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You searched for subject:(PROFESSIONAL PRACTICES). Showing records 1 – 30 of 299 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 (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 February 23, 2020. 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. 23 Feb 2020.

Vancouver:

Tompazi K. Teachers' Professional Development of IBL skills in science through PRIMAS project. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2020 Feb 23]. 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 February 23, 2020. 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. 23 Feb 2020.

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 2020 Feb 23]. 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 February 23, 2020. 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. 23 Feb 2020.

Vancouver:

Essex-Plath T. People Built for Architecture: Knowing the "User" with Architectural Handbooks . [Internet] [Thesis]. University of Sydney; 2018. [cited 2020 Feb 23]. 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 South Africa

4. 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 (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 February 23, 2020. 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. 23 Feb 2020.

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 2020 Feb 23]. 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

5. 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 (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 February 23, 2020. 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. 23 Feb 2020.

Vancouver:

Parr EF. The Development of Professionals' Perceptions and Practices in a Community-Oriented Primary School. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2020 Feb 23]. 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


University of Manchester

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

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 February 23, 2020. 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. 23 Feb 2020.

Vancouver:

Parr E. The development of professionals' perceptions and practices in a community-oriented primary school. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2020 Feb 23]. 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


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 February 23, 2020. 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. 23 Feb 2020.

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 2020 Feb 23]. 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 February 23, 2020. 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. 23 Feb 2020.

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 2020 Feb 23]. 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 February 23, 2020. 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. 23 Feb 2020.

Vancouver:

Qureshi A. A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2020 Feb 23]. 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 South Carolina

10. 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 February 23, 2020. https://scholarcommons.sc.edu/etd/5074.

MLA Handbook (7th Edition):

Frazier, T Zachary. “Knowledge Practices In Professional Web Design.” 2018. Web. 23 Feb 2020.

Vancouver:

Frazier TZ. Knowledge Practices In Professional Web Design. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2020 Feb 23]. 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


Kwame Nkrumah University of Science and Technology

11. 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 February 23, 2020. 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. 23 Feb 2020.

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 2020 Feb 23]. 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 Africa

12. 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 (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 February 23, 2020. http://hdl.handle.net/10500/23156.

MLA Handbook (7th Edition):

Konkamani, Francis Xavier. “Nurses' perperceptions regarding ethico-legal training in Ghana.” 2017. Web. 23 Feb 2020.

Vancouver:

Konkamani FX. Nurses' perperceptions regarding ethico-legal training in Ghana. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2020 Feb 23]. 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 New Orleans

13. 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 February 23, 2020. 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. 23 Feb 2020.

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 2020 Feb 23]. 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


Tampere University

14. Linnero, Erja. Aikuissosiaalityön asiakkaat : kompassityöskentelyllä saadun aineiston kuvailua .

Degree: 2017, Tampere University

 Tutkimuksen tavoitteena on kuvata millaisia aikuissosiaalityön asiakkaat ovat ja etsiä heistä yhteisiä tai yleistettävissä olevia piirteitä Kompassityöskentelystä saadun aineiston avulla. Sosiaalityöntekijät ovat käyttäneet Kompassityöskentelyä aikuissosiaalityön… (more)

Subjects/Keywords: sosiaalityö; aktivointi; ammattikäytännöt; social work; adult social work; professional practices

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APA (6th Edition):

Linnero, E. (2017). Aikuissosiaalityön asiakkaat : kompassityöskentelyllä saadun aineiston kuvailua . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/100960

Chicago Manual of Style (16th Edition):

Linnero, Erja. “Aikuissosiaalityön asiakkaat : kompassityöskentelyllä saadun aineiston kuvailua .” 2017. Masters Thesis, Tampere University. Accessed February 23, 2020. https://trepo.tuni.fi/handle/10024/100960.

MLA Handbook (7th Edition):

Linnero, Erja. “Aikuissosiaalityön asiakkaat : kompassityöskentelyllä saadun aineiston kuvailua .” 2017. Web. 23 Feb 2020.

Vancouver:

Linnero E. Aikuissosiaalityön asiakkaat : kompassityöskentelyllä saadun aineiston kuvailua . [Internet] [Masters thesis]. Tampere University; 2017. [cited 2020 Feb 23]. Available from: https://trepo.tuni.fi/handle/10024/100960.

Council of Science Editors:

Linnero E. Aikuissosiaalityön asiakkaat : kompassityöskentelyllä saadun aineiston kuvailua . [Masters Thesis]. Tampere University; 2017. Available from: https://trepo.tuni.fi/handle/10024/100960

15. 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; Sociology; Sociologi

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

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 February 23, 2020. 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. 23 Feb 2020.

