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You searched for subject:(Peer observation of teaching). Showing records 1 – 30 of 277609 total matches.

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Virginia Tech

1. McCloud, Jonathan David. More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education.

Degree: PhD, Curriculum and Instruction, 2015, Virginia Tech

 This dissertation comprises two manuscripts formatted for publication, preceded by a brief introduction to the dissertation project. The first manuscript addresses the recent history and… (more)

Subjects/Keywords: peer observation; peer review; classroom observation; observation of teaching; faculty development

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

APA (6th Edition):

McCloud, J. D. (2015). More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77875

Chicago Manual of Style (16th Edition):

McCloud, Jonathan David. “More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education.” 2015. Doctoral Dissertation, Virginia Tech. Accessed May 31, 2020. http://hdl.handle.net/10919/77875.

MLA Handbook (7th Edition):

McCloud, Jonathan David. “More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education.” 2015. Web. 31 May 2020.

Vancouver:

McCloud JD. More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 May 31]. Available from: http://hdl.handle.net/10919/77875.

Council of Science Editors:

McCloud JD. More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/77875


Victoria University of Wellington

2. Nguyen, Phuong. Case Examination of Teacher-Tailored Student Evaluation of Teaching Augmented with Peer Observation of Teaching in a Vietnamese University.

Degree: 2016, Victoria University of Wellington

 This study explored how teacher-tailored student evaluation of teaching (TT-SET) augmented with peer observation of teaching (POT) impacted on academics’ pedagogical reasoning in a Vietnamese… (more)

Subjects/Keywords: Student evaluation of teaching; Peer observation of teaching; Reflection

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APA (6th Edition):

Nguyen, P. (2016). Case Examination of Teacher-Tailored Student Evaluation of Teaching Augmented with Peer Observation of Teaching in a Vietnamese University. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/5270

Chicago Manual of Style (16th Edition):

Nguyen, Phuong. “Case Examination of Teacher-Tailored Student Evaluation of Teaching Augmented with Peer Observation of Teaching in a Vietnamese University.” 2016. Doctoral Dissertation, Victoria University of Wellington. Accessed May 31, 2020. http://hdl.handle.net/10063/5270.

MLA Handbook (7th Edition):

Nguyen, Phuong. “Case Examination of Teacher-Tailored Student Evaluation of Teaching Augmented with Peer Observation of Teaching in a Vietnamese University.” 2016. Web. 31 May 2020.

Vancouver:

Nguyen P. Case Examination of Teacher-Tailored Student Evaluation of Teaching Augmented with Peer Observation of Teaching in a Vietnamese University. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2016. [cited 2020 May 31]. Available from: http://hdl.handle.net/10063/5270.

Council of Science Editors:

Nguyen P. Case Examination of Teacher-Tailored Student Evaluation of Teaching Augmented with Peer Observation of Teaching in a Vietnamese University. [Doctoral Dissertation]. Victoria University of Wellington; 2016. Available from: http://hdl.handle.net/10063/5270

3. Klingelhutz, Jacob O. Perceived Effects of Peer Observation on Collaboration between Teachers at a Minnesota High School.

Degree: Educational Administration and Leadership: M.S., Educational Administration and Higher Education, 2017, St. Cloud State University

  This study examined teacher perceptions of the effectiveness of a newly implemented peer observation program in a central Minnesota High School. The two research… (more)

Subjects/Keywords: Peer Observation; Educational Leadership

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APA (6th Edition):

Klingelhutz, J. O. (2017). Perceived Effects of Peer Observation on Collaboration between Teachers at a Minnesota High School. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/23

Chicago Manual of Style (16th Edition):

Klingelhutz, Jacob O. “Perceived Effects of Peer Observation on Collaboration between Teachers at a Minnesota High School.” 2017. Masters Thesis, St. Cloud State University. Accessed May 31, 2020. https://repository.stcloudstate.edu/edad_etds/23.

MLA Handbook (7th Edition):

Klingelhutz, Jacob O. “Perceived Effects of Peer Observation on Collaboration between Teachers at a Minnesota High School.” 2017. Web. 31 May 2020.

Vancouver:

Klingelhutz JO. Perceived Effects of Peer Observation on Collaboration between Teachers at a Minnesota High School. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2020 May 31]. Available from: https://repository.stcloudstate.edu/edad_etds/23.

Council of Science Editors:

Klingelhutz JO. Perceived Effects of Peer Observation on Collaboration between Teachers at a Minnesota High School. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/edad_etds/23


University of Florida

4. Roberts, Kellie W. Faculty Perceptions of Peer Observation in University Teaching.

Degree: EdD, Higher Education Administration - Human Development and Organizational Studies in Education, 2013, University of Florida

 Greater accountability for quality in U.S. institutions of higher education has placed a higher demand on measuring teaching effectiveness. College faculty have expressed concerns over… (more)

Subjects/Keywords: College instruction; Colleges; Educational evaluation; Educational research; Higher education; Observational research; Participant observation; Personnel evaluation; Teachers; Universities; assessment  – college  – formative  – observation  – peer  – teaching

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APA (6th Edition):

Roberts, K. W. (2013). Faculty Perceptions of Peer Observation in University Teaching. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0046236

Chicago Manual of Style (16th Edition):

Roberts, Kellie W. “Faculty Perceptions of Peer Observation in University Teaching.” 2013. Doctoral Dissertation, University of Florida. Accessed May 31, 2020. https://ufdc.ufl.edu/UFE0046236.

MLA Handbook (7th Edition):

Roberts, Kellie W. “Faculty Perceptions of Peer Observation in University Teaching.” 2013. Web. 31 May 2020.

Vancouver:

Roberts KW. Faculty Perceptions of Peer Observation in University Teaching. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2020 May 31]. Available from: https://ufdc.ufl.edu/UFE0046236.

