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You searched for subject:(Professional education). Showing records 1 – 30 of 6506 total matches.

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University of Georgia

1. Funk, Joan R. Practitioners' views of continuing education: an empirical examination of social workers across the United States.

Degree: PhD, Social Work, 2007, University of Georgia

 The importance of Continuing Education (CE) is consistently highlighted across numerous professions. In social work, continuing professional education is well documented (Apps, 1981; Barker, 1990;… (more)

Subjects/Keywords: Continuing professional education

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APA (6th Edition):

Funk, J. R. (2007). Practitioners' views of continuing education: an empirical examination of social workers across the United States. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/funk_joan_r_200705_phd

Chicago Manual of Style (16th Edition):

Funk, Joan R. “Practitioners' views of continuing education: an empirical examination of social workers across the United States.” 2007. Doctoral Dissertation, University of Georgia. Accessed September 22, 2019. http://purl.galileo.usg.edu/uga_etd/funk_joan_r_200705_phd.

MLA Handbook (7th Edition):

Funk, Joan R. “Practitioners' views of continuing education: an empirical examination of social workers across the United States.” 2007. Web. 22 Sep 2019.

Vancouver:

Funk JR. Practitioners' views of continuing education: an empirical examination of social workers across the United States. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Sep 22]. Available from: http://purl.galileo.usg.edu/uga_etd/funk_joan_r_200705_phd.

Council of Science Editors:

Funk JR. Practitioners' views of continuing education: an empirical examination of social workers across the United States. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/funk_joan_r_200705_phd


University of KwaZulu-Natal

2. [No author]. Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme.

Degree: Education, 2010, University of KwaZulu-Natal

 Apartheid education practices have left an indelible mark on Black students in South Africa even after 16 years of democratic rule. For many years tertiary… (more)

Subjects/Keywords: Professional development.; Education.

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APA (6th Edition):

author], [. (2010). Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/5435

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):

author], [No. “Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme. ” 2010. Thesis, University of KwaZulu-Natal. Accessed September 22, 2019. http://hdl.handle.net/10413/5435.

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

MLA Handbook (7th Edition):

author], [No. “Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme. ” 2010. Web. 22 Sep 2019.

Vancouver:

author] [. Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme. [Internet] [Thesis]. University of KwaZulu-Natal; 2010. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10413/5435.

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

Council of Science Editors:

author] [. Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme. [Thesis]. University of KwaZulu-Natal; 2010. Available from: http://hdl.handle.net/10413/5435

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


California State University – Sacramento

3. Franzella, Shonna L. An evaluation of the 2008-2009 Beginning Teacher Support and Assessment seminars held in the Sacramento City Unified School District.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

 This paper examines the methods for presenting appropriate, meaningful professional development to beginning teachers. Research supports the following key elements of effective professional development: a… (more)

Subjects/Keywords: Education; Professional development

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APA (6th Edition):

Franzella, S. L. (2010). An evaluation of the 2008-2009 Beginning Teacher Support and Assessment seminars held in the Sacramento City Unified School District. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/524

Chicago Manual of Style (16th Edition):

Franzella, Shonna L. “An evaluation of the 2008-2009 Beginning Teacher Support and Assessment seminars held in the Sacramento City Unified School District.” 2010. Masters Thesis, California State University – Sacramento. Accessed September 22, 2019. http://hdl.handle.net/10211.9/524.

MLA Handbook (7th Edition):

Franzella, Shonna L. “An evaluation of the 2008-2009 Beginning Teacher Support and Assessment seminars held in the Sacramento City Unified School District.” 2010. Web. 22 Sep 2019.

Vancouver:

Franzella SL. An evaluation of the 2008-2009 Beginning Teacher Support and Assessment seminars held in the Sacramento City Unified School District. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10211.9/524.

Council of Science Editors:

Franzella SL. An evaluation of the 2008-2009 Beginning Teacher Support and Assessment seminars held in the Sacramento City Unified School District. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/524


University of Sydney

4. Khosronejadtoroghi, Maryam. Implied Identity: Conceptualising professional identity development in higher education .

Degree: 2018, University of Sydney

 Educators in higher education and professional development are highly concerned with facilitating the development of learners’ professional identities. However, the underlying mechanism of professional-identity development… (more)

Subjects/Keywords: Professional development; Professional identity; Higher education

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APA (6th Edition):

Khosronejadtoroghi, M. (2018). Implied Identity: Conceptualising professional identity development in higher education . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/18840

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):

Khosronejadtoroghi, Maryam. “Implied Identity: Conceptualising professional identity development in higher education .” 2018. Thesis, University of Sydney. Accessed September 22, 2019. http://hdl.handle.net/2123/18840.

