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You searched for subject:(PROFESSIONAL PRACTICES). Showing records 1 – 30 of 290 total matches.

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Universiteit Utrecht

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

Degree: 2014, Universiteit Utrecht

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Tompazi, K. “Teachers' Professional Development of IBL skills in science through PRIMAS project.” 2014. Masters Thesis, Universiteit Utrecht. Accessed May 20, 2019. http://dspace.library.uu.nl:8080/handle/1874/298074.

MLA Handbook (7th Edition):

Tompazi, K. “Teachers' Professional Development of IBL skills in science through PRIMAS project.” 2014. Web. 20 May 2019.

Vancouver:

Tompazi K. Teachers' Professional Development of IBL skills in science through PRIMAS project. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2019 May 20]. Available from: http://dspace.library.uu.nl:8080/handle/1874/298074.

Council of Science Editors:

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

2. Sechrest, Wesley. Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools .

Degree: 2013, California State University – San Marcos

 The academic achievement gap for language learners is a main focus in the age of academic accountability. More than ever, it is vital that every… (more)

Subjects/Keywords: English Language Learners; Best Practices; Professional Development

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APA (6th Edition):

Sechrest, W. (2013). Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/492

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):

Sechrest, Wesley. “Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools .” 2013. Thesis, California State University – San Marcos. Accessed May 20, 2019. http://hdl.handle.net/10211.8/492.

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

MLA Handbook (7th Edition):

Sechrest, Wesley. “Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools .” 2013. Web. 20 May 2019.

Vancouver:

Sechrest W. Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 May 20]. Available from: http://hdl.handle.net/10211.8/492.

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

Council of Science Editors:

Sechrest W. Best Teaching and Professional Practices for Elementary School English Language Learners: An Analysis of Two Successful San Diego Schools . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/492

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


University of Sydney

3. Essex-Plath, Thomas. People Built for Architecture: Knowing the "User" with Architectural Handbooks .

Degree: 2018, University of Sydney

 Attempts to engender a ‘user-oriented’ architecture were a perennial occurrence during the 20th century, and remain so today; its success, however, is underwhelming. In this… (more)

Subjects/Keywords: architecture; professional knowledge; knowledge practices; handbooks; users

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APA (6th Edition):

Essex-Plath, T. (2018). People Built for Architecture: Knowing the "User" with Architectural Handbooks . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/20131

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):

Essex-Plath, Thomas. “People Built for Architecture: Knowing the "User" with Architectural Handbooks .” 2018. Thesis, University of Sydney. Accessed May 20, 2019. http://hdl.handle.net/2123/20131.

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

MLA Handbook (7th Edition):

Essex-Plath, Thomas. “People Built for Architecture: Knowing the "User" with Architectural Handbooks .” 2018. Web. 20 May 2019.

Vancouver:

Essex-Plath T. People Built for Architecture: Knowing the "User" with Architectural Handbooks . [Internet] [Thesis]. University of Sydney; 2018. [cited 2019 May 20]. Available from: http://hdl.handle.net/2123/20131.

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

Council of Science Editors:

Essex-Plath T. People Built for Architecture: Knowing the "User" with Architectural Handbooks . [Thesis]. University of Sydney; 2018. Available from: http://hdl.handle.net/2123/20131

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


University of Manchester

4. Parr, Elizabeth. The development of professionals' perceptions and practices in a community-oriented primary school.

Degree: Thesis (EdD), 2016, University of Manchester

 To deal with the challenge of deprivation and its impact on learning, there is a long history of schools attempting to respond by working beyond… (more)

Subjects/Keywords: community-oriented; primary school; professional perceptions; professional practices

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APA (6th Edition):

Parr, E. (2016). The development of professionals' perceptions and practices in a community-oriented primary school. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/the-development-of-professionals-perceptions-and-practices-in-a-communityoriented-primary-school(efb7d997-55a0-42ae-8ebf-e0560f14dda8).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764437

Chicago Manual of Style (16th Edition):

Parr, Elizabeth. “The development of professionals' perceptions and practices in a community-oriented primary school.” 2016. Doctoral Dissertation, University of Manchester. Accessed May 20, 2019. https://www.research.manchester.ac.uk/portal/en/theses/the-development-of-professionals-perceptions-and-practices-in-a-communityoriented-primary-school(efb7d997-55a0-42ae-8ebf-e0560f14dda8).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764437.

MLA Handbook (7th Edition):

Parr, Elizabeth. “The development of professionals' perceptions and practices in a community-oriented primary school.” 2016. Web. 20 May 2019.

Vancouver:

Parr E. The development of professionals' perceptions and practices in a community-oriented primary school. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 May 20]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-development-of-professionals-perceptions-and-practices-in-a-communityoriented-primary-school(efb7d997-55a0-42ae-8ebf-e0560f14dda8).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764437.

Council of Science Editors:

Parr E. The development of professionals' perceptions and practices in a community-oriented primary school. [Doctoral Dissertation]. University of Manchester; 2016. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-development-of-professionals-perceptions-and-practices-in-a-communityoriented-primary-school(efb7d997-55a0-42ae-8ebf-e0560f14dda8).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764437


University of South Africa

5. Mokhele, Matseliso Lineo. Teachers’ perspectives on continuing professional development : a case study of the Mpumalanga Secondary Science Initiative (MSSI) project .

Degree: 2011, University of South Africa

 Continuing Professional Development (CPD) of teachers is increasingly becoming a priority in most countries throughout the world. It is widely viewed as the most effective… (more)

Subjects/Keywords: Continuing professional development; Teacher perspectives; Classroom practices; Continuing professional development programme

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

APA (6th Edition):

Mokhele, M. L. (2011). Teachers’ perspectives on continuing professional development : a case study of the Mpumalanga Secondary Science Initiative (MSSI) project . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/4871

Chicago Manual of Style (16th Edition):

Mokhele, Matseliso Lineo. “Teachers’ perspectives on continuing professional development : a case study of the Mpumalanga Secondary Science Initiative (MSSI) project .” 2011. Doctoral Dissertation, University of South Africa. Accessed May 20, 2019. http://hdl.handle.net/10500/4871.