Council of Science Editors:

Roberts KW. Faculty Perceptions of Peer Observation in University Teaching. [Doctoral Dissertation]. University of Florida; 2013. Available from: https://ufdc.ufl.edu/UFE0046236

5. Cristóvão, Elisabete Simões Tibúrcio. Supervisão e colaboração na escola e em sala de aula : um compromisso (im)possível?.

Degree: 2015, RCAAP

O professor de hoje é altamente qualificado, mas todos os dias se debate com a mudança, conceito que, paradoxalmente, é o mais permanente da profissão.… (more)

Subjects/Keywords: Supervisão pedagógica; colaboração; observação de aulas interpares; comunidade profissional de aprendizagem; formação em contexto de trabalho; Pedagogical supervision; collaboration; peer observation of teaching; professional learning community; training in the workplace; Domínio/Área Científica::Ciências Sociais::Ciências da Educação

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APA (6th Edition):

Cristóvão, E. S. T. (2015). Supervisão e colaboração na escola e em sala de aula : um compromisso (im)possível?. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/19412

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):

Cristóvão, Elisabete Simões Tibúrcio. “Supervisão e colaboração na escola e em sala de aula : um compromisso (im)possível?.” 2015. Thesis, RCAAP. Accessed May 31, 2020. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/19412.

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

MLA Handbook (7th Edition):

Cristóvão, Elisabete Simões Tibúrcio. “Supervisão e colaboração na escola e em sala de aula : um compromisso (im)possível?.” 2015. Web. 31 May 2020.

Vancouver:

Cristóvão EST. Supervisão e colaboração na escola e em sala de aula : um compromisso (im)possível?. [Internet] [Thesis]. RCAAP; 2015. [cited 2020 May 31]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/19412.

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

Council of Science Editors:

Cristóvão EST. Supervisão e colaboração na escola e em sala de aula : um compromisso (im)possível?. [Thesis]. RCAAP; 2015. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/19412

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


California State University – Sacramento

6. Sanders, Stephan. Uncovering what effective teaching means for African American students: the creation of the Equitable Learning Environment (ELE) rubric.

Degree: 2016, California State University – Sacramento

 A macro-level solution to closing the Achievement Gap for African American students has evaded district administrators and state officials for decades. There have been new… (more)

Subjects/Keywords: Teacher of observation; Culturally responsive teaching; Effective teachers

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

APA (6th Edition):

Sanders, S. (2016). Uncovering what effective teaching means for African American students: the creation of the Equitable Learning Environment (ELE) rubric. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/171328

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):

Sanders, Stephan. “Uncovering what effective teaching means for African American students: the creation of the Equitable Learning Environment (ELE) rubric.” 2016. Thesis, California State University – Sacramento. Accessed May 31, 2020. http://hdl.handle.net/10211.3/171328.

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

MLA Handbook (7th Edition):

Sanders, Stephan. “Uncovering what effective teaching means for African American students: the creation of the Equitable Learning Environment (ELE) rubric.” 2016. Web. 31 May 2020.

Vancouver:

Sanders S. Uncovering what effective teaching means for African American students: the creation of the Equitable Learning Environment (ELE) rubric. [Internet] [Thesis]. California State University – Sacramento; 2016. [cited 2020 May 31]. Available from: http://hdl.handle.net/10211.3/171328.

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

Council of Science Editors:

Sanders S. Uncovering what effective teaching means for African American students: the creation of the Equitable Learning Environment (ELE) rubric. [Thesis]. California State University – Sacramento; 2016. Available from: http://hdl.handle.net/10211.3/171328

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


University of Exeter

7. Sanif, Sazuliana. Implementation of peer observation of teaching in ELT tertiary education system in Malaysia : a social-constructionism view.

Degree: PhD, 2015, University of Exeter

 The present study primarily aims to explore the English language (EL) teachers’ current practices and their experiences of teacher evaluation, and how these are related… (more)

Subjects/Keywords: 428.0071; teacher evaluation; peer observation; classroom observation; teacher assessment; professional development

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APA (6th Edition):

Sanif, S. (2015). Implementation of peer observation of teaching in ELT tertiary education system in Malaysia : a social-constructionism view. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/21049

Chicago Manual of Style (16th Edition):

Sanif, Sazuliana. “Implementation of peer observation of teaching in ELT tertiary education system in Malaysia : a social-constructionism view.” 2015. Doctoral Dissertation, University of Exeter. Accessed May 31, 2020. http://hdl.handle.net/10871/21049.

MLA Handbook (7th Edition):

Sanif, Sazuliana. “Implementation of peer observation of teaching in ELT tertiary education system in Malaysia : a social-constructionism view.” 2015. Web. 31 May 2020.

Vancouver:

Sanif S. Implementation of peer observation of teaching in ELT tertiary education system in Malaysia : a social-constructionism view. [Internet] [Doctoral dissertation]. University of Exeter; 2015. [cited 2020 May 31]. Available from: http://hdl.handle.net/10871/21049.

Council of Science Editors:

Sanif S. Implementation of peer observation of teaching in ELT tertiary education system in Malaysia : a social-constructionism view. [Doctoral Dissertation]. University of Exeter; 2015. Available from: http://hdl.handle.net/10871/21049


University of Johannesburg

8. Underhill, Jenni Lynne. Opportunities for pedagogical and professional development at the University of Johannesburg: a critical exploration of the responses to a mentorship programme for lecturers working with tutors.

Degree: 2013, University of Johannesburg

D.Phil. (Education)

Transformation policies in South Africa have seen higher education come under increasing pressure to broaden participation of historically under-represented groups. Recently, student enrolments… (more)

Subjects/Keywords: Peer teaching; Tutors and tutoring; University of Johannesburg - Curricula

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APA (6th Edition):

Underhill, J. L. (2013). Opportunities for pedagogical and professional development at the University of Johannesburg: a critical exploration of the responses to a mentorship programme for lecturers working with tutors. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8522

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):

Underhill, Jenni Lynne. “Opportunities for pedagogical and professional development at the University of Johannesburg: a critical exploration of the responses to a mentorship programme for lecturers working with tutors.” 2013. Thesis, University of Johannesburg. Accessed May 31, 2020. http://hdl.handle.net/10210/8522.