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

MLA Handbook (7th Edition):

Khosronejadtoroghi, Maryam. “Implied Identity: Conceptualising professional identity development in higher education .” 2018. Web. 22 Sep 2019.

Vancouver:

Khosronejadtoroghi M. Implied Identity: Conceptualising professional identity development in higher education . [Internet] [Thesis]. University of Sydney; 2018. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2123/18840.

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

Council of Science Editors:

Khosronejadtoroghi M. Implied Identity: Conceptualising professional identity development in higher education . [Thesis]. University of Sydney; 2018. Available from: http://hdl.handle.net/2123/18840

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


Cornell University

5. Moore, Donna. Establishing Ownership: How Agricultural Education Teachers Influenced the Planning of Their Continuing Professional Education Experiences .

Degree: 2008, Cornell University

 The literatures in adult and continuing education as well as teacher education reflect a history that emphasizes the importance of learner participation in program planning… (more)

Subjects/Keywords: Continuing Professional Education; Teacher Professional Development; Agricultural Education Teacher Professional Development; Adult Education Program Planning

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APA (6th Edition):

Moore, D. (2008). Establishing Ownership: How Agricultural Education Teachers Influenced the Planning of Their Continuing Professional Education Experiences . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/11084

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):

Moore, Donna. “Establishing Ownership: How Agricultural Education Teachers Influenced the Planning of Their Continuing Professional Education Experiences .” 2008. Thesis, Cornell University. Accessed September 22, 2019. http://hdl.handle.net/1813/11084.

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

MLA Handbook (7th Edition):

Moore, Donna. “Establishing Ownership: How Agricultural Education Teachers Influenced the Planning of Their Continuing Professional Education Experiences .” 2008. Web. 22 Sep 2019.

Vancouver:

Moore D. Establishing Ownership: How Agricultural Education Teachers Influenced the Planning of Their Continuing Professional Education Experiences . [Internet] [Thesis]. Cornell University; 2008. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1813/11084.

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

Council of Science Editors:

Moore D. Establishing Ownership: How Agricultural Education Teachers Influenced the Planning of Their Continuing Professional Education Experiences . [Thesis]. Cornell University; 2008. Available from: http://hdl.handle.net/1813/11084

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


Liberty University

6. Long, Chanda. A Comparison of Student Achievement Between Missouri Professional Learning Communities Project Participants and Non-Participants.

Degree: 2008, Liberty University

 The purpose of this non-experimental quantitative study was to suggest a response to the following research question: Is there a significant relationship between student scores… (more)

Subjects/Keywords: Professional Learning Communities; Education, Administration

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

APA (6th Edition):

Long, C. (2008). A Comparison of Student Achievement Between Missouri Professional Learning Communities Project Participants and Non-Participants. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/111

Chicago Manual of Style (16th Edition):

Long, Chanda. “A Comparison of Student Achievement Between Missouri Professional Learning Communities Project Participants and Non-Participants.” 2008. Doctoral Dissertation, Liberty University. Accessed September 22, 2019. http://digitalcommons.liberty.edu/doctoral/111.

MLA Handbook (7th Edition):

Long, Chanda. “A Comparison of Student Achievement Between Missouri Professional Learning Communities Project Participants and Non-Participants.” 2008. Web. 22 Sep 2019.

Vancouver:

Long C. A Comparison of Student Achievement Between Missouri Professional Learning Communities Project Participants and Non-Participants. [Internet] [Doctoral dissertation]. Liberty University; 2008. [cited 2019 Sep 22]. Available from: http://digitalcommons.liberty.edu/doctoral/111.

Council of Science Editors:

Long C. A Comparison of Student Achievement Between Missouri Professional Learning Communities Project Participants and Non-Participants. [Doctoral Dissertation]. Liberty University; 2008. Available from: http://digitalcommons.liberty.edu/doctoral/111


University of Georgia

7. Cormican, Beverly Snyder. Additional revenue streams in higher education: positioning continuing & professional education (CPE) units for growth by shifting portfolio mix.