MLA Handbook (7th Edition):

Mokhele, Matseliso Lineo. “Teachers’ perspectives on continuing professional development : a case study of the Mpumalanga Secondary Science Initiative (MSSI) project .” 2011. Web. 20 May 2019.

Vancouver:

Mokhele ML. Teachers’ perspectives on continuing professional development : a case study of the Mpumalanga Secondary Science Initiative (MSSI) project . [Internet] [Doctoral dissertation]. University of South Africa; 2011. [cited 2019 May 20]. Available from: http://hdl.handle.net/10500/4871.

Council of Science Editors:

Mokhele ML. Teachers’ perspectives on continuing professional development : a case study of the Mpumalanga Secondary Science Initiative (MSSI) project . [Doctoral Dissertation]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/4871


University of Manchester

6. Parr, Elizabeth Frances. The Development of Professionals' Perceptions and Practices in a Community-Oriented Primary School.

Degree: 2016, University of Manchester

To deal with the challenge of deprivation and its impact on learning, there is a long history of schools attempting to respond by working beyond… (more)

Subjects/Keywords: community-oriented; primary school; professional perceptions; professional practices

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

APA (6th Edition):

Parr, E. F. (2016). The Development of Professionals' Perceptions and Practices in a Community-Oriented Primary School. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305829

Chicago Manual of Style (16th Edition):

Parr, Elizabeth Frances. “The Development of Professionals' Perceptions and Practices in a Community-Oriented Primary School.” 2016. Doctoral Dissertation, University of Manchester. Accessed May 20, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305829.

MLA Handbook (7th Edition):

Parr, Elizabeth Frances. “The Development of Professionals' Perceptions and Practices in a Community-Oriented Primary School.” 2016. Web. 20 May 2019.

Vancouver:

Parr EF. The Development of Professionals' Perceptions and Practices in a Community-Oriented Primary School. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 May 20]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305829.

Council of Science Editors:

Parr EF. The Development of Professionals' Perceptions and Practices in a Community-Oriented Primary School. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305829


Temple University

7. Jayaraman, Uma Devi. Classroom implementation of the practices learned in the Master of Chemistry Education Program by the School District of Philadelphia's High School Chemistry teachers.

Degree: 2009, Temple University

CITE/Mathematics and Science Education

Ed.D.

This dissertation reports the results of an exploratory case study utilizing quantitative and qualitative methodologies intended to ascertain the extent… (more)

Subjects/Keywords: Education, Sciences; Chemistry education; Implementation; professional development; reform practices; research-based practices; Urban high school

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APA (6th Edition):

Jayaraman, U. D. (2009). Classroom implementation of the practices learned in the Master of Chemistry Education Program by the School District of Philadelphia's High School Chemistry teachers. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,39882

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):

Jayaraman, Uma Devi. “Classroom implementation of the practices learned in the Master of Chemistry Education Program by the School District of Philadelphia's High School Chemistry teachers.” 2009. Thesis, Temple University. Accessed May 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,39882.

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

MLA Handbook (7th Edition):

Jayaraman, Uma Devi. “Classroom implementation of the practices learned in the Master of Chemistry Education Program by the School District of Philadelphia's High School Chemistry teachers.” 2009. Web. 20 May 2019.

Vancouver:

Jayaraman UD. Classroom implementation of the practices learned in the Master of Chemistry Education Program by the School District of Philadelphia's High School Chemistry teachers. [Internet] [Thesis]. Temple University; 2009. [cited 2019 May 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,39882.

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

Council of Science Editors:

Jayaraman UD. Classroom implementation of the practices learned in the Master of Chemistry Education Program by the School District of Philadelphia's High School Chemistry teachers. [Thesis]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,39882

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


Universidade do Rio Grande do Sul

8. Nitschke, Ângela Morel. Representações sociais e práticas profissionais na sociedade da informação : estudo com usuários de bibliotecas universitárias.

Degree: 2008, Universidade do Rio Grande do Sul

As práticas profissionais dos bibliotecários têm sido influenciadas e modificadas com a introdução das Tecnologias de Informação e Comunicação nas Unidades de Informação e nos… (more)

Subjects/Keywords: Social representations and professional practices; Bibliotecário; Representação social; Information society and professional practices; University libraries; Biblioteca universitária; Estudo de usuário

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APA (6th Edition):

Nitschke, . M. (2008). Representações sociais e práticas profissionais na sociedade da informação : estudo com usuários de bibliotecas universitárias. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/13795

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):

Nitschke, Ângela Morel. “Representações sociais e práticas profissionais na sociedade da informação : estudo com usuários de bibliotecas universitárias.” 2008. Thesis, Universidade do Rio Grande do Sul. Accessed May 20, 2019. http://hdl.handle.net/10183/13795.

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

MLA Handbook (7th Edition):

Nitschke, Ângela Morel. “Representações sociais e práticas profissionais na sociedade da informação : estudo com usuários de bibliotecas universitárias.” 2008. Web. 20 May 2019.

Vancouver:

Nitschke M. Representações sociais e práticas profissionais na sociedade da informação : estudo com usuários de bibliotecas universitárias. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2008. [cited 2019 May 20]. Available from: http://hdl.handle.net/10183/13795.

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

Council of Science Editors:

Nitschke M. Representações sociais e práticas profissionais na sociedade da informação : estudo com usuários de bibliotecas universitárias. [Thesis]. Universidade do Rio Grande do Sul; 2008. Available from: http://hdl.handle.net/10183/13795

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

9. Qureshi, Azhar. A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development.

Degree: PhD, Middle and Secondary Education, 2017, Georgia State University

  Effective teacher development is significant for any educational system to remain competitive in the global arena (Bayar, 2014). However, science teachers’ professional development activities… (more)

Subjects/Keywords: Professional development; Lived experiences; Pakistani science teachers; Professional learning and change; Active learning; Reflective practices

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

APA (6th Edition):

Qureshi, A. (2017). A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/39

Chicago Manual of Style (16th Edition):

Qureshi, Azhar. “A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development.” 2017. Doctoral Dissertation, Georgia State University. Accessed May 20, 2019. https://scholarworks.gsu.edu/mse_diss/39.