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

MLA Handbook (7th Edition):

Underhill, Jenni Lynne. “Opportunities for pedagogical and professional development at the University of Johannesburg: a critical exploration of the responses to a mentorship programme for lecturers working with tutors.” 2013. Web. 31 May 2020.

Vancouver:

Underhill JL. Opportunities for pedagogical and professional development at the University of Johannesburg: a critical exploration of the responses to a mentorship programme for lecturers working with tutors. [Internet] [Thesis]. University of Johannesburg; 2013. [cited 2020 May 31]. Available from: http://hdl.handle.net/10210/8522.

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

Council of Science Editors:

Underhill JL. Opportunities for pedagogical and professional development at the University of Johannesburg: a critical exploration of the responses to a mentorship programme for lecturers working with tutors. [Thesis]. University of Johannesburg; 2013. Available from: http://hdl.handle.net/10210/8522

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

9. Soriano, Sarah. Students as Co-Teachers .

Degree: 2013, California State University – San Marcos

 As students with more diverse learning needs are entering the general education classroom it is becoming increasingly important to increase supports and services for all… (more)

Subjects/Keywords: peer teaching; inclusion; co teaching

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APA (6th Edition):

Soriano, S. (2013). Students as Co-Teachers . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/375

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):

Soriano, Sarah. “Students as Co-Teachers .” 2013. Thesis, California State University – San Marcos. Accessed May 31, 2020. http://hdl.handle.net/10211.8/375.

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

MLA Handbook (7th Edition):

Soriano, Sarah. “Students as Co-Teachers .” 2013. Web. 31 May 2020.

Vancouver:

Soriano S. Students as Co-Teachers . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2020 May 31]. Available from: http://hdl.handle.net/10211.8/375.

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

Council of Science Editors:

Soriano S. Students as Co-Teachers . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/375

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


Queens University

10. Strucchelli, Alison. Inquiry in the classroom: Peer observation as a form of job-embedded professional learning .

Degree: Education, 2009, Queens University

 Professional development has been recognized as one of the most promising and powerful routes to teachers’ professional growth and job satisfaction, yet current research challenges… (more)

Subjects/Keywords: peer observation; professional development; professional learning; teaching; reflection; teacher inquiry; collaboration; secondary

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APA (6th Edition):

Strucchelli, A. (2009). Inquiry in the classroom: Peer observation as a form of job-embedded professional learning . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/5091

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):

Strucchelli, Alison. “Inquiry in the classroom: Peer observation as a form of job-embedded professional learning .” 2009. Thesis, Queens University. Accessed May 31, 2020. http://hdl.handle.net/1974/5091.

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

MLA Handbook (7th Edition):

Strucchelli, Alison. “Inquiry in the classroom: Peer observation as a form of job-embedded professional learning .” 2009. Web. 31 May 2020.

Vancouver:

Strucchelli A. Inquiry in the classroom: Peer observation as a form of job-embedded professional learning . [Internet] [Thesis]. Queens University; 2009. [cited 2020 May 31]. Available from: http://hdl.handle.net/1974/5091.

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

Council of Science Editors:

Strucchelli A. Inquiry in the classroom: Peer observation as a form of job-embedded professional learning . [Thesis]. Queens University; 2009. Available from: http://hdl.handle.net/1974/5091

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

11. Hammarwall, Julie. Dimensions of Self-Motivated Teacher Collaboration.

Degree: Education, 2013, Stockholm University

  This qualitative study explores six English teachers’ perceptions regarding teaching collaboration. In open-ended interviews, the teachers responded to questions regarding the extent to which… (more)

Subjects/Keywords: peer observation; informal collaboration; teaching collaboration professional development

…adding more tools to the teaching kit.” One of the concrete benefits of peer observations was… …discussions in connection with peer observation. 20 Dimensions of Self-Motivated Teacher… …whether peer observations might affect the quality of their teaching, and whether this might… …study, peer observation was deemed to be a particularly useful form of collaboration, which… …parties in regard to successfully teaching English language learners. At the start of the… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Hammarwall, J. (2013). Dimensions of Self-Motivated Teacher Collaboration. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86799

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):

Hammarwall, Julie. “Dimensions of Self-Motivated Teacher Collaboration.” 2013. Thesis, Stockholm University. Accessed May 31, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86799.

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

MLA Handbook (7th Edition):

Hammarwall, Julie. “Dimensions of Self-Motivated Teacher Collaboration.” 2013. Web. 31 May 2020.

Vancouver:

Hammarwall J. Dimensions of Self-Motivated Teacher Collaboration. [Internet] [Thesis]. Stockholm University; 2013. [cited 2020 May 31]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86799.

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

Council of Science Editors:

Hammarwall J. Dimensions of Self-Motivated Teacher Collaboration. [Thesis]. Stockholm University; 2013. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86799

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

12. Παπακώστα, Χρυσή. Αρχική παιδαγωγική κατάρτιση εκπαιδευτικών με έμφαση στη στοχαστική παρατήρηση.

