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You searched for subject:(Other Teacher Education AND Professional Development). Showing records 1 – 30 of 5719 total matches.

[1] [2] [3] [4] [5] … [191]

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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 http://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 October 20, 2018. http://trace.tennessee.edu/utk_graddiss/2804.

MLA Handbook (7th Edition):

Blanton, Elizabeth Smith. “SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES.” 2014. Web. 20 Oct 2018.

Vancouver:

Blanton ES. SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2014. [cited 2018 Oct 20]. Available from: http://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: http://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 October 20, 2018. 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. 20 Oct 2018.

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 2018 Oct 20]. 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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 October 20, 2018. 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. 20 Oct 2018.

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 2018 Oct 20]. 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


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

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 October 20, 2018. 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. 20 Oct 2018.

Vancouver:

Williams RJ. Fostering the Mobilization of Knowledge from Professional Development to the Classroom. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2018 Oct 20]. 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. 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 October 20, 2018. 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. 20 Oct 2018.

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 2018 Oct 20]. 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

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

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 October 20, 2018. 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. 20 Oct 2018.

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 2018 Oct 20]. 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

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

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 October 20, 2018. 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. 20 Oct 2018.

Vancouver:

McKoy MG. Developing an Internal Leadership Pipeline in Urban Districts: A Pathway to Capacity Building. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2018 Oct 20]. 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


University of Pennsylvania

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

APA (6th Edition):

Warhol, T. (2011). How Novice Teachers Talk About Teaching Writing. (Thesis). University of Pennsylvania. Retrieved from http://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 October 20, 2018. http://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. 20 Oct 2018.

Vancouver:

Warhol T. How Novice Teachers Talk About Teaching Writing. [Internet] [Thesis]. University of Pennsylvania; 2011. [cited 2018 Oct 20]. Available from: http://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: http://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

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 October 20, 2018. 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. 20 Oct 2018.

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 2018 Oct 20]. 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 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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 October 20, 2018. 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. 20 Oct 2018.

Vancouver:

Cast D. The Perceived Impact of the National Board Certification Process on Arkansas Teachers. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2018 Oct 20]. 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


Boise State University

11. 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 October 20, 2018. 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. 20 Oct 2018.

Vancouver:

Coats RB. Teacher Candidate Psychological Insight and Capacity for Change: Developing a Professional Identity. [Internet] [Thesis]. Boise State University; 2018. [cited 2018 Oct 20]. 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

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

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 October 20, 2018. 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. 20 Oct 2018.

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 2018 Oct 20]. 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

13. 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 October 20, 2018. 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. 20 Oct 2018.

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 2018 Oct 20]. 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

14. 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 (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 October 20, 2018. 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. 20 Oct 2018.

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 2018 Oct 20]. 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


University of Arkansas

15. 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 October 20, 2018. 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. 20 Oct 2018.

Vancouver:

Sharp LL. Teacher and Administrator Perspectives from Experiences in the Teacher Leadership Initiative. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2018 Oct 20]. 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

16. 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 October 20, 2018. 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. 20 Oct 2018.

Vancouver:

Parsons SR. Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2018 Oct 20]. 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

17. 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 October 20, 2018. 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. 20 Oct 2018.

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 2018 Oct 20]. 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

18. 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 October 20, 2018. 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. 20 Oct 2018.

Vancouver:

Vitala AE. Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning. [Internet] [Thesis]. Kennesaw State University; 2016. [cited 2018 Oct 20]. 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

19. 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 http://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 October 20, 2018. http://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. 20 Oct 2018.

Vancouver:

Tate BK. Professionalism: What is it and are we teaching for it?. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2010. [cited 2018 Oct 20]. Available from: http://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: http://trace.tennessee.edu/utk_graddiss/916

20. 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 (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 October 20, 2018. 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. 20 Oct 2018.

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 2018 Oct 20]. 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

21. 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 (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 October 20, 2018. 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. 20 Oct 2018.