MLA Handbook (7th Edition):

Qureshi, Azhar. “A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development.” 2017. Web. 20 May 2019.

Vancouver:

Qureshi A. A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2019 May 20]. Available from: https://scholarworks.gsu.edu/mse_diss/39.

Council of Science Editors:

Qureshi A. A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/mse_diss/39


University of New Orleans

10. McKenzie Lowery, Nancy Ellen. The Relationship Between National Board Certification and Teachers' Perceived Use of Developmentally Appropriate Practices.

Degree: PhD, Curriculum and Instruction, 2010, University of New Orleans

 This study utilized a causal-comparative design to investigate a relationship between the independent variable, National Board certification, and the dependent variable, perceived use of developmentally… (more)

Subjects/Keywords: National Board for Professional Teaching Standards; teacher quality; Developmentally Appropriate Practices

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APA (6th Edition):

McKenzie Lowery, N. E. (2010). The Relationship Between National Board Certification and Teachers' Perceived Use of Developmentally Appropriate Practices. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1158

Chicago Manual of Style (16th Edition):

McKenzie Lowery, Nancy Ellen. “The Relationship Between National Board Certification and Teachers' Perceived Use of Developmentally Appropriate Practices.” 2010. Doctoral Dissertation, University of New Orleans. Accessed May 20, 2019. https://scholarworks.uno.edu/td/1158.

MLA Handbook (7th Edition):

McKenzie Lowery, Nancy Ellen. “The Relationship Between National Board Certification and Teachers' Perceived Use of Developmentally Appropriate Practices.” 2010. Web. 20 May 2019.

Vancouver:

McKenzie Lowery NE. The Relationship Between National Board Certification and Teachers' Perceived Use of Developmentally Appropriate Practices. [Internet] [Doctoral dissertation]. University of New Orleans; 2010. [cited 2019 May 20]. Available from: https://scholarworks.uno.edu/td/1158.

Council of Science Editors:

McKenzie Lowery NE. The Relationship Between National Board Certification and Teachers' Perceived Use of Developmentally Appropriate Practices. [Doctoral Dissertation]. University of New Orleans; 2010. Available from: https://scholarworks.uno.edu/td/1158


Northeastern University

11. Marculitis, Terri. Improving writing instruction through professional development and professional learning communities (PLC's); Improving writing instruction through professional development and professional learning communities (PLCs): a case study of six teachers at a middle school; a case study of six teachers at a middle school.

Degree: EdD, School of Education, 2017, Northeastern University

 Writing skills are crucial for student success in school. Students are assessed on their ability to write well using both lower (grammar, sentence structure) and… (more)

Subjects/Keywords: PLCs; professional development; self-efficacy; teacher practices; writing; writing instruction

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APA (6th Edition):

Marculitis, T. (2017). Improving writing instruction through professional development and professional learning communities (PLC's); Improving writing instruction through professional development and professional learning communities (PLCs): a case study of six teachers at a middle school; a case study of six teachers at a middle school. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20248523

Chicago Manual of Style (16th Edition):

Marculitis, Terri. “Improving writing instruction through professional development and professional learning communities (PLC's); Improving writing instruction through professional development and professional learning communities (PLCs): a case study of six teachers at a middle school; a case study of six teachers at a middle school.” 2017. Doctoral Dissertation, Northeastern University. Accessed May 20, 2019. http://hdl.handle.net/2047/D20248523.

MLA Handbook (7th Edition):

Marculitis, Terri. “Improving writing instruction through professional development and professional learning communities (PLC's); Improving writing instruction through professional development and professional learning communities (PLCs): a case study of six teachers at a middle school; a case study of six teachers at a middle school.” 2017. Web. 20 May 2019.

Vancouver:

Marculitis T. Improving writing instruction through professional development and professional learning communities (PLC's); Improving writing instruction through professional development and professional learning communities (PLCs): a case study of six teachers at a middle school; a case study of six teachers at a middle school. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 May 20]. Available from: http://hdl.handle.net/2047/D20248523.

Council of Science Editors:

Marculitis T. Improving writing instruction through professional development and professional learning communities (PLC's); Improving writing instruction through professional development and professional learning communities (PLCs): a case study of six teachers at a middle school; a case study of six teachers at a middle school. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20248523


Kwame Nkrumah University of Science and Technology

12. Kissi, Ernest. Empirical understanding of the status of professional project management practices in the Ghanaian building industry.

Degree: 2013, Kwame Nkrumah University of Science and Technology

Professional project management practice has become a vital discipline in the modern construction practices in the world over all. The antecedent of its practice and… (more)

Subjects/Keywords: Empirical; Understanding,; Status; Professional Project Management; Practices; , Ghanaian Construction

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APA (6th Edition):

Kissi, E. (2013). Empirical understanding of the status of professional project management practices in the Ghanaian building industry. (Thesis). Kwame Nkrumah University of Science and Technology. Retrieved from http://dspace.knust.edu.gh:8080/jspui/handle/123456789/6441

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):

Kissi, Ernest. “Empirical understanding of the status of professional project management practices in the Ghanaian building industry.” 2013. Thesis, Kwame Nkrumah University of Science and Technology. Accessed May 20, 2019. http://dspace.knust.edu.gh:8080/jspui/handle/123456789/6441.

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

MLA Handbook (7th Edition):

Kissi, Ernest. “Empirical understanding of the status of professional project management practices in the Ghanaian building industry.” 2013. Web. 20 May 2019.

Vancouver:

Kissi E. Empirical understanding of the status of professional project management practices in the Ghanaian building industry. [Internet] [Thesis]. Kwame Nkrumah University of Science and Technology; 2013. [cited 2019 May 20]. Available from: http://dspace.knust.edu.gh:8080/jspui/handle/123456789/6441.