Degree: 2010, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ)

The purpose of this case study was to investigate the development and implementation of a classroom observation program for the initial teacher training of prospective… (more)

Subjects/Keywords: Αρχική παιδαγωγική κατάρτιση; Στοχαστική παρατήρηση διδασκαλιών; Αλληλοπαρατήρηση διδασκαλιών; Έντυπα παρατήρησης; Επίπεδα στοχασμού σύμφωνα με το μοντέλο vanMANEN; Στοχαστικές καταγραφές; Ημερολόγια; Δοκίμια αυτοαξιολόγησης; Συναδελφική συνεργασία; Προπτυχιακοί εκπαιδευτικοί Β'θμιας εκπαίδευσης; Nitial teacher training; Reflective classroom observation; Peer observation; Observation instruments; vanMANEN'S model of levels of reflectivity; Journal writing; Reflective essay; Peer coaching; Secondary education preservice teachers

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APA (6th Edition):

Παπακώστα, . . (2010). Αρχική παιδαγωγική κατάρτιση εκπαιδευτικών με έμφαση στη στοχαστική παρατήρηση. (Thesis). National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Retrieved from http://hdl.handle.net/10442/hedi/19366

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):

Παπακώστα, Χρυσή. “Αρχική παιδαγωγική κατάρτιση εκπαιδευτικών με έμφαση στη στοχαστική παρατήρηση.” 2010. Thesis, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Accessed May 31, 2020. http://hdl.handle.net/10442/hedi/19366.

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

MLA Handbook (7th Edition):

Παπακώστα, Χρυσή. “Αρχική παιδαγωγική κατάρτιση εκπαιδευτικών με έμφαση στη στοχαστική παρατήρηση.” 2010. Web. 31 May 2020.

Vancouver:

Παπακώστα . Αρχική παιδαγωγική κατάρτιση εκπαιδευτικών με έμφαση στη στοχαστική παρατήρηση. [Internet] [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2010. [cited 2020 May 31]. Available from: http://hdl.handle.net/10442/hedi/19366.

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

Council of Science Editors:

Παπακώστα . Αρχική παιδαγωγική κατάρτιση εκπαιδευτικών με έμφαση στη στοχαστική παρατήρηση. [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2010. Available from: http://hdl.handle.net/10442/hedi/19366

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


Karlstad University

13. Granqvist, Linnéa. Kamratbedömning: ris eller ros? : En kvalitativ studie av åk 8 elevers känslor för att arbeta med kamratbedömning i svenskämnet.

Degree: Literature and Intercultural Studies, 2016, Karlstad University

  The purpose of this study has been to explore how a class of year 8 students from a school in the middle region of… (more)

Subjects/Keywords: peer assessment; peer response; formative assessment; focus groups; observation; feedback; kamratbedömning; kamratrespons; feedback; formativ bedömning; fokusgrupp; observation

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APA (6th Edition):

Granqvist, L. (2016). Kamratbedömning: ris eller ros? : En kvalitativ studie av åk 8 elevers känslor för att arbeta med kamratbedömning i svenskämnet. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-40581

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):

Granqvist, Linnéa. “Kamratbedömning: ris eller ros? : En kvalitativ studie av åk 8 elevers känslor för att arbeta med kamratbedömning i svenskämnet.” 2016. Thesis, Karlstad University. Accessed May 31, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-40581.

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

MLA Handbook (7th Edition):

Granqvist, Linnéa. “Kamratbedömning: ris eller ros? : En kvalitativ studie av åk 8 elevers känslor för att arbeta med kamratbedömning i svenskämnet.” 2016. Web. 31 May 2020.

Vancouver:

Granqvist L. Kamratbedömning: ris eller ros? : En kvalitativ studie av åk 8 elevers känslor för att arbeta med kamratbedömning i svenskämnet. [Internet] [Thesis]. Karlstad University; 2016. [cited 2020 May 31]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-40581.

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

Council of Science Editors:

Granqvist L. Kamratbedömning: ris eller ros? : En kvalitativ studie av åk 8 elevers känslor för att arbeta med kamratbedömning i svenskämnet. [Thesis]. Karlstad University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-40581

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


University of Johannesburg

14. Underhill, Jenni Lynne. The role of a peer tutor development programme in an academic literacies module.

Degree: 2011, University of Johannesburg

M.Ed.

This study focuses on a tutor development programme within an academic literacies module called Language for the Economic Sciences (LES). Coordination of the LES… (more)

Subjects/Keywords: Peer-group tutoring of students; Tutors and tutoring; Developmental studies programs; College teaching

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APA (6th Edition):

Underhill, J. L. (2011). The role of a peer tutor development programme in an academic literacies module. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3596

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):

Underhill, Jenni Lynne. “The role of a peer tutor development programme in an academic literacies module.” 2011. Thesis, University of Johannesburg. Accessed May 31, 2020. http://hdl.handle.net/10210/3596.

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

MLA Handbook (7th Edition):

Underhill, Jenni Lynne. “The role of a peer tutor development programme in an academic literacies module.” 2011. Web. 31 May 2020.

Vancouver:

Underhill JL. The role of a peer tutor development programme in an academic literacies module. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2020 May 31]. Available from: http://hdl.handle.net/10210/3596.

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

Council of Science Editors:

Underhill JL. The role of a peer tutor development programme in an academic literacies module. [Thesis]. University of Johannesburg; 2011. Available from: http://hdl.handle.net/10210/3596

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


University of Arkansas

15. Nichols, Malachi. Mindset, Mentor, and Money: How Each Influences College Success.

Degree: PhD, 2018, University of Arkansas

  Across society, the consistent influx of students enrolling in higher education institutions without a comparable increase in degree attainment has produced a heightened awareness… (more)

Subjects/Keywords: Higher Education; Non-cognitive Skills; Peer-mentors; Education Policy; Scholarship of Teaching and Learning

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APA (6th Edition):

Nichols, M. (2018). Mindset, Mentor, and Money: How Each Influences College Success. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3028

Chicago Manual of Style (16th Edition):

Nichols, Malachi. “Mindset, Mentor, and Money: How Each Influences College Success.” 2018. Doctoral Dissertation, University of Arkansas. Accessed May 31, 2020. https://scholarworks.uark.edu/etd/3028.

MLA Handbook (7th Edition):

Nichols, Malachi. “Mindset, Mentor, and Money: How Each Influences College Success.” 2018. Web. 31 May 2020.