Vancouver:

Flory SB. Early career physical educators' perspectives on learning to teach in urban schools. [Internet] [Doctoral dissertation]. Wayne State University; 2011. [cited 2018 Oct 20]. 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

22. 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 October 20, 2018. 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. 20 Oct 2018.

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 2018 Oct 20]. 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


University of South Florida

23. Kelly, Suzette Anissia. Perceptions, Beliefs and Practices about Technology among Teachers in a Jamaican Infant School.

Degree: 2014, University of South Florida

 The purpose of this interview study was to describe and explain perceptions, beliefs, and practices about technology among four teachers at a Jamaican infant school,… (more)

Subjects/Keywords: curriculum; development; ICT; ICT4D; interviews; Other Education; Pre-Elementary, Early Childhood, Kindergarten Teacher Education; Teacher Education and Professional Development

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

APA (6th Edition):

Kelly, S. A. (2014). Perceptions, Beliefs and Practices about Technology among Teachers in a Jamaican Infant School. (Thesis). University of South Florida. Retrieved from http://scholarcommons.usf.edu/etd/5247

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):

Kelly, Suzette Anissia. “Perceptions, Beliefs and Practices about Technology among Teachers in a Jamaican Infant School.” 2014. Thesis, University of South Florida. Accessed October 20, 2018. http://scholarcommons.usf.edu/etd/5247.

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

MLA Handbook (7th Edition):

Kelly, Suzette Anissia. “Perceptions, Beliefs and Practices about Technology among Teachers in a Jamaican Infant School.” 2014. Web. 20 Oct 2018.

Vancouver:

Kelly SA. Perceptions, Beliefs and Practices about Technology among Teachers in a Jamaican Infant School. [Internet] [Thesis]. University of South Florida; 2014. [cited 2018 Oct 20]. Available from: http://scholarcommons.usf.edu/etd/5247.

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

Council of Science Editors:

Kelly SA. Perceptions, Beliefs and Practices about Technology among Teachers in a Jamaican Infant School. [Thesis]. University of South Florida; 2014. Available from: http://scholarcommons.usf.edu/etd/5247

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


Virginia Commonwealth University

24. 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 October 20, 2018. 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. 20 Oct 2018.

Vancouver:

Coleman JC. A Study of a Professional Development Initiative to Increase Cultural Competency. [Internet] [Thesis]. Virginia Commonwealth University; 2014. [cited 2018 Oct 20]. 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 South Florida

25. Martino, Lisa. The Sustainability of Career and Technical Education Teacher Preparation Programs in Florida.

Degree: 2017, University of South Florida

 There is a historical trend of decline in available Career and Technical Education (CTE) Teacher Preparation programs and an increase in CTE course and program… (more)

Subjects/Keywords: Vocational Education; CTE; Teacher Education; Undergraduate; Grounded Theory; Other Education; Secondary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Martino, L. (2017). The Sustainability of Career and Technical Education Teacher Preparation Programs in Florida. (Thesis). University of South Florida. Retrieved from http://scholarcommons.usf.edu/etd/6727

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):

Martino, Lisa. “The Sustainability of Career and Technical Education Teacher Preparation Programs in Florida.” 2017. Thesis, University of South Florida. Accessed October 20, 2018. http://scholarcommons.usf.edu/etd/6727.

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

MLA Handbook (7th Edition):

Martino, Lisa. “The Sustainability of Career and Technical Education Teacher Preparation Programs in Florida.” 2017. Web. 20 Oct 2018.

Vancouver:

Martino L. The Sustainability of Career and Technical Education Teacher Preparation Programs in Florida. [Internet] [Thesis]. University of South Florida; 2017. [cited 2018 Oct 20]. Available from: http://scholarcommons.usf.edu/etd/6727.

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

Council of Science Editors:

Martino L. The Sustainability of Career and Technical Education Teacher Preparation Programs in Florida. [Thesis]. University of South Florida; 2017. Available from: http://scholarcommons.usf.edu/etd/6727

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


University of Georgia

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

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 October 20, 2018. 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. 20 Oct 2018.