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

Council of Science Editors:

Kissi E. Empirical understanding of the status of professional project management practices in the Ghanaian building industry. [Thesis]. Kwame Nkrumah University of Science and Technology; 2013. Available from: http://dspace.knust.edu.gh:8080/jspui/handle/123456789/6441

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


University of South Carolina

13. Frazier, T. Zachary. Knowledge Practices In Professional Web Design.

Degree: PhD, School of Library and information Science, 2018, University of South Carolina

  This study examines the use and construction of knowledge by individuals involved in the professional design of websites. Its focus is on the knowledge… (more)

Subjects/Keywords: Library and Information Science; Knowledge Practices; Professional; Web Design

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APA (6th Edition):

Frazier, T. Z. (2018). Knowledge Practices In Professional Web Design. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5074

Chicago Manual of Style (16th Edition):

Frazier, T Zachary. “Knowledge Practices In Professional Web Design.” 2018. Doctoral Dissertation, University of South Carolina. Accessed May 20, 2019. https://scholarcommons.sc.edu/etd/5074.

MLA Handbook (7th Edition):

Frazier, T Zachary. “Knowledge Practices In Professional Web Design.” 2018. Web. 20 May 2019.

Vancouver:

Frazier TZ. Knowledge Practices In Professional Web Design. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 May 20]. Available from: https://scholarcommons.sc.edu/etd/5074.

Council of Science Editors:

Frazier TZ. Knowledge Practices In Professional Web Design. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/5074

14. Råsbrant, Tika. Employees’ experiences of work-life balance.

Degree: Sociology, 2016, Södertörn University

  In recent years, the interest in work-life balance within organizations has increased to a great extent due to the high technology development such as… (more)

Subjects/Keywords: Work-life balance practices; family; gender; roles; professional career

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APA (6th Edition):

Råsbrant, T. (2016). Employees’ experiences of work-life balance. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30983

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):

Råsbrant, Tika. “Employees’ experiences of work-life balance.” 2016. Thesis, Södertörn University. Accessed May 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30983.

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

MLA Handbook (7th Edition):

Råsbrant, Tika. “Employees’ experiences of work-life balance.” 2016. Web. 20 May 2019.

Vancouver:

Råsbrant T. Employees’ experiences of work-life balance. [Internet] [Thesis]. Södertörn University; 2016. [cited 2019 May 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30983.

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

Council of Science Editors:

Råsbrant T. Employees’ experiences of work-life balance. [Thesis]. Södertörn University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30983

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


University of South Africa

15. Konkamani, Francis Xavier. Nurses' perperceptions regarding ethico-legal training in Ghana.

Degree: 2017, University of South Africa

 The purpose of the study was to examine the perceptions of nurses regarding ethico-legal training in Ghana. The study further determined whether there were any… (more)

Subjects/Keywords: Ethico-legal practices; Perceptions; Professional nurses; Training curriculum

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

APA (6th Edition):

Konkamani, F. X. (2017). Nurses' perperceptions regarding ethico-legal training in Ghana. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23156

Chicago Manual of Style (16th Edition):

Konkamani, Francis Xavier. “Nurses' perperceptions regarding ethico-legal training in Ghana.” 2017. Masters Thesis, University of South Africa. Accessed May 20, 2019. http://hdl.handle.net/10500/23156.

MLA Handbook (7th Edition):

Konkamani, Francis Xavier. “Nurses' perperceptions regarding ethico-legal training in Ghana.” 2017. Web. 20 May 2019.

Vancouver:

Konkamani FX. Nurses' perperceptions regarding ethico-legal training in Ghana. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 May 20]. Available from: http://hdl.handle.net/10500/23156.

Council of Science Editors:

Konkamani FX. Nurses' perperceptions regarding ethico-legal training in Ghana. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23156


University of Missouri – Columbia

16. Wylie, Cara M. eMINTS National Center program evaluation for the eMINTS National Center and eMINTS National Center participants.

Degree: 2011, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The goal of the eMINTS National Center's Comprehensive program is to help teachers learn how… (more)

Subjects/Keywords: professional development; peer influence; administrator support; instructional practices; student engagement

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

APA (6th Edition):

Wylie, C. M. (2011). eMINTS National Center program evaluation for the eMINTS National Center and eMINTS National Center participants. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/14511

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):

Wylie, Cara M. “eMINTS National Center program evaluation for the eMINTS National Center and eMINTS National Center participants.” 2011. Thesis, University of Missouri – Columbia. Accessed May 20, 2019. http://hdl.handle.net/10355/14511.

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

MLA Handbook (7th Edition):

Wylie, Cara M. “eMINTS National Center program evaluation for the eMINTS National Center and eMINTS National Center participants.” 2011. Web. 20 May 2019.

Vancouver:

Wylie CM. eMINTS National Center program evaluation for the eMINTS National Center and eMINTS National Center participants. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2019 May 20]. Available from: http://hdl.handle.net/10355/14511.

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

Council of Science Editors:

Wylie CM. eMINTS National Center program evaluation for the eMINTS National Center and eMINTS National Center participants. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/14511

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


San Jose State University

17. Flora, Terry E. Exploring the Role of Mentor Teaching, Through a Co-Teaching Model, in Secondary Teachers’ Beliefs, Practices, and Self-Efficacy Toward English Learners: A Multiple-Case Study.