Vancouver:

Nichols M. Mindset, Mentor, and Money: How Each Influences College Success. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2020 May 31]. Available from: https://scholarworks.uark.edu/etd/3028.

Council of Science Editors:

Nichols M. Mindset, Mentor, and Money: How Each Influences College Success. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/3028


University of Debrecen

16. Derecskeiné Nagy, Mária. Using Peer Feedback in Teaching Writing in English to Secondary School Students .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

 Nowadays, the process of teaching and learning a foreign language in secondary schools is practically unimaginable without the integration of the four basic skills: speaking,… (more)

Subjects/Keywords: teaching writing; peer feedback

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APA (6th Edition):

Derecskeiné Nagy, M. (2013). Using Peer Feedback in Teaching Writing in English to Secondary School Students . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/173679

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):

Derecskeiné Nagy, Mária. “Using Peer Feedback in Teaching Writing in English to Secondary School Students .” 2013. Thesis, University of Debrecen. Accessed May 31, 2020. http://hdl.handle.net/2437/173679.

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

MLA Handbook (7th Edition):

Derecskeiné Nagy, Mária. “Using Peer Feedback in Teaching Writing in English to Secondary School Students .” 2013. Web. 31 May 2020.

Vancouver:

Derecskeiné Nagy M. Using Peer Feedback in Teaching Writing in English to Secondary School Students . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2020 May 31]. Available from: http://hdl.handle.net/2437/173679.

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

Council of Science Editors:

Derecskeiné Nagy M. Using Peer Feedback in Teaching Writing in English to Secondary School Students . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/173679

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


University of Arizona

17. Conrad, Eva. THE EFFECTS OF TUTOR ACHIEVEMENT LEVEL, REINFORCEMENT TRAINING, AND EXPECTANCY ON PEER TUTORING .

Degree: 1975, University of Arizona

Subjects/Keywords: Peer teaching.

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APA (6th Edition):

Conrad, E. (1975). THE EFFECTS OF TUTOR ACHIEVEMENT LEVEL, REINFORCEMENT TRAINING, AND EXPECTANCY ON PEER TUTORING . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/289268

Chicago Manual of Style (16th Edition):

Conrad, Eva. “THE EFFECTS OF TUTOR ACHIEVEMENT LEVEL, REINFORCEMENT TRAINING, AND EXPECTANCY ON PEER TUTORING .” 1975. Doctoral Dissertation, University of Arizona. Accessed May 31, 2020. http://hdl.handle.net/10150/289268.

MLA Handbook (7th Edition):

Conrad, Eva. “THE EFFECTS OF TUTOR ACHIEVEMENT LEVEL, REINFORCEMENT TRAINING, AND EXPECTANCY ON PEER TUTORING .” 1975. Web. 31 May 2020.

Vancouver:

Conrad E. THE EFFECTS OF TUTOR ACHIEVEMENT LEVEL, REINFORCEMENT TRAINING, AND EXPECTANCY ON PEER TUTORING . [Internet] [Doctoral dissertation]. University of Arizona; 1975. [cited 2020 May 31]. Available from: http://hdl.handle.net/10150/289268.

Council of Science Editors:

Conrad E. THE EFFECTS OF TUTOR ACHIEVEMENT LEVEL, REINFORCEMENT TRAINING, AND EXPECTANCY ON PEER TUTORING . [Doctoral Dissertation]. University of Arizona; 1975. Available from: http://hdl.handle.net/10150/289268

18. Todd, Mark A. Peer Observation as a Tool for Professional Development.

Degree: MA, English, 2017, St. Cloud State University

Peer observation of teaching represents an opportunity for colleagues to observe one another and gain insights into their professional practice (Richards and Farrell, 2005).… (more)

Subjects/Keywords: Peer observation; professional development; novice teacher; experienced teacher; self-efficacy

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APA (6th Edition):

Todd, M. A. (2017). Peer Observation as a Tool for Professional Development. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/84

Chicago Manual of Style (16th Edition):

Todd, Mark A. “Peer Observation as a Tool for Professional Development.” 2017. Masters Thesis, St. Cloud State University. Accessed May 31, 2020. https://repository.stcloudstate.edu/engl_etds/84.

MLA Handbook (7th Edition):

Todd, Mark A. “Peer Observation as a Tool for Professional Development.” 2017. Web. 31 May 2020.

Vancouver:

Todd MA. Peer Observation as a Tool for Professional Development. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2020 May 31]. Available from: https://repository.stcloudstate.edu/engl_etds/84.

Council of Science Editors:

Todd MA. Peer Observation as a Tool for Professional Development. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/84

19. Sarfraz, Shazre. Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices .

Degree: 2019, University of Waikato

Peer observation can be applied to assess teachers’ performance. Despite an ever-growing corpus of literature on peer observation of teaching in education, very little research… (more)

Subjects/Keywords: peer observation; teacher cognition; teacher assessment; professional learning; language lecturers

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APA (6th Edition):

Sarfraz, S. (2019). Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/12364

Chicago Manual of Style (16th Edition):

Sarfraz, Shazre. “Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices .” 2019. Doctoral Dissertation, University of Waikato. Accessed May 31, 2020. http://hdl.handle.net/10289/12364.

MLA Handbook (7th Edition):

Sarfraz, Shazre. “Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices .” 2019. Web. 31 May 2020.

Vancouver:

Sarfraz S. Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices . [Internet] [Doctoral dissertation]. University of Waikato; 2019. [cited 2020 May 31]. Available from: http://hdl.handle.net/10289/12364.