Degree: EdD, Higher Education, 2013, University of Georgia

 Continuing and Professional Education (CPE) represents a growing segment of higher education that can be a valuable source of innovation and revenue. Transitioning a non-credit… (more)

Subjects/Keywords: Continuing and professional education

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APA (6th Edition):

Cormican, B. S. (2013). Additional revenue streams in higher education: positioning continuing & professional education (CPE) units for growth by shifting portfolio mix. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/cormican_beverly_s_201312_edd

Chicago Manual of Style (16th Edition):

Cormican, Beverly Snyder. “Additional revenue streams in higher education: positioning continuing & professional education (CPE) units for growth by shifting portfolio mix.” 2013. Doctoral Dissertation, University of Georgia. Accessed September 22, 2019. http://purl.galileo.usg.edu/uga_etd/cormican_beverly_s_201312_edd.

MLA Handbook (7th Edition):

Cormican, Beverly Snyder. “Additional revenue streams in higher education: positioning continuing & professional education (CPE) units for growth by shifting portfolio mix.” 2013. Web. 22 Sep 2019.

Vancouver:

Cormican BS. Additional revenue streams in higher education: positioning continuing & professional education (CPE) units for growth by shifting portfolio mix. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Sep 22]. Available from: http://purl.galileo.usg.edu/uga_etd/cormican_beverly_s_201312_edd.

Council of Science Editors:

Cormican BS. Additional revenue streams in higher education: positioning continuing & professional education (CPE) units for growth by shifting portfolio mix. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/cormican_beverly_s_201312_edd


University of Georgia

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

Degree: PhD, Elementary Education, 2008, University of Georgia

 The diversity of the population of elementary school children is increasing. Yet, the teaching force that educates children is relatively homogeneous. Preservice teachers preparation insitutions… (more)

Subjects/Keywords: Teacher education; Diversity; Professional Development

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Meeler, Regina Linton. “Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.” 2008. Doctoral Dissertation, University of Georgia. Accessed September 22, 2019. http://purl.galileo.usg.edu/uga_etd/meeler_regina_e_200812_phd.

MLA Handbook (7th Edition):

Meeler, Regina Linton. “Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.” 2008. Web. 22 Sep 2019.

Vancouver:

Meeler RL. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Sep 22]. Available from: http://purl.galileo.usg.edu/uga_etd/meeler_regina_e_200812_phd.

Council of Science Editors:

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


Texas A&M University

9. Pelezo, Susan Lee. The Lived Experiences of Four Professional Development Directors in Urban Public School Districts.

Degree: 2017, Texas A&M University

 This research study was conducted on four urban professional development directors. A qualitative research framework was embraced to hear four administrators describe their perceptions of… (more)

Subjects/Keywords: Professional Development; urban education

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APA (6th Edition):

Pelezo, S. L. (2017). The Lived Experiences of Four Professional Development Directors in Urban Public School Districts. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161555

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):

Pelezo, Susan Lee. “The Lived Experiences of Four Professional Development Directors in Urban Public School Districts.” 2017. Thesis, Texas A&M University. Accessed September 22, 2019. http://hdl.handle.net/1969.1/161555.

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

MLA Handbook (7th Edition):

Pelezo, Susan Lee. “The Lived Experiences of Four Professional Development Directors in Urban Public School Districts.” 2017. Web. 22 Sep 2019.

Vancouver:

Pelezo SL. The Lived Experiences of Four Professional Development Directors in Urban Public School Districts. [Internet] [Thesis]. Texas A&M University; 2017. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1969.1/161555.

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

Council of Science Editors:

Pelezo SL. The Lived Experiences of Four Professional Development Directors in Urban Public School Districts. [Thesis]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/161555

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


University of Exeter

10. Thorne, Christine. An investigation of the professional identity of teacher educators in the UAE.

Degree: Thesis (EdD), 2015, University of Exeter

 Few would question the important role of teachers in influencing the quality of education in schools; who teachers are, how they teach and what they… (more)

Subjects/Keywords: 370.71; professional identity; teacher education

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APA (6th Edition):

Thorne, C. (2015). An investigation of the professional identity of teacher educators in the UAE. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/20366

Chicago Manual of Style (16th Edition):

Thorne, Christine. “An investigation of the professional identity of teacher educators in the UAE.” 2015. Doctoral Dissertation, University of Exeter. Accessed September 22, 2019. http://hdl.handle.net/10871/20366.