Degree: Doctor of Education (EdD), Education, 2017, San Jose State University

  This dissertation presents the findings of an exploratory, multiple-case study in which eight public secondary school teachers engaged in a professional development (PD) program… (more)

Subjects/Keywords: Co-Teaching; English Learners; Inquiry Practices; Mentoring; Professional Development; Self-Efficacy

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

APA (6th Edition):

Flora, T. E. (2017). Exploring the Role of Mentor Teaching, Through a Co-Teaching Model, in Secondary Teachers’ Beliefs, Practices, and Self-Efficacy Toward English Learners: A Multiple-Case Study. (Doctoral Dissertation). San Jose State University. Retrieved from https://scholarworks.sjsu.edu/etd_dissertations/7

Chicago Manual of Style (16th Edition):

Flora, Terry E. “Exploring the Role of Mentor Teaching, Through a Co-Teaching Model, in Secondary Teachers’ Beliefs, Practices, and Self-Efficacy Toward English Learners: A Multiple-Case Study.” 2017. Doctoral Dissertation, San Jose State University. Accessed May 20, 2019. https://scholarworks.sjsu.edu/etd_dissertations/7.

MLA Handbook (7th Edition):

Flora, Terry E. “Exploring the Role of Mentor Teaching, Through a Co-Teaching Model, in Secondary Teachers’ Beliefs, Practices, and Self-Efficacy Toward English Learners: A Multiple-Case Study.” 2017. Web. 20 May 2019.

Vancouver:

Flora TE. Exploring the Role of Mentor Teaching, Through a Co-Teaching Model, in Secondary Teachers’ Beliefs, Practices, and Self-Efficacy Toward English Learners: A Multiple-Case Study. [Internet] [Doctoral dissertation]. San Jose State University; 2017. [cited 2019 May 20]. Available from: https://scholarworks.sjsu.edu/etd_dissertations/7.

Council of Science Editors:

Flora TE. Exploring the Role of Mentor Teaching, Through a Co-Teaching Model, in Secondary Teachers’ Beliefs, Practices, and Self-Efficacy Toward English Learners: A Multiple-Case Study. [Doctoral Dissertation]. San Jose State University; 2017. Available from: https://scholarworks.sjsu.edu/etd_dissertations/7

18. Márcia de Freitas Rosa. A Aplicação de Boas Práticas: Uma Contribuição para a Atualização das Competências nos Currículos dos Cursos Técnico em Agropecuária e Agroindústria do IFTM Campus Uberlândia. 2010.

Degree: 2010, Universidade Federal Rural do Rio de Janeiro

Neste trabalho foi estudada a contribuição das Boas Práticas Agrícolas e de Fabricação na aquisição de competências propostas pelas matrizes curriculares dos Cursos Técnicos em… (more)

Subjects/Keywords: ensino profissional; prática pedagógica; mudança curricular; boas práticas; ENSINO PROFISSIONALIZANTE; professional education; pedagogical practices; curricular; change; good practices

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APA (6th Edition):

Rosa, M. d. F. (2010). A Aplicação de Boas Práticas: Uma Contribuição para a Atualização das Competências nos Currículos dos Cursos Técnico em Agropecuária e Agroindústria do IFTM Campus Uberlândia. 2010. (Thesis). Universidade Federal Rural do Rio de Janeiro. Retrieved from http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=1526

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):

Rosa, Márcia de Freitas. “A Aplicação de Boas Práticas: Uma Contribuição para a Atualização das Competências nos Currículos dos Cursos Técnico em Agropecuária e Agroindústria do IFTM Campus Uberlândia. 2010.” 2010. Thesis, Universidade Federal Rural do Rio de Janeiro. Accessed May 20, 2019. http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=1526.

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

MLA Handbook (7th Edition):

Rosa, Márcia de Freitas. “A Aplicação de Boas Práticas: Uma Contribuição para a Atualização das Competências nos Currículos dos Cursos Técnico em Agropecuária e Agroindústria do IFTM Campus Uberlândia. 2010.” 2010. Web. 20 May 2019.

Vancouver:

Rosa MdF. A Aplicação de Boas Práticas: Uma Contribuição para a Atualização das Competências nos Currículos dos Cursos Técnico em Agropecuária e Agroindústria do IFTM Campus Uberlândia. 2010. [Internet] [Thesis]. Universidade Federal Rural do Rio de Janeiro; 2010. [cited 2019 May 20]. Available from: http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=1526.

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

Council of Science Editors:

Rosa MdF. A Aplicação de Boas Práticas: Uma Contribuição para a Atualização das Competências nos Currículos dos Cursos Técnico em Agropecuária e Agroindústria do IFTM Campus Uberlândia. 2010. [Thesis]. Universidade Federal Rural do Rio de Janeiro; 2010. Available from: http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=1526

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

19. Augusto, Helena Sofia Mendes. Práticas atuais e ideias em intervenção precoce no Alentejo: percepções dos profissionais.

Degree: 2012, RCAAP

No campo da Intervenção Precoce na Infância tem-se verificado uma crescente preocupação com a avaliação da qualidade das práticas, defendendo-se a utilização de práticas baseadas… (more)

Subjects/Keywords: Early Childhood Intervention; Perceptions of professional; Typical practices; Ideal practices; Intervenção; Precoce na Infância; Perceção dos profissionais; Práticas típicas; Práticas ideais

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APA (6th Edition):

Augusto, H. S. M. (2012). Práticas atuais e ideias em intervenção precoce no Alentejo: percepções dos profissionais. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9098

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):

Augusto, Helena Sofia Mendes. “Práticas atuais e ideias em intervenção precoce no Alentejo: percepções dos profissionais.” 2012. Thesis, RCAAP. Accessed May 20, 2019. https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9098.

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

MLA Handbook (7th Edition):

Augusto, Helena Sofia Mendes. “Práticas atuais e ideias em intervenção precoce no Alentejo: percepções dos profissionais.” 2012. Web. 20 May 2019.

Vancouver:

Augusto HSM. Práticas atuais e ideias em intervenção precoce no Alentejo: percepções dos profissionais. [Internet] [Thesis]. RCAAP; 2012. [cited 2019 May 20]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9098.

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

Council of Science Editors:

Augusto HSM. Práticas atuais e ideias em intervenção precoce no Alentejo: percepções dos profissionais. [Thesis]. RCAAP; 2012. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9098

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


University of Alabama

20. Poovey, Rachel Real. The relationship of teacher participation in professional learning communities to the perceptions of reflective practices of elementary school teachers.