Council of Science Editors:

Sarfraz S. Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices . [Doctoral Dissertation]. University of Waikato; 2019. Available from: http://hdl.handle.net/10289/12364


University of North Texas

20. Norris, Karen S. Making Sense of Teaching: A Holistic Approach to Teacher Reflection about Practice.

Degree: 2009, University of North Texas

 The purpose of this study was to examine the lived experience of reflection and document how a holistic approach to teacher reflection contributes to teachers'… (more)

Subjects/Keywords: Reflection; reflective dialogue; teacher reflection; peer dialogue; Elementary school teaching.; Observation (Educational method); Education, Elementary  – Study and teaching.; Elementary school teachers.

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APA (6th Edition):

Norris, K. S. (2009). Making Sense of Teaching: A Holistic Approach to Teacher Reflection about Practice. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc11018/

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):

Norris, Karen S. “Making Sense of Teaching: A Holistic Approach to Teacher Reflection about Practice.” 2009. Thesis, University of North Texas. Accessed May 31, 2020. https://digital.library.unt.edu/ark:/67531/metadc11018/.

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

MLA Handbook (7th Edition):

Norris, Karen S. “Making Sense of Teaching: A Holistic Approach to Teacher Reflection about Practice.” 2009. Web. 31 May 2020.

Vancouver:

Norris KS. Making Sense of Teaching: A Holistic Approach to Teacher Reflection about Practice. [Internet] [Thesis]. University of North Texas; 2009. [cited 2020 May 31]. Available from: https://digital.library.unt.edu/ark:/67531/metadc11018/.

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

Council of Science Editors:

Norris KS. Making Sense of Teaching: A Holistic Approach to Teacher Reflection about Practice. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc11018/

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

21. Carvalho, Rosa Maria Ferreira Matias. Avaliação de desempenho do pessoal docente: necessidades formativas dos professores com funções de avaliadores.

Degree: 2013, RCAAP

O trabalho de investigação que nos propomos desenvolver enquadra-se na tipolo-gia de estudo exploratório. Pretende-se perceber como encaram os professores avaliado-res o recente modelo de… (more)

Subjects/Keywords: Avaliação do desempenho; Supervisão; Observação de aulas; Formação de professores; Teaching practice assessment; Monitoring; Observation of lessons; teacher training

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APA (6th Edition):

Carvalho, R. M. F. M. (2013). Avaliação de desempenho do pessoal docente: necessidades formativas dos professores com funções de avaliadores. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9045

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):

Carvalho, Rosa Maria Ferreira Matias. “Avaliação de desempenho do pessoal docente: necessidades formativas dos professores com funções de avaliadores.” 2013. Thesis, RCAAP. Accessed May 31, 2020. https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9045.

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

MLA Handbook (7th Edition):

Carvalho, Rosa Maria Ferreira Matias. “Avaliação de desempenho do pessoal docente: necessidades formativas dos professores com funções de avaliadores.” 2013. Web. 31 May 2020.

Vancouver:

Carvalho RMFM. Avaliação de desempenho do pessoal docente: necessidades formativas dos professores com funções de avaliadores. [Internet] [Thesis]. RCAAP; 2013. [cited 2020 May 31]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9045.

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

Council of Science Editors:

Carvalho RMFM. Avaliação de desempenho do pessoal docente: necessidades formativas dos professores com funções de avaliadores. [Thesis]. RCAAP; 2013. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9045

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


Montana State University

22. Hinck, Alice Angelina. An evaluation of cross age science outreach within public schools.

Degree: Graduate School, 2013, Montana State University

 The purpose of this project was to evaluate the effectiveness of using advanced science high school students to teach science to elementary students. High school… (more)

Subjects/Keywords: Science Study and teaching.; Peer teaching.

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APA (6th Edition):

Hinck, A. A. (2013). An evaluation of cross age science outreach within public schools. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2791

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):

Hinck, Alice Angelina. “An evaluation of cross age science outreach within public schools.” 2013. Thesis, Montana State University. Accessed May 31, 2020. https://scholarworks.montana.edu/xmlui/handle/1/2791.

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

MLA Handbook (7th Edition):

Hinck, Alice Angelina. “An evaluation of cross age science outreach within public schools.” 2013. Web. 31 May 2020.

Vancouver:

Hinck AA. An evaluation of cross age science outreach within public schools. [Internet] [Thesis]. Montana State University; 2013. [cited 2020 May 31]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2791.

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

Council of Science Editors:

Hinck AA. An evaluation of cross age science outreach within public schools. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2791

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


Université de Montréal

23. Hould, Elisabeth. Utilisation et valeur de la représentation devant public en danse au troisième cycle du primaire .

Degree: 2016, Université de Montréal

 En 2001, dans la foulée de la réforme scolaire, une deuxième génération de programmes d’études en danse a été implantée (Gouvernement du Québec, 2001, 2003,… (more)

Subjects/Keywords: Danse à l'école; Enseignement de la danse; Observation des pratiques d'enseignement; Création de danses; Représentation devant public; Spectateur; Public; In-school dance teaching; Observation of teaching practices; Dance in school; Dance teaching; Creating dances; Audience; Performance; Show

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APA (6th Edition):

Hould, E. (2016). Utilisation et valeur de la représentation devant public en danse au troisième cycle du primaire . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/13692

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):

Hould, Elisabeth. “Utilisation et valeur de la représentation devant public en danse au troisième cycle du primaire .” 2016. Thesis, Université de Montréal. Accessed May 31, 2020. http://hdl.handle.net/1866/13692.

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

MLA Handbook (7th Edition):

Hould, Elisabeth. “Utilisation et valeur de la représentation devant public en danse au troisième cycle du primaire .” 2016. Web. 31 May 2020.

Vancouver:

Hould E. Utilisation et valeur de la représentation devant public en danse au troisième cycle du primaire . [Internet] [Thesis]. Université de Montréal; 2016. [cited 2020 May 31]. Available from: http://hdl.handle.net/1866/13692.