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 2018 Oct 20]. 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

27. Dunkin, John Steven. The Experience of Teachers Who Have Moved From Childhood Poverty to Middle Class.

Degree: 2008, University of Tennessee – Knoxville

 The purpose of this study was to research the phenomenon of an individual who has moved from long term poverty into middle class. Phenomenological interviews… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Dunkin, J. S. (2008). The Experience of Teachers Who Have Moved From Childhood Poverty to Middle Class. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from http://trace.tennessee.edu/utk_graddiss/513

Chicago Manual of Style (16th Edition):

Dunkin, John Steven. “The Experience of Teachers Who Have Moved From Childhood Poverty to Middle Class.” 2008. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed October 20, 2018. http://trace.tennessee.edu/utk_graddiss/513.

MLA Handbook (7th Edition):

Dunkin, John Steven. “The Experience of Teachers Who Have Moved From Childhood Poverty to Middle Class.” 2008. Web. 20 Oct 2018.

Vancouver:

Dunkin JS. The Experience of Teachers Who Have Moved From Childhood Poverty to Middle Class. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2008. [cited 2018 Oct 20]. Available from: http://trace.tennessee.edu/utk_graddiss/513.

Council of Science Editors:

Dunkin JS. The Experience of Teachers Who Have Moved From Childhood Poverty to Middle Class. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2008. Available from: http://trace.tennessee.edu/utk_graddiss/513


University of Tennessee – Knoxville

28. Fugitt, Jamie Kay. Does the Grade Level at Which Algebra I is Completed Affect Future Mathematics Performance.

Degree: 2008, University of Tennessee – Knoxville

 According to analysis of 2003 NAEP data, the percentage of students enrolling in Algebra I prior to ninth grade continues to increase, up to 42%… (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):

Fugitt, J. K. (2008). Does the Grade Level at Which Algebra I is Completed Affect Future Mathematics Performance. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from http://trace.tennessee.edu/utk_graddiss/520

Chicago Manual of Style (16th Edition):

Fugitt, Jamie Kay. “Does the Grade Level at Which Algebra I is Completed Affect Future Mathematics Performance.” 2008. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed October 20, 2018. http://trace.tennessee.edu/utk_graddiss/520.

MLA Handbook (7th Edition):

Fugitt, Jamie Kay. “Does the Grade Level at Which Algebra I is Completed Affect Future Mathematics Performance.” 2008. Web. 20 Oct 2018.

Vancouver:

Fugitt JK. Does the Grade Level at Which Algebra I is Completed Affect Future Mathematics Performance. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2008. [cited 2018 Oct 20]. Available from: http://trace.tennessee.edu/utk_graddiss/520.

Council of Science Editors:

Fugitt JK. Does the Grade Level at Which Algebra I is Completed Affect Future Mathematics Performance. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2008. Available from: http://trace.tennessee.edu/utk_graddiss/520


University of Tennessee – Knoxville

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

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 October 20, 2018. 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. 20 Oct 2018.

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 2018 Oct 20]. 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


University of Iowa

30. Jang, Jeong Yoon. The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach.

Degree: PhD, Teaching and Learning, 2011, University of Iowa

  This study was designed to investigate the impact of using a Structured Reading Framework within the Science Writing Heuristic approach on a summary writing… (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):

Jang, J. Y. (2011). The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach. (Doctoral Dissertation). University of Iowa. Retrieved from http://ir.uiowa.edu/etd/1232

Chicago Manual of Style (16th Edition):

Jang, Jeong Yoon. “The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach.” 2011. Doctoral Dissertation, University of Iowa. Accessed October 20, 2018. http://ir.uiowa.edu/etd/1232.

MLA Handbook (7th Edition):

Jang, Jeong Yoon. “The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach.” 2011. Web. 20 Oct 2018.

Vancouver:

Jang JY. The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach. [Internet] [Doctoral dissertation]. University of Iowa; 2011. [cited 2018 Oct 20]. Available from: http://ir.uiowa.edu/etd/1232.

Council of Science Editors:

Jang JY. The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach. [Doctoral Dissertation]. University of Iowa; 2011. Available from: http://ir.uiowa.edu/etd/1232

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