Degree: 2012, University of Alabama

 The purpose of this study was to examine relationships between teacher involvement in professional learning communities (PLC) and their levels of reflections about their professional(more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Educational leadership; Professional learning communities; Reflection; Reflective practices; technological professional development

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APA (6th Edition):

Poovey, R. R. (2012). The relationship of teacher participation in professional learning communities to the perceptions of reflective practices of elementary school teachers. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/55001

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):

Poovey, Rachel Real. “The relationship of teacher participation in professional learning communities to the perceptions of reflective practices of elementary school teachers.” 2012. Thesis, University of Alabama. Accessed May 20, 2019. http://purl.lib.ua.edu/55001.

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

MLA Handbook (7th Edition):

Poovey, Rachel Real. “The relationship of teacher participation in professional learning communities to the perceptions of reflective practices of elementary school teachers.” 2012. Web. 20 May 2019.

Vancouver:

Poovey RR. The relationship of teacher participation in professional learning communities to the perceptions of reflective practices of elementary school teachers. [Internet] [Thesis]. University of Alabama; 2012. [cited 2019 May 20]. Available from: http://purl.lib.ua.edu/55001.

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

Council of Science Editors:

Poovey RR. The relationship of teacher participation in professional learning communities to the perceptions of reflective practices of elementary school teachers. [Thesis]. University of Alabama; 2012. Available from: http://purl.lib.ua.edu/55001

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


University of South Carolina

21. Mosso-Taylor, Sabina Maria. Professional Conversations About Race, Culture and Language In Early Childhood Literacy Education: An Administrator's Journey.

Degree: PhD, Educational Leadership and Policies, 2013, University of South Carolina

  Year after year, children of Color, speakers of languages other than English, and children of poverty are served less well in public schools then… (more)

Subjects/Keywords: Education; Educational Administration and Supervision; administration; culturally relevant classroom practices; positive literate identities; professional conversations; professional development; race; culture and language

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

APA (6th Edition):

Mosso-Taylor, S. M. (2013). Professional Conversations About Race, Culture and Language In Early Childhood Literacy Education: An Administrator's Journey. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/888

Chicago Manual of Style (16th Edition):

Mosso-Taylor, Sabina Maria. “Professional Conversations About Race, Culture and Language In Early Childhood Literacy Education: An Administrator's Journey.” 2013. Doctoral Dissertation, University of South Carolina. Accessed May 20, 2019. https://scholarcommons.sc.edu/etd/888.

MLA Handbook (7th Edition):

Mosso-Taylor, Sabina Maria. “Professional Conversations About Race, Culture and Language In Early Childhood Literacy Education: An Administrator's Journey.” 2013. Web. 20 May 2019.

Vancouver:

Mosso-Taylor SM. Professional Conversations About Race, Culture and Language In Early Childhood Literacy Education: An Administrator's Journey. [Internet] [Doctoral dissertation]. University of South Carolina; 2013. [cited 2019 May 20]. Available from: https://scholarcommons.sc.edu/etd/888.

Council of Science Editors:

Mosso-Taylor SM. Professional Conversations About Race, Culture and Language In Early Childhood Literacy Education: An Administrator's Journey. [Doctoral Dissertation]. University of South Carolina; 2013. Available from: https://scholarcommons.sc.edu/etd/888


University of Toledo

22. Huelskamp, Amelia Catherine. A National Assessment of the Impact of the Institutes for Higher Education Academy on School Health Faculty.

Degree: PhD, Health Education, 2016, University of Toledo

 Purpose. The purpose of this study was to evaluate the impact of the Institutes for Higher Education (IHE) Academy, a professional conference intended to train… (more)

Subjects/Keywords: Health Education; Teacher Education; School health; teacher preparation; best practices; professional development

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APA (6th Edition):

Huelskamp, A. C. (2016). A National Assessment of the Impact of the Institutes for Higher Education Academy on School Health Faculty. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1452199276

Chicago Manual of Style (16th Edition):

Huelskamp, Amelia Catherine. “A National Assessment of the Impact of the Institutes for Higher Education Academy on School Health Faculty.” 2016. Doctoral Dissertation, University of Toledo. Accessed May 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1452199276.

MLA Handbook (7th Edition):

Huelskamp, Amelia Catherine. “A National Assessment of the Impact of the Institutes for Higher Education Academy on School Health Faculty.” 2016. Web. 20 May 2019.

Vancouver:

Huelskamp AC. A National Assessment of the Impact of the Institutes for Higher Education Academy on School Health Faculty. [Internet] [Doctoral dissertation]. University of Toledo; 2016. [cited 2019 May 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1452199276.

Council of Science Editors:

Huelskamp AC. A National Assessment of the Impact of the Institutes for Higher Education Academy on School Health Faculty. [Doctoral Dissertation]. University of Toledo; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1452199276


Universidade do Rio Grande do Sul

23. Zank, Cláudia. Criticidade na educação profissional : prática e ferramentas dialógicas.

Degree: 2016, Universidade do Rio Grande do Sul

 A presente tese tem por objetivo investigar junto a professores da educação profissional o desenvolvimento de criticidade a partir de práticas pedagógicas que utilizam as… (more)

Subjects/Keywords: Criticism; Prática pedagógica; Educação profissional; Professional Education; Humanistic Education; Dialogic teaching practices; Dialogic tools

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

APA (6th Edition):

Zank, C. (2016). Criticidade na educação profissional : prática e ferramentas dialógicas. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/153030

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):

Zank, Cláudia. “Criticidade na educação profissional : prática e ferramentas dialógicas.” 2016. Thesis, Universidade do Rio Grande do Sul. Accessed May 20, 2019. http://hdl.handle.net/10183/153030.

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

MLA Handbook (7th Edition):

Zank, Cláudia. “Criticidade na educação profissional : prática e ferramentas dialógicas.” 2016. Web. 20 May 2019.

Vancouver:

Zank C. Criticidade na educação profissional : prática e ferramentas dialógicas. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2016. [cited 2019 May 20]. Available from: http://hdl.handle.net/10183/153030.

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

Council of Science Editors:

Zank C. Criticidade na educação profissional : prática e ferramentas dialógicas. [Thesis]. Universidade do Rio Grande do Sul; 2016. Available from: http://hdl.handle.net/10183/153030

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

24. Carmen Brunelli de Moura. Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na revista nova escola.

Degree: 2010, Universidade Federal do Rio Grande do Norte

Esta tese toma como objeto de estudo a constituição discursiva de subjetividades do professor em práticas que permeiam seções da Revista Nova Escola entre os… (more)

Subjects/Keywords: Práticas discursivas; Governamentalidade; Subjetivação; Desenvolvimento profissional; LINGUISTICA; Discursive practices; Governmentality; Subjectivation; Professional development

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

APA (6th Edition):

Moura, C. B. d. (2010). Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na revista nova escola. (Thesis). Universidade Federal do Rio Grande do Norte. Retrieved from http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=3406

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):

Moura, Carmen Brunelli de. “Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na revista nova escola.” 2010. Thesis, Universidade Federal do Rio Grande do Norte. Accessed May 20, 2019. http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=3406.

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

MLA Handbook (7th Edition):

Moura, Carmen Brunelli de. “Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na revista nova escola.” 2010. Web. 20 May 2019.

Vancouver:

Moura CBd. Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na revista nova escola. [Internet] [Thesis]. Universidade Federal do Rio Grande do Norte; 2010. [cited 2019 May 20]. Available from: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=3406.

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

Council of Science Editors:

Moura CBd. Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na revista nova escola. [Thesis]. Universidade Federal do Rio Grande do Norte; 2010. Available from: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=3406

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

25. Carmen Brunelli de Moura. Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na Revista Nova Escola.

Degree: 2010, Universidade Federal do Rio Grande do Norte

Esta tese toma como objeto de estudo a constituição discursiva de subjetividades do professor em práticas que permeiam seções da Revista Nova Escola entre os… (more)

Subjects/Keywords: Governamentalidade; Desenvolvimento profissional; Discursive practices. Governmentality; Subjectivation; Práticas discursivas; Subjetivação; LINGUISTICA APLICADA; Professional development

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

APA (6th Edition):

Moura, C. B. d. (2010). Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na Revista Nova Escola. (Thesis). Universidade Federal do Rio Grande do Norte. Retrieved from http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=3412

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):

Moura, Carmen Brunelli de. “Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na Revista Nova Escola.” 2010. Thesis, Universidade Federal do Rio Grande do Norte. Accessed May 20, 2019. http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=3412.

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

MLA Handbook (7th Edition):

Moura, Carmen Brunelli de. “Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na Revista Nova Escola.” 2010. Web. 20 May 2019.

Vancouver:

Moura CBd. Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na Revista Nova Escola. [Internet] [Thesis]. Universidade Federal do Rio Grande do Norte; 2010. [cited 2019 May 20]. Available from: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=3412.

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

Council of Science Editors:

Moura CBd. Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na Revista Nova Escola. [Thesis]. Universidade Federal do Rio Grande do Norte; 2010. Available from: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=3412

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


Virginia Commonwealth University

26. Ravindran, Neeraja. PARENT AND PROFESSIONAL PERSPECTIVES ABOUT AUTISM SPECTRUM DISORDERS IN SOUTH INDIA: BELIEFS, PRACTICES, AND PARENT-PROFESSIONAL RELATIONSHIPS.

Degree: PhD, Psychology, 2012, Virginia Commonwealth University

 The purpose of this qualitative study was to examine the experience of parents and professionals living in a large metropolitan city in South India who… (more)

Subjects/Keywords: Culture; Autism; South India; Parent-Professional Relationships; Beliefs and Practices; Psychology; Social and Behavioral Sciences

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

APA (6th Edition):

Ravindran, N. (2012). PARENT AND PROFESSIONAL PERSPECTIVES ABOUT AUTISM SPECTRUM DISORDERS IN SOUTH INDIA: BELIEFS, PRACTICES, AND PARENT-PROFESSIONAL RELATIONSHIPS. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2836

Chicago Manual of Style (16th Edition):

Ravindran, Neeraja. “PARENT AND PROFESSIONAL PERSPECTIVES ABOUT AUTISM SPECTRUM DISORDERS IN SOUTH INDIA: BELIEFS, PRACTICES, AND PARENT-PROFESSIONAL RELATIONSHIPS.” 2012. Doctoral Dissertation, Virginia Commonwealth University. Accessed May 20, 2019. https://scholarscompass.vcu.edu/etd/2836.

MLA Handbook (7th Edition):

Ravindran, Neeraja. “PARENT AND PROFESSIONAL PERSPECTIVES ABOUT AUTISM SPECTRUM DISORDERS IN SOUTH INDIA: BELIEFS, PRACTICES, AND PARENT-PROFESSIONAL RELATIONSHIPS.” 2012. Web. 20 May 2019.

Vancouver:

Ravindran N. PARENT AND PROFESSIONAL PERSPECTIVES ABOUT AUTISM SPECTRUM DISORDERS IN SOUTH INDIA: BELIEFS, PRACTICES, AND PARENT-PROFESSIONAL RELATIONSHIPS. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2012. [cited 2019 May 20]. Available from: https://scholarscompass.vcu.edu/etd/2836.

Council of Science Editors:

Ravindran N. PARENT AND PROFESSIONAL PERSPECTIVES ABOUT AUTISM SPECTRUM DISORDERS IN SOUTH INDIA: BELIEFS, PRACTICES, AND PARENT-PROFESSIONAL RELATIONSHIPS. [Doctoral Dissertation]. Virginia Commonwealth University; 2012. Available from: https://scholarscompass.vcu.edu/etd/2836


Texas A&M University

27. Hardoin, Leonard J. The Relationship of Principal Leadership to Organizational Learning and Sustained Academic Achievement.