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

Council of Science Editors:

Hould E. Utilisation et valeur de la représentation devant public en danse au troisième cycle du primaire . [Thesis]. Université de Montréal; 2016. Available from: http://hdl.handle.net/1866/13692

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

24. Deignan, Ryan P. K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study.

Degree: MA, Music, 2017, University of Iowa

  The purpose of this study was to measure the quantity, quality, and types of collaboration amongst K-12 music teachers in the state of Iowa.… (more)

Subjects/Keywords: cooperative learning; co-teaching; peer observation; professional development; professional learning community; teacher collaboration; Music

…item “We analyze data collected through peer observation of classroom instruction” at 3.80… …of the Center for Research on the Context of Secondary School Teaching (CRC)… …characteristics affected the context of the teaching environment the most, followed by workplace factors… …paradigm supported in education literature is co-teaching. There are many definitions of co… …teaching is valued as a tool for meeting the needs of students with disabilities (Salend… 

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APA (6th Edition):

Deignan, R. P. (2017). K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study. (Masters Thesis). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/5928

Chicago Manual of Style (16th Edition):

Deignan, Ryan P. “K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study.” 2017. Masters Thesis, University of Iowa. Accessed May 31, 2020. https://ir.uiowa.edu/etd/5928.

MLA Handbook (7th Edition):

Deignan, Ryan P. “K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study.” 2017. Web. 31 May 2020.

Vancouver:

Deignan RP. K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study. [Internet] [Masters thesis]. University of Iowa; 2017. [cited 2020 May 31]. Available from: https://ir.uiowa.edu/etd/5928.

Council of Science Editors:

Deignan RP. K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study. [Masters Thesis]. University of Iowa; 2017. Available from: https://ir.uiowa.edu/etd/5928


University of Waikato

25. Oh, Kyoungja. The teaching and learning of English at secondary school level in South Korea: The curriculum and its implementation .

Degree: 2016, University of Waikato

 This thesis explores the professional attitudes and practices of a sample of teachers of English in South Korean secondary schools in the context of a… (more)

Subjects/Keywords: English language teaching in South Korea; language teacher cognition; South Korean English language textbooks; lesson observation; the teaching and learning of English in South Korea

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APA (6th Edition):

Oh, K. (2016). The teaching and learning of English at secondary school level in South Korea: The curriculum and its implementation . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/10626

Chicago Manual of Style (16th Edition):

Oh, Kyoungja. “The teaching and learning of English at secondary school level in South Korea: The curriculum and its implementation .” 2016. Doctoral Dissertation, University of Waikato. Accessed May 31, 2020. http://hdl.handle.net/10289/10626.

MLA Handbook (7th Edition):

Oh, Kyoungja. “The teaching and learning of English at secondary school level in South Korea: The curriculum and its implementation .” 2016. Web. 31 May 2020.

Vancouver:

Oh K. The teaching and learning of English at secondary school level in South Korea: The curriculum and its implementation . [Internet] [Doctoral dissertation]. University of Waikato; 2016. [cited 2020 May 31]. Available from: http://hdl.handle.net/10289/10626.

Council of Science Editors:

Oh K. The teaching and learning of English at secondary school level in South Korea: The curriculum and its implementation . [Doctoral Dissertation]. University of Waikato; 2016. Available from: http://hdl.handle.net/10289/10626


University of Kentucky

26. Bloyd, Ellen S. The Effects of Peer Mediated Instruction to Teach Math Skills to Middle School Students.

Degree: 2015, University of Kentucky

 The purpose of this study was to determine if there was a functional relation between a peer-delivered modified system of least prompts procedure (SLP) and… (more)

Subjects/Keywords: Mild and severe disabilities; system of least prompts; peer mediated instruction; academic math skills; middle school; Education; Special Education and Teaching

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APA (6th Edition):

Bloyd, E. S. (2015). The Effects of Peer Mediated Instruction to Teach Math Skills to Middle School Students. (Masters Thesis). University of Kentucky. Retrieved from http://uknowledge.uky.edu/edsrc_etds/17

Chicago Manual of Style (16th Edition):

Bloyd, Ellen S. “The Effects of Peer Mediated Instruction to Teach Math Skills to Middle School Students.” 2015. Masters Thesis, University of Kentucky. Accessed May 31, 2020. http://uknowledge.uky.edu/edsrc_etds/17.

MLA Handbook (7th Edition):

Bloyd, Ellen S. “The Effects of Peer Mediated Instruction to Teach Math Skills to Middle School Students.” 2015. Web. 31 May 2020.

Vancouver:

Bloyd ES. The Effects of Peer Mediated Instruction to Teach Math Skills to Middle School Students. [Internet] [Masters thesis]. University of Kentucky; 2015. [cited 2020 May 31]. Available from: http://uknowledge.uky.edu/edsrc_etds/17.

Council of Science Editors:

Bloyd ES. The Effects of Peer Mediated Instruction to Teach Math Skills to Middle School Students. [Masters Thesis]. University of Kentucky; 2015. Available from: http://uknowledge.uky.edu/edsrc_etds/17


Massey University

27. Belsham, Sharon Theresa. A comparison of the effects of two peer tutoring programmes on the reading ability of children with reading difficulties in the regular classroom.

Degree: MEd, 2000, Massey University

 A context emphasis peer tutoring programme was compared with a code emphasis programme to ascertain whether phonological processing strategies could be taught through peer tutoring… (more)

Subjects/Keywords: Reading; Remedial teaching; Peer group tutoring of students

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

APA (6th Edition):

Belsham, S. T. (2000). A comparison of the effects of two peer tutoring programmes on the reading ability of children with reading difficulties in the regular classroom. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/5619

Chicago Manual of Style (16th Edition):

Belsham, Sharon Theresa. “A comparison of the effects of two peer tutoring programmes on the reading ability of children with reading difficulties in the regular classroom.” 2000. Masters Thesis, Massey University. Accessed May 31, 2020. http://hdl.handle.net/10179/5619.