Vancouver:

Råsbrant T. Employees’ experiences of work-life balance. [Internet] [Thesis]. Södertörn University; 2016. [cited 2020 Feb 23]. 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 Missouri – Columbia

16. Boatman, Danial Lee. Restructuring for collaboration: a case study.

Degree: 2013, University of Missouri – Columbia

 Isolation can deprive teachers of meaningful learning opportunities and feedback (Fullan & Hargreaves, 1996; Lieberman, 2008; Putnam & Borko, 2000; Schmoker, 2006). My qualitative case… (more)

Subjects/Keywords: instructional practices; professional learning community; collaborative opportunities; elementary school

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APA (6th Edition):

Boatman, D. L. (2013). Restructuring for collaboration: a case study. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/37580

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):

Boatman, Danial Lee. “Restructuring for collaboration: a case study.” 2013. Thesis, University of Missouri – Columbia. Accessed February 23, 2020. https://doi.org/10.32469/10355/37580.

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

MLA Handbook (7th Edition):

Boatman, Danial Lee. “Restructuring for collaboration: a case study.” 2013. Web. 23 Feb 2020.

Vancouver:

Boatman DL. Restructuring for collaboration: a case study. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2020 Feb 23]. Available from: https://doi.org/10.32469/10355/37580.

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

Council of Science Editors:

Boatman DL. Restructuring for collaboration: a case study. [Thesis]. University of Missouri – Columbia; 2013. Available from: https://doi.org/10.32469/10355/37580

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


University of Missouri – Columbia

17. 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 REQUEST OF AUTHOR.] The goal of the eMINTS National Center's Comprehensive program is to help teachers learn… (more)

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

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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 February 23, 2020. 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. 23 Feb 2020.

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 2020 Feb 23]. 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


University of Gothenburg / Göteborgs Universitet

18. Nasiopoulou, Panagiota. The professional preschool teacher under conditions of change – Competence and intentions in pedagogical practices.

Degree: 2020, University of Gothenburg / Göteborgs Universitet

 This thesis explores the relationship between preschool teachers’ professional competence and their pedagogical practices. Specifically, preschool teachers’ considerations on two pedagogical practices are studied: (i)… (more)

Subjects/Keywords: early childhood education; preschool teachers; professional competence; pedagogical practices; group organizing

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APA (6th Edition):

Nasiopoulou, P. (2020). The professional preschool teacher under conditions of change – Competence and intentions in pedagogical practices. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/62514

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):

Nasiopoulou, Panagiota. “The professional preschool teacher under conditions of change – Competence and intentions in pedagogical practices.” 2020. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed February 23, 2020. http://hdl.handle.net/2077/62514.

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

MLA Handbook (7th Edition):

Nasiopoulou, Panagiota. “The professional preschool teacher under conditions of change – Competence and intentions in pedagogical practices.” 2020. Web. 23 Feb 2020.

Vancouver:

Nasiopoulou P. The professional preschool teacher under conditions of change – Competence and intentions in pedagogical practices. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2020. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/2077/62514.

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

Council of Science Editors:

Nasiopoulou P. The professional preschool teacher under conditions of change – Competence and intentions in pedagogical practices. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2020. Available from: http://hdl.handle.net/2077/62514

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

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

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 February 23, 2020. 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. 23 Feb 2020.

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 2020 Feb 23]. 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

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

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 February 23, 2020. 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. 23 Feb 2020.

Vancouver:

Augusto HSM. Práticas atuais e ideias em intervenção precoce no Alentejo: percepções dos profissionais. [Internet] [Thesis]. RCAAP; 2012. [cited 2020 Feb 23]. 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

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

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 February 23, 2020. 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. 23 Feb 2020.

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 2020 Feb 23]. 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

22. 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 February 23, 2020. 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. 23 Feb 2020.

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 2020 Feb 23]. 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

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

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 February 23, 2020. 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. 23 Feb 2020.

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 2020 Feb 23]. 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

24. 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 February 23, 2020. 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. 23 Feb 2020.

Vancouver:

Zank C. Criticidade na educação profissional : prática e ferramentas dialógicas. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2016. [cited 2020 Feb 23]. 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

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: 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 February 23, 2020. 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. 23 Feb 2020.

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 2020 Feb 23]. 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

26. 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 February 23, 2020. 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. 23 Feb 2020.

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 2020 Feb 23]. 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


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 February 23, 2020. 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. 23 Feb 2020.

Vancouver:

Hardoin LJ. The Relationship of Principal Leadership to Organizational Learning and Sustained Academic Achievement. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2020 Feb 23]. 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

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 . (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 February 23, 2020. 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. 23 Feb 2020.

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 2020 Feb 23]. 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 February 23, 2020. 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. 23 Feb 2020.

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 2020 Feb 23]. 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 February 23, 2020. 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. 23 Feb 2020.

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 2020 Feb 23]. 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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