MLA Handbook (7th Edition):

Thorne, Christine. “An investigation of the professional identity of teacher educators in the UAE.” 2015. Web. 22 Sep 2019.

Vancouver:

Thorne C. An investigation of the professional identity of teacher educators in the UAE. [Internet] [Doctoral dissertation]. University of Exeter; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10871/20366.

Council of Science Editors:

Thorne C. An investigation of the professional identity of teacher educators in the UAE. [Doctoral Dissertation]. University of Exeter; 2015. Available from: http://hdl.handle.net/10871/20366

11. Ajay Kumar. A study of professional commitment in relation to thinking style, job values and teacher’s effectiveness of teachers working in teacher training institutions of Haryana; -.

Degree: Education, 2012, Maharshi Dayanand University

Effective school education anticipates effective teacher education. In making teacher education truly effective and functional, the role of teacher educators is most crucial. It is… (more)

Subjects/Keywords: Education; professional commitment; Teaching

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APA (6th Edition):

Kumar, A. (2012). A study of professional commitment in relation to thinking style, job values and teacher’s effectiveness of teachers working in teacher training institutions of Haryana; -. (Thesis). Maharshi Dayanand University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/7923

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):

Kumar, Ajay. “A study of professional commitment in relation to thinking style, job values and teacher’s effectiveness of teachers working in teacher training institutions of Haryana; -.” 2012. Thesis, Maharshi Dayanand University. Accessed September 22, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/7923.

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

MLA Handbook (7th Edition):

Kumar, Ajay. “A study of professional commitment in relation to thinking style, job values and teacher’s effectiveness of teachers working in teacher training institutions of Haryana; -.” 2012. Web. 22 Sep 2019.

Vancouver:

Kumar A. A study of professional commitment in relation to thinking style, job values and teacher’s effectiveness of teachers working in teacher training institutions of Haryana; -. [Internet] [Thesis]. Maharshi Dayanand University; 2012. [cited 2019 Sep 22]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/7923.

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

Council of Science Editors:

Kumar A. A study of professional commitment in relation to thinking style, job values and teacher’s effectiveness of teachers working in teacher training institutions of Haryana; -. [Thesis]. Maharshi Dayanand University; 2012. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/7923

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

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

Degree: PhD, 2012, Australian Catholic University

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

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Cullen, Dianne Margaret. “Pre-service teacher education in the postmodern state.” 2012. Doctoral Dissertation, Australian Catholic University. Accessed September 22, 2019. https://researchbank.acu.edu.au/theses/429.

MLA Handbook (7th Edition):

Cullen, Dianne Margaret. “Pre-service teacher education in the postmodern state.” 2012. Web. 22 Sep 2019.

Vancouver:

Cullen DM. Pre-service teacher education in the postmodern state. [Internet] [Doctoral dissertation]. Australian Catholic University; 2012. [cited 2019 Sep 22]. Available from: https://researchbank.acu.edu.au/theses/429.

Council of Science Editors:

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


Universitat Autònoma de Barcelona

13. Serra Vizern, Montse. Education in ethical values: a pedagogical proposal for the training of ICT professionals.

Degree: Departament d'Enginyeria de la Informació i de les Comunicacions, 2012, Universitat Autònoma de Barcelona

 This study investigates the training in ethical values of ICT professionals with a view to highlighting an educative framework from which to carry out the… (more)

Subjects/Keywords: Ethics; Education; Professional; Tecnologies; 37

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APA (6th Edition):

Serra Vizern, M. (2012). Education in ethical values: a pedagogical proposal for the training of ICT professionals. (Thesis). Universitat Autònoma de Barcelona. Retrieved from http://hdl.handle.net/10803/362637

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):

Serra Vizern, Montse. “Education in ethical values: a pedagogical proposal for the training of ICT professionals.” 2012. Thesis, Universitat Autònoma de Barcelona. Accessed September 22, 2019. http://hdl.handle.net/10803/362637.

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

MLA Handbook (7th Edition):

Serra Vizern, Montse. “Education in ethical values: a pedagogical proposal for the training of ICT professionals.” 2012. Web. 22 Sep 2019.

Vancouver:

Serra Vizern M. Education in ethical values: a pedagogical proposal for the training of ICT professionals. [Internet] [Thesis]. Universitat Autònoma de Barcelona; 2012. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10803/362637.