MLA Handbook (7th Edition):

Belsham, Sharon Theresa. “A comparison of the effects of two peer tutoring programmes on the reading ability of children with reading difficulties in the regular classroom.” 2000. Web. 31 May 2020.

Vancouver:

Belsham ST. A comparison of the effects of two peer tutoring programmes on the reading ability of children with reading difficulties in the regular classroom. [Internet] [Masters thesis]. Massey University; 2000. [cited 2020 May 31]. Available from: http://hdl.handle.net/10179/5619.

Council of Science Editors:

Belsham ST. A comparison of the effects of two peer tutoring programmes on the reading ability of children with reading difficulties in the regular classroom. [Masters Thesis]. Massey University; 2000. Available from: http://hdl.handle.net/10179/5619


University of Dundee

28. Cabello Gonzalez, Valeria Magally. Developing skills to explain scientific concepts during initial teacher education : the role of peer assessment.

Degree: PhD, 2013, University of Dundee

 Initial teacher education is an area of weakness within the Chilean education system. Yet it is highlighted as a crucial aspect of educational success. Success… (more)

Subjects/Keywords: 370; Peer assessment; Teacher education; Explain; Scientific concepts; Pre-service teachers; Assessment; Skills; Skill of explaining; Teaching

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

APA (6th Edition):

Cabello Gonzalez, V. M. (2013). Developing skills to explain scientific concepts during initial teacher education : the role of peer assessment. (Doctoral Dissertation). University of Dundee. Retrieved from https://discovery.dundee.ac.uk/en/studentTheses/0964b055-c1c5-44b8-9e5a-10d821b240ac ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.578938

Chicago Manual of Style (16th Edition):

Cabello Gonzalez, Valeria Magally. “Developing skills to explain scientific concepts during initial teacher education : the role of peer assessment.” 2013. Doctoral Dissertation, University of Dundee. Accessed May 31, 2020. https://discovery.dundee.ac.uk/en/studentTheses/0964b055-c1c5-44b8-9e5a-10d821b240ac ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.578938.

MLA Handbook (7th Edition):

Cabello Gonzalez, Valeria Magally. “Developing skills to explain scientific concepts during initial teacher education : the role of peer assessment.” 2013. Web. 31 May 2020.

Vancouver:

Cabello Gonzalez VM. Developing skills to explain scientific concepts during initial teacher education : the role of peer assessment. [Internet] [Doctoral dissertation]. University of Dundee; 2013. [cited 2020 May 31]. Available from: https://discovery.dundee.ac.uk/en/studentTheses/0964b055-c1c5-44b8-9e5a-10d821b240ac ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.578938.

Council of Science Editors:

Cabello Gonzalez VM. Developing skills to explain scientific concepts during initial teacher education : the role of peer assessment. [Doctoral Dissertation]. University of Dundee; 2013. Available from: https://discovery.dundee.ac.uk/en/studentTheses/0964b055-c1c5-44b8-9e5a-10d821b240ac ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.578938

29. Robinson, Nicole M. An Evaluation of the Effectiveness of the Demonstration Classroom Professional Learning Experience.

Degree: EdD Doctor of Education, Educational Leadership, 2016, National-Louis University

  The purpose of this project was to determine the effectiveness of the Demonstration Classroom professional development opportunity in meeting its stated goals: To increase… (more)

Subjects/Keywords: professional development for teachers; program evaluation; peer observation; personalized professional learning; Educational Leadership

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

APA (6th Edition):

Robinson, N. M. (2016). An Evaluation of the Effectiveness of the Demonstration Classroom Professional Learning Experience. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/204

Chicago Manual of Style (16th Edition):

Robinson, Nicole M. “An Evaluation of the Effectiveness of the Demonstration Classroom Professional Learning Experience.” 2016. Doctoral Dissertation, National-Louis University. Accessed May 31, 2020. http://digitalcommons.nl.edu/diss/204.

MLA Handbook (7th Edition):

Robinson, Nicole M. “An Evaluation of the Effectiveness of the Demonstration Classroom Professional Learning Experience.” 2016. Web. 31 May 2020.

Vancouver:

Robinson NM. An Evaluation of the Effectiveness of the Demonstration Classroom Professional Learning Experience. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2020 May 31]. Available from: http://digitalcommons.nl.edu/diss/204.

Council of Science Editors:

Robinson NM. An Evaluation of the Effectiveness of the Demonstration Classroom Professional Learning Experience. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/204


University of Texas Medical Branch – Galveston

30. [No author]. Impact of Peer Observation on Learning Outcomes in Simulated Clinical Learning Experiences .

Degree: University of Texas Medical Branch – Galveston

 Comparison of traditional teaching methods with simulation in nursing education research fails to inform educators on how to best design, structure and implement simulation experiences… (more)

Subjects/Keywords: peer observation; simulated clinical learning experiences

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

APA (6th Edition):

author], [. (n.d.). Impact of Peer Observation on Learning Outcomes in Simulated Clinical Learning Experiences . (Thesis). University of Texas Medical Branch – Galveston. Retrieved from http://hdl.handle.net/2152.3/640

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “Impact of Peer Observation on Learning Outcomes in Simulated Clinical Learning Experiences .” Thesis, University of Texas Medical Branch – Galveston. Accessed May 31, 2020. http://hdl.handle.net/2152.3/640.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “Impact of Peer Observation on Learning Outcomes in Simulated Clinical Learning Experiences .” Web. 31 May 2020.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

author] [. Impact of Peer Observation on Learning Outcomes in Simulated Clinical Learning Experiences . [Internet] [Thesis]. University of Texas Medical Branch – Galveston; [cited 2020 May 31]. Available from: http://hdl.handle.net/2152.3/640.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

author] [. Impact of Peer Observation on Learning Outcomes in Simulated Clinical Learning Experiences . [Thesis]. University of Texas Medical Branch – Galveston; Available from: http://hdl.handle.net/2152.3/640

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

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