Degree: 2010, Texas A&M University

 Some research suggests that development of professional learning communities might be the organizational strategy that could make school reform more successful. While most schools have… (more)

Subjects/Keywords: Principal Leadership; Organizational Learning; Professional Learning Communities; Sustained Academic Achievement; Leadership Practices Inventory

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

APA (6th Edition):

Hardoin, L. J. (2010). The Relationship of Principal Leadership to Organizational Learning and Sustained Academic Achievement. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-621

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):

Hardoin, Leonard J. “The Relationship of Principal Leadership to Organizational Learning and Sustained Academic Achievement.” 2010. Thesis, Texas A&M University. Accessed May 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-621.

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

MLA Handbook (7th Edition):

Hardoin, Leonard J. “The Relationship of Principal Leadership to Organizational Learning and Sustained Academic Achievement.” 2010. Web. 20 May 2019.

Vancouver:

Hardoin LJ. The Relationship of Principal Leadership to Organizational Learning and Sustained Academic Achievement. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 May 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-621.

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

Council of Science Editors:

Hardoin LJ. The Relationship of Principal Leadership to Organizational Learning and Sustained Academic Achievement. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-621

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


Universidade do Rio Grande do Norte

28. Moura, Carmen Brunelli de. Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na Revista Nova Escola .

Degree: 2010, Universidade do Rio Grande do Norte

 This present thesis has the object to study the discursive constitution the teacher s subjectivities of practice permeating the sections of the magazine Nova Escola… (more)

Subjects/Keywords: Práticas discursivas; Governamentalidade; Subjetivação; Desenvolvimento profissional; Discursive practices. Governmentality; Subjectivation; Professional development

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

APA (6th Edition):

Moura, C. B. d. (2010). Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na Revista Nova Escola . (Doctoral Dissertation). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16318

Chicago Manual of Style (16th Edition):

Moura, Carmen Brunelli de. “Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na Revista Nova Escola .” 2010. Doctoral Dissertation, Universidade do Rio Grande do Norte. Accessed May 20, 2019. http://repositorio.ufrn.br/handle/123456789/16318.

MLA Handbook (7th Edition):

Moura, Carmen Brunelli de. “Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na Revista Nova Escola .” 2010. Web. 20 May 2019.

Vancouver:

Moura CBd. Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na Revista Nova Escola . [Internet] [Doctoral dissertation]. Universidade do Rio Grande do Norte; 2010. [cited 2019 May 20]. Available from: http://repositorio.ufrn.br/handle/123456789/16318.

Council of Science Editors:

Moura CBd. Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na Revista Nova Escola . [Doctoral Dissertation]. Universidade do Rio Grande do Norte; 2010. Available from: http://repositorio.ufrn.br/handle/123456789/16318


Universidade do Rio Grande do Norte

29. Moura, Carmen Brunelli de. Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na Revista Nova Escola .

Degree: 2010, Universidade do Rio Grande do Norte

 This present thesis has the object to study the discursive constitution the teacher s subjectivities of practice permeating the sections of the magazine Nova Escola… (more)

Subjects/Keywords: Práticas discursivas; Governamentalidade; Subjetivação; Desenvolvimento profissional; Discursive practices. Governmentality; Subjectivation; Professional development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Moura, C. B. d. (2010). Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na Revista Nova Escola . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16318

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):

Moura, Carmen Brunelli de. “Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na Revista Nova Escola .” 2010. Thesis, Universidade do Rio Grande do Norte. Accessed May 20, 2019. http://repositorio.ufrn.br/handle/123456789/16318.

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

MLA Handbook (7th Edition):

Moura, Carmen Brunelli de. “Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na Revista Nova Escola .” 2010. Web. 20 May 2019.

Vancouver:

Moura CBd. Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na Revista Nova Escola . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2010. [cited 2019 May 20]. Available from: http://repositorio.ufrn.br/handle/123456789/16318.

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

Council of Science Editors:

Moura CBd. Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na Revista Nova Escola . [Thesis]. Universidade do Rio Grande do Norte; 2010. Available from: http://repositorio.ufrn.br/handle/123456789/16318

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

30. Paramos, Patrícia Fernandes Ferreira Mendes. Supervisão, acompanhamento e avaliação de práticas educativas e colaborativas de educadores de um jardim de infância - uma investigação-acção.

Degree: 2010, Universidade de Évora

 O presente estudo de dissertação insere-se no âmbito do curso de Mestrado em Educação, na especialidade em Supervisão Pedagógica. Pretendeu-se estruturar e implementar um conjunto… (more)

Subjects/Keywords: Supervisão; Colaboração; Interacções; Desenvolvimento Profissional; Práticas educativas; Supervision; Collaborative work; Interactions; Professional development; Educational Practices

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

APA (6th Edition):

Paramos, P. F. F. M. (2010). Supervisão, acompanhamento e avaliação de práticas educativas e colaborativas de educadores de um jardim de infância - uma investigação-acção. (Thesis). Universidade de Évora. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14640

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):

Paramos, Patrícia Fernandes Ferreira Mendes. “Supervisão, acompanhamento e avaliação de práticas educativas e colaborativas de educadores de um jardim de infância - uma investigação-acção.” 2010. Thesis, Universidade de Évora. Accessed May 20, 2019. http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14640.

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

MLA Handbook (7th Edition):

Paramos, Patrícia Fernandes Ferreira Mendes. “Supervisão, acompanhamento e avaliação de práticas educativas e colaborativas de educadores de um jardim de infância - uma investigação-acção.” 2010. Web. 20 May 2019.

Vancouver:

Paramos PFFM. Supervisão, acompanhamento e avaliação de práticas educativas e colaborativas de educadores de um jardim de infância - uma investigação-acção. [Internet] [Thesis]. Universidade de Évora; 2010. [cited 2019 May 20]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14640.

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

Council of Science Editors:

Paramos PFFM. Supervisão, acompanhamento e avaliação de práticas educativas e colaborativas de educadores de um jardim de infância - uma investigação-acção. [Thesis]. Universidade de Évora; 2010. Available from: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14640

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

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