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

Council of Science Editors:

Serra Vizern M. Education in ethical values: a pedagogical proposal for the training of ICT professionals. [Thesis]. Universitat Autònoma de Barcelona; 2012. Available from: http://hdl.handle.net/10803/362637

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


University of Manchester

14. Silverthorne, Jennifer. An investigation into pharmacist professional formation.

Degree: Thesis (EdD), 2017, University of Manchester

 In the professional formation of pharmacists, participation in real-life professional practice occurs mostly in pre-registration training, in the year after completion of the four-year undergraduate… (more)

Subjects/Keywords: Pharmacy education; Professional identity

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

APA (6th Edition):

Silverthorne, J. (2017). An investigation into pharmacist professional formation. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/an-investigation-into-pharmacist-professional-formation(0c919a16-d894-40a7-8568-4f9704c85b3e).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764543

Chicago Manual of Style (16th Edition):

Silverthorne, Jennifer. “An investigation into pharmacist professional formation.” 2017. Doctoral Dissertation, University of Manchester. Accessed September 22, 2019. https://www.research.manchester.ac.uk/portal/en/theses/an-investigation-into-pharmacist-professional-formation(0c919a16-d894-40a7-8568-4f9704c85b3e).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764543.

MLA Handbook (7th Edition):

Silverthorne, Jennifer. “An investigation into pharmacist professional formation.” 2017. Web. 22 Sep 2019.

Vancouver:

Silverthorne J. An investigation into pharmacist professional formation. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2019 Sep 22]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/an-investigation-into-pharmacist-professional-formation(0c919a16-d894-40a7-8568-4f9704c85b3e).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764543.

Council of Science Editors:

Silverthorne J. An investigation into pharmacist professional formation. [Doctoral Dissertation]. University of Manchester; 2017. Available from: https://www.research.manchester.ac.uk/portal/en/theses/an-investigation-into-pharmacist-professional-formation(0c919a16-d894-40a7-8568-4f9704c85b3e).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764543


University of Manchester

15. Silverthorne, Jennifer. An investigation into pharmacist professional formation.

Degree: 2017, University of Manchester

 In the professional formation of pharmacists, participation in real-life professional practice occurs mostly in pre-registration training, in the year after completion of the four-year undergraduate… (more)

Subjects/Keywords: Professional identity; Pharmacy education

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APA (6th Edition):

Silverthorne, J. (2017). An investigation into pharmacist professional formation. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:307940

Chicago Manual of Style (16th Edition):

Silverthorne, Jennifer. “An investigation into pharmacist professional formation.” 2017. Doctoral Dissertation, University of Manchester. Accessed September 22, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:307940.

MLA Handbook (7th Edition):

Silverthorne, Jennifer. “An investigation into pharmacist professional formation.” 2017. Web. 22 Sep 2019.

Vancouver:

Silverthorne J. An investigation into pharmacist professional formation. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2019 Sep 22]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:307940.

Council of Science Editors:

Silverthorne J. An investigation into pharmacist professional formation. [Doctoral Dissertation]. University of Manchester; 2017. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:307940

16. Willis, Richard. The evolution of the Teachers' Registration Movement from 1846 to 2005.

Degree: PhD, 2010, University of South Wales

 The dominant theme is the examination of the development of the Teachers' Registration Movement and within this context to consider the elements of conflict bearing… (more)

Subjects/Keywords: 370.942; Teaching; Teachers; Professional education

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APA (6th Edition):

Willis, R. (2010). The evolution of the Teachers' Registration Movement from 1846 to 2005. (Doctoral Dissertation). University of South Wales. Retrieved from https://pure.southwales.ac.uk/en/studentthesis/the-evolution-of-the-teachers-registration-movement-from-1846-to-2005(1c578cfd-75eb-4c36-b6bb-e392901bb188).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509114

Chicago Manual of Style (16th Edition):

Willis, Richard. “The evolution of the Teachers' Registration Movement from 1846 to 2005.” 2010. Doctoral Dissertation, University of South Wales. Accessed September 22, 2019. https://pure.southwales.ac.uk/en/studentthesis/the-evolution-of-the-teachers-registration-movement-from-1846-to-2005(1c578cfd-75eb-4c36-b6bb-e392901bb188).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509114.

MLA Handbook (7th Edition):

Willis, Richard. “The evolution of the Teachers' Registration Movement from 1846 to 2005.” 2010. Web. 22 Sep 2019.

Vancouver:

Willis R. The evolution of the Teachers' Registration Movement from 1846 to 2005. [Internet] [Doctoral dissertation]. University of South Wales; 2010. [cited 2019 Sep 22]. Available from: https://pure.southwales.ac.uk/en/studentthesis/the-evolution-of-the-teachers-registration-movement-from-1846-to-2005(1c578cfd-75eb-4c36-b6bb-e392901bb188).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509114.

Council of Science Editors:

Willis R. The evolution of the Teachers' Registration Movement from 1846 to 2005. [Doctoral Dissertation]. University of South Wales; 2010. Available from: https://pure.southwales.ac.uk/en/studentthesis/the-evolution-of-the-teachers-registration-movement-from-1846-to-2005(1c578cfd-75eb-4c36-b6bb-e392901bb188).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509114


University of Houston

17. Harydzak, Heather Natasha. SPECIAL EDUCATION PROFESSIONAL DEVELOPMENT: A LOOK AT EFFECTIVE PROFESSIONAL DEVELOPMENT AND THE C3 COACHING MODEL.

Degree: Educational Psychology, Department of, 2014, University of Houston

Professional development of teachers is critical in order for educators to not only improve their own performance, but also to help students learn at a… (more)

Subjects/Keywords: Professional Development; Special Education

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APA (6th Edition):

Harydzak, H. N. (2014). SPECIAL EDUCATION PROFESSIONAL DEVELOPMENT: A LOOK AT EFFECTIVE PROFESSIONAL DEVELOPMENT AND THE C3 COACHING MODEL. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1462

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):

Harydzak, Heather Natasha. “SPECIAL EDUCATION PROFESSIONAL DEVELOPMENT: A LOOK AT EFFECTIVE PROFESSIONAL DEVELOPMENT AND THE C3 COACHING MODEL.” 2014. Thesis, University of Houston. Accessed September 22, 2019. http://hdl.handle.net/10657/1462.

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

MLA Handbook (7th Edition):

Harydzak, Heather Natasha. “SPECIAL EDUCATION PROFESSIONAL DEVELOPMENT: A LOOK AT EFFECTIVE PROFESSIONAL DEVELOPMENT AND THE C3 COACHING MODEL.” 2014. Web. 22 Sep 2019.

Vancouver:

Harydzak HN. SPECIAL EDUCATION PROFESSIONAL DEVELOPMENT: A LOOK AT EFFECTIVE PROFESSIONAL DEVELOPMENT AND THE C3 COACHING MODEL. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10657/1462.

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

Council of Science Editors:

Harydzak HN. SPECIAL EDUCATION PROFESSIONAL DEVELOPMENT: A LOOK AT EFFECTIVE PROFESSIONAL DEVELOPMENT AND THE C3 COACHING MODEL. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1462

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


College of William and Mary

18. Farina, Deborah O. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.

Degree: Doctor of Education (EdD), Education, 2013, College of William and Mary

 Current traditional reflective practices in teacher preparation may be failing to address the needs of teacher candidates in terms of their identity formation as teachers.… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Farina, D. O. (2013). The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618871

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):

Farina, Deborah O. “The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.” 2013. Thesis, College of William and Mary. Accessed September 22, 2019. https://scholarworks.wm.edu/etd/1539618871.

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

MLA Handbook (7th Edition):

Farina, Deborah O. “The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.” 2013. Web. 22 Sep 2019.

Vancouver:

Farina DO. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2019 Sep 22]. Available from: https://scholarworks.wm.edu/etd/1539618871.

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

Council of Science Editors:

Farina DO. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. [Thesis]. College of William and Mary; 2013. Available from: https://scholarworks.wm.edu/etd/1539618871

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


Wayne State University

19. Alhabeeb, Ebtesam Saleh. Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.

Degree: PhD, Curriculum and Instruction, 2016, Wayne State University

  This mixed-methods research study examines the influence of cultural mismatches on minority parents’ involvement in their children's education. Particularly, how Saudi families in the… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Alhabeeb, E. S. (2016). Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1507

Chicago Manual of Style (16th Edition):

Alhabeeb, Ebtesam Saleh. “Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.” 2016. Doctoral Dissertation, Wayne State University. Accessed September 22, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1507.

MLA Handbook (7th Edition):

Alhabeeb, Ebtesam Saleh. “Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.” 2016. Web. 22 Sep 2019.

Vancouver:

Alhabeeb ES. Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2019 Sep 22]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1507.

Council of Science Editors:

Alhabeeb ES. Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1507


University of New Mexico

20. DOMINGUEZ, NORA. Mentoring Unfolded: The Evolution of an Emerging Discipline.

Degree: Organization, Information & Learning Sciences, 2013, University of New Mexico

  The purpose of this study was to outline the development of mentoring in the fields of business, education, and psychology over the past three… (more)

Subjects/Keywords: Mentoring; Professional education; Organization Development

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APA (6th Edition):

DOMINGUEZ, N. (2013). Mentoring Unfolded: The Evolution of an Emerging Discipline. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/22038

Chicago Manual of Style (16th Edition):

DOMINGUEZ, NORA. “Mentoring Unfolded: The Evolution of an Emerging Discipline.” 2013. Doctoral Dissertation, University of New Mexico. Accessed September 22, 2019. http://hdl.handle.net/1928/22038.

MLA Handbook (7th Edition):

DOMINGUEZ, NORA. “Mentoring Unfolded: The Evolution of an Emerging Discipline.” 2013. Web. 22 Sep 2019.

Vancouver:

DOMINGUEZ N. Mentoring Unfolded: The Evolution of an Emerging Discipline. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1928/22038.

Council of Science Editors:

DOMINGUEZ N. Mentoring Unfolded: The Evolution of an Emerging Discipline. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/22038


University of Delaware

21. Barnello, Kristen G. Technology professional development: investigating the effectiveness of technology integration in middle school classrooms .

Degree: 2017, University of Delaware

 The purpose of this study is to examine the impact of targeted professional development (PD) on the integration of technology upon teachers in grades six… (more)

Subjects/Keywords: Education; Professional development; Technology integration

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APA (6th Edition):

Barnello, K. G. (2017). Technology professional development: investigating the effectiveness of technology integration in middle school classrooms . (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/21699

Chicago Manual of Style (16th Edition):

Barnello, Kristen G. “Technology professional development: investigating the effectiveness of technology integration in middle school classrooms .” 2017. Doctoral Dissertation, University of Delaware. Accessed September 22, 2019. http://udspace.udel.edu/handle/19716/21699.

MLA Handbook (7th Edition):

Barnello, Kristen G. “Technology professional development: investigating the effectiveness of technology integration in middle school classrooms .” 2017. Web. 22 Sep 2019.

Vancouver:

Barnello KG. Technology professional development: investigating the effectiveness of technology integration in middle school classrooms . [Internet] [Doctoral dissertation]. University of Delaware; 2017. [cited 2019 Sep 22]. Available from: http://udspace.udel.edu/handle/19716/21699.

Council of Science Editors:

Barnello KG. Technology professional development: investigating the effectiveness of technology integration in middle school classrooms . [Doctoral Dissertation]. University of Delaware; 2017. Available from: http://udspace.udel.edu/handle/19716/21699


University of Connecticut

22. Bourn, Chelsea E. The Professional Development Needs of Early Childhood Providers in Connecticut: A Focus Group Study.

Degree: MA, Human Development and Family Studies, 2015, University of Connecticut

  This qualitative research study aimed to understand the preferred and optimal professional development options for early childhood providers across the state of Connecticut. A… (more)

Subjects/Keywords: Early Childhood Education; Professional Development

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APA (6th Edition):

Bourn, C. E. (2015). The Professional Development Needs of Early Childhood Providers in Connecticut: A Focus Group Study. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/725

Chicago Manual of Style (16th Edition):

Bourn, Chelsea E. “The Professional Development Needs of Early Childhood Providers in Connecticut: A Focus Group Study.” 2015. Masters Thesis, University of Connecticut. Accessed September 22, 2019. https://opencommons.uconn.edu/gs_theses/725.

MLA Handbook (7th Edition):

Bourn, Chelsea E. “The Professional Development Needs of Early Childhood Providers in Connecticut: A Focus Group Study.” 2015. Web. 22 Sep 2019.

Vancouver:

Bourn CE. The Professional Development Needs of Early Childhood Providers in Connecticut: A Focus Group Study. [Internet] [Masters thesis]. University of Connecticut; 2015. [cited 2019 Sep 22]. Available from: https://opencommons.uconn.edu/gs_theses/725.

Council of Science Editors:

Bourn CE. The Professional Development Needs of Early Childhood Providers in Connecticut: A Focus Group Study. [Masters Thesis]. University of Connecticut; 2015. Available from: https://opencommons.uconn.edu/gs_theses/725


Boston College

23. Santos, Oscar. The Perceived Effect on Teaching and Learning through the development of a Professional Learning Community for staff teaching English Language Learners.

Degree: EdD, Educational Administration, 2009, Boston College

 This study was conducted within a small urban high school that exclusively serves English Language Learners in the northeastern United States. The purpose of the… (more)

Subjects/Keywords: Education; Professional Learning Communities

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APA (6th Edition):

Santos, O. (2009). The Perceived Effect on Teaching and Learning through the development of a Professional Learning Community for staff teaching English Language Learners. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101867

Chicago Manual of Style (16th Edition):

Santos, Oscar. “The Perceived Effect on Teaching and Learning through the development of a Professional Learning Community for staff teaching English Language Learners.” 2009. Doctoral Dissertation, Boston College. Accessed September 22, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101867.

MLA Handbook (7th Edition):

Santos, Oscar. “The Perceived Effect on Teaching and Learning through the development of a Professional Learning Community for staff teaching English Language Learners.” 2009. Web. 22 Sep 2019.

Vancouver:

Santos O. The Perceived Effect on Teaching and Learning through the development of a Professional Learning Community for staff teaching English Language Learners. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Sep 22]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101867.

Council of Science Editors:

Santos O. The Perceived Effect on Teaching and Learning through the development of a Professional Learning Community for staff teaching English Language Learners. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101867


University of Southern California

24. Camerino, Jay M. Professional development and its impact on teacher practice.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 The purpose of this study was to determine the impact professional development has on improving teacher practice. The secondary purpose was to examine the link… (more)

Subjects/Keywords: professional development; urban education

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APA (6th Edition):

Camerino, J. M. (2009). Professional development and its impact on teacher practice. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/145966/rec/5254

Chicago Manual of Style (16th Edition):

Camerino, Jay M. “Professional development and its impact on teacher practice.” 2009. Doctoral Dissertation, University of Southern California. Accessed September 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/145966/rec/5254.

MLA Handbook (7th Edition):

Camerino, Jay M. “Professional development and its impact on teacher practice.” 2009. Web. 22 Sep 2019.

Vancouver:

Camerino JM. Professional development and its impact on teacher practice. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Sep 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/145966/rec/5254.

Council of Science Editors:

Camerino JM. Professional development and its impact on teacher practice. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/145966/rec/5254


University of Iowa

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

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

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

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Jang, Jeong Yoon. “The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach.” 2011. Doctoral Dissertation, University of Iowa. Accessed September 22, 2019. https://ir.uiowa.edu/etd/1232.

MLA Handbook (7th Edition):

Jang, Jeong Yoon. “The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach.” 2011. Web. 22 Sep 2019.

Vancouver:

Jang JY. The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach. [Internet] [Doctoral dissertation]. University of Iowa; 2011. [cited 2019 Sep 22]. Available from: https://ir.uiowa.edu/etd/1232.

Council of Science Editors:

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


University of Iowa

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

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

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

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Alwahbi, Abdullah Abdulmohsen. “Using contingency contracting to improve social interactions between students with ASD and their peers.” 2017. Doctoral Dissertation, University of Iowa. Accessed September 22, 2019. https://ir.uiowa.edu/etd/5907.

MLA Handbook (7th Edition):

Alwahbi, Abdullah Abdulmohsen. “Using contingency contracting to improve social interactions between students with ASD and their peers.” 2017. Web. 22 Sep 2019.

Vancouver:

Alwahbi AA. Using contingency contracting to improve social interactions between students with ASD and their peers. [Internet] [Doctoral dissertation]. University of Iowa; 2017. [cited 2019 Sep 22]. Available from: https://ir.uiowa.edu/etd/5907.

Council of Science Editors:

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


University of Nevada – Las Vegas

27. Alnajjar, Khaled Ismail. A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience.

Degree: PhD, Teaching and Learning, 2016, University of Nevada – Las Vegