline in Urban Districts: A Pathway to Capacity Building.” 2018. Web. 18 Jan 2019.

Vancouver:

McKoy MG. Developing an Internal Leadership Pipeline in Urban Districts: A Pathway to Capacity Building. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Jan 18]. Available from: http://scholarship.shu.edu/dissertations/2536.

Council of Science Editors:

McKoy MG. Developing an Internal Leadership Pipeline in Urban Districts: A Pathway to Capacity Building. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2536


East Tennessee State University

9. 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 January 18, 2019. 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. 18 Jan 2019.

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 2019 Jan 18]. 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


University of Pennsylvania

10. 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 January 18, 2019. 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. 18 Jan 2019.

Vancouver:

Warhol T. How Novice Teachers Talk About Teaching Writing. [Internet] [Thesis]. University of Pennsylvania; 2011. [cited 2019 Jan 18]. 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


University of Arkansas

11. 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 http://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 January 18, 2019. http://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. 18 Jan 2019.

Vancouver:

Cast D. The Perceived Impact of the National Board Certification Process on Arkansas Teachers. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2019 Jan 18]. Available from: http://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: http://scholarworks.uark.edu/etd/2368


Wayne State University

12. 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 January 18, 2019. 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. 18 Jan 2019.

Vancouver:

Alsulami D. A Systematic Review: Incorporating Social Media Tools Into Language Learning. [Internet] [Doctoral dissertation]. Wayne State University; 2018. [cited 2019 Jan 18]. 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


Boise State University

13. Coats, Richard Bradley. Teacher Candidate Psychological Insight and Capacity for Change: Developing a Professional Identity.

Degree: 2018, Boise State University

 Research in the field of teacher education has recently found that the formation of teacher candidate’s sense of professional identity is an integral part of… (more)

Subjects/Keywords: teacher education; professional identity; capacity for change; psychological insight; teacher efficacy; Other Teacher Education and Professional Development

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APA (6th Edition):

Coats, R. B. (2018). Teacher Candidate Psychological Insight and Capacity for Change: Developing a Professional Identity. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1370

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):

Coats, Richard Bradley. “Teacher Candidate Psychological Insight and Capacity for Change: Developing a Professional Identity.” 2018. Thesis, Boise State University. Accessed January 18, 2019. https://scholarworks.boisestate.edu/td/1370.

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

MLA Handbook (7th Edition):

Coats, Richard Bradley. “Teacher Candidate Psychological Insight and Capacity for Change: Developing a Professional Identity.” 2018. Web. 18 Jan 2019.

Vancouver:

Coats RB. Teacher Candidate Psychological Insight and Capacity for Change: Developing a Professional Identity. [Internet] [Thesis]. Boise State University; 2018. [cited 2019 Jan 18]. Available from: https://scholarworks.boisestate.edu/td/1370.

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

Council of Science Editors:

Coats RB. Teacher Candidate Psychological Insight and Capacity for Change: Developing a Professional Identity. [Thesis]. Boise State University; 2018. Available from: https://scholarworks.boisestate.edu/td/1370

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

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 January 18, 2019. 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. 18 Jan 2019.

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 2019 Jan 18]. 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 January 18, 2019. 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. 18 Jan 2019.

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 2019 Jan 18]. 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://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 January 18, 2019. 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. 18 Jan 2019.

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 2019 Jan 18]. Available from: 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://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 January 18, 2019. 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. 18 Jan 2019.

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 2019 Jan 18]. 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


University of Arkansas

18. 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 http://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 January 18, 2019. http://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. 18 Jan 2019.

Vancouver:

Sharp LL. Teacher and Administrator Perspectives from Experiences in the Teacher Leadership Initiative. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Jan 18]. Available from: http://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: http://scholarworks.uark.edu/etd/2755

19. 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 January 18, 2019. 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. 18 Jan 2019.

Vancouver:

Parsons SR. Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jan 18]. 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

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 http://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 January 18, 2019. http://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. 18 Jan 2019.

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 2019 Jan 18]. Available from: http://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: http://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 January 18, 2019. 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. 18 Jan 2019.

Vancouver:

Vitala AE. Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning. [Internet] [Thesis]. Kennesaw State University; 2016. [cited 2019 Jan 18]. 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


University of Tennessee – Knoxville

22. Tate, Brian K. Professionalism: What is it and are we teaching for it?.

Degree: 2010, University of Tennessee – Knoxville

 With rising accountability standards and the need for content specialists within education, the qualifications of mathematics teachers have become increasingly scrutinized. For over three decades,… (more)

Subjects/Keywords: Professionalism; mathematics education; Other Teacher Education and Professional Development; Science and Mathematics Education

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

APA (6th Edition):

Tate, B. K. (2010). Professionalism: What is it and are we teaching for it?. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/916

Chicago Manual of Style (16th Edition):

Tate, Brian K. “Professionalism: What is it and are we teaching for it?.” 2010. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed January 18, 2019. https://trace.tennessee.edu/utk_graddiss/916.

MLA Handbook (7th Edition):

Tate, Brian K. “Professionalism: What is it and are we teaching for it?.” 2010. Web. 18 Jan 2019.

Vancouver:

Tate BK. Professionalism: What is it and are we teaching for it?. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2010. [cited 2019 Jan 18]. Available from: https://trace.tennessee.edu/utk_graddiss/916.

Council of Science Editors:

Tate BK. Professionalism: What is it and are we teaching for it?. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2010. Available from: https://trace.tennessee.edu/utk_graddiss/916

23. 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 http://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 January 18, 2019. http://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. 18 Jan 2019.

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 2019 Jan 18]. Available from: http://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: http://dc.ewu.edu/theses/494

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


Wayne State University

24. 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 January 18, 2019. 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. 18 Jan 2019.

Vancouver:

Flory SB. Early career physical educators' perspectives on learning to teach in urban schools. [Internet] [Doctoral dissertation]. Wayne State University; 2011. [cited 2019 Jan 18]. 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

25. 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 January 18, 2019. 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. 18 Jan 2019.

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 2019 Jan 18]. 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


Virginia Commonwealth University

26. Coleman, Jennifer C. A Study of a Professional Development Initiative to Increase Cultural Competency.

Degree: EdD, Education, 2014, Virginia Commonwealth University

  Abstract A STUDY OF A PROFESSIONAL DEVELOPMENT INITIATIVE TO INCREASE CULTURAL COMPETENCY By Jennifer Crowe Coleman, Ph.D. A dissertation submitted in partial fulfillment of… (more)

Subjects/Keywords: cultural competency; cultural proficiency; implementation; trainer perspective; professional development; implementing change; Education; Educational Leadership; 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):

Coleman, J. C. (2014). A Study of a Professional Development Initiative to Increase Cultural Competency. (Thesis). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/3603

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):

Coleman, Jennifer C. “A Study of a Professional Development Initiative to Increase Cultural Competency.” 2014. Thesis, Virginia Commonwealth University. Accessed January 18, 2019. https://scholarscompass.vcu.edu/etd/3603.

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

MLA Handbook (7th Edition):

Coleman, Jennifer C. “A Study of a Professional Development Initiative to Increase Cultural Competency.” 2014. Web. 18 Jan 2019.

Vancouver:

Coleman JC. A Study of a Professional Development Initiative to Increase Cultural Competency. [Internet] [Thesis]. Virginia Commonwealth University; 2014. [cited 2019 Jan 18]. Available from: https://scholarscompass.vcu.edu/etd/3603.

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

Council of Science Editors:

Coleman JC. A Study of a Professional Development Initiative to Increase Cultural Competency. [Thesis]. Virginia Commonwealth University; 2014. Available from: https://scholarscompass.vcu.edu/etd/3603

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


University of Georgia

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

Degree: PhD, Elementary Education, 2008, 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. (2008). Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/meeler_regina_e_200812_phd

Chicago Manual of Style (16th Edition):

Meeler, Regina Linton. “Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.” 2008. Doctoral Dissertation, University of Georgia. Accessed January 18, 2019. http://purl.galileo.usg.edu/uga_etd/meeler_regina_e_200812_phd.

MLA Handbook (7th Edition):

Meeler, Regina Linton. “Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.” 2008. Web. 18 Jan 2019.

Vancouver:

Meeler RL. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Jan 18]. Available from: http://purl.galileo.usg.edu/uga_etd/meeler_regina_e_200812_phd.

Council of Science Editors:

Meeler RL. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/meeler_regina_e_200812_phd


University of Tennessee – Knoxville

28. Pickett, Marilyn Ludwig. Modification of Nancie Atwell's Reading Workshop for Implementation in a Homogeneous Group of Struggling Adolescent Readers.

Degree: MS, Teacher Education, 2009, University of Tennessee – Knoxville

  The purpose of this qualitative study was to determine the effectiveness of Nancie Atwell's reading workshop in motivating homogeneously grouped, struggling adolescent readers in… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Pickett, M. L. (2009). Modification of Nancie Atwell's Reading Workshop for Implementation in a Homogeneous Group of Struggling Adolescent Readers. (Thesis). University of Tennessee – Knoxville. Retrieved from http://trace.tennessee.edu/utk_gradthes/57

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):

Pickett, Marilyn Ludwig. “Modification of Nancie Atwell's Reading Workshop for Implementation in a Homogeneous Group of Struggling Adolescent Readers.” 2009. Thesis, University of Tennessee – Knoxville. Accessed January 18, 2019. http://trace.tennessee.edu/utk_gradthes/57.

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

MLA Handbook (7th Edition):

Pickett, Marilyn Ludwig. “Modification of Nancie Atwell's Reading Workshop for Implementation in a Homogeneous Group of Struggling Adolescent Readers.” 2009. Web. 18 Jan 2019.

Vancouver:

Pickett ML. Modification of Nancie Atwell's Reading Workshop for Implementation in a Homogeneous Group of Struggling Adolescent Readers. [Internet] [Thesis]. University of Tennessee – Knoxville; 2009. [cited 2019 Jan 18]. Available from: http://trace.tennessee.edu/utk_gradthes/57.

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

Council of Science Editors:

Pickett ML. Modification of Nancie Atwell's Reading Workshop for Implementation in a Homogeneous Group of Struggling Adolescent Readers. [Thesis]. University of Tennessee – Knoxville; 2009. Available from: http://trace.tennessee.edu/utk_gradthes/57

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

29. Cullen, Dianne Margaret. Pre-service teacher education in the postmodern state.

Degree: PhD, 2012, Australian Catholic University

 Over the past thirty years more than one hundred teaching and teacher education inquiries have been published in Australia. Despite each of these documents having… (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):

Cullen, D. M. (2012). Pre-service teacher education in the postmodern state. (Doctoral Dissertation). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/429

Chicago Manual of Style (16th Edition):

Cullen, Dianne Margaret. “Pre-service teacher education in the postmodern state.” 2012. Doctoral Dissertation, Australian Catholic University. Accessed January 18, 2019. https://researchbank.acu.edu.au/theses/429.

MLA Handbook (7th Edition):

Cullen, Dianne Margaret. “Pre-service teacher education in the postmodern state.” 2012. Web. 18 Jan 2019.

Vancouver:

Cullen DM. Pre-service teacher education in the postmodern state. [Internet] [Doctoral dissertation]. Australian Catholic University; 2012. [cited 2019 Jan 18]. Available from: https://researchbank.acu.edu.au/theses/429.

Council of Science Editors:

Cullen DM. Pre-service teacher education in the postmodern state. [Doctoral Dissertation]. Australian Catholic University; 2012. Available from: https://researchbank.acu.edu.au/theses/429


University of Iowa

30. Alwahbi, Abdullah Abdulmohsen. Using contingency contracting to improve social interactions between students with ASD and their peers.

Degree: PhD, Teaching and Learning, 2017, University of Iowa

  Students with autism spectrum disorder (ASD) have severe impairment in social skills, which affects all areas of development. Researchers have indicated peer-mediated intervention (PMI)… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Alwahbi, A. A. (2017). Using contingency contracting to improve social interactions between students with ASD and their peers. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/5907

Chicago Manual of Style (16th Edition):

Alwahbi, Abdullah Abdulmohsen. “Using contingency contracting to improve social interactions between students with ASD and their peers.” 2017. Doctoral Dissertation, University of Iowa. Accessed January 18, 2019. https://ir.uiowa.edu/etd/5907.

MLA Handbook (7th Edition):

Alwahbi, Abdullah Abdulmohsen. “Using contingency contracting to improve social interactions between students with ASD and their peers.” 2017. Web. 18 Jan 2019.

Vancouver:

Alwahbi AA. Using contingency contracting to improve social interactions between students with ASD and their peers. [Internet] [Doctoral dissertation]. University of Iowa; 2017. [cited 2019 Jan 18]. Available from: https://ir.uiowa.edu/etd/5907.

Council of Science Editors:

Alwahbi AA. Using contingency contracting to improve social interactions between students with ASD and their peers. [Doctoral Dissertation]. University of Iowa; 2017. Available from: https://ir.uiowa.edu/etd/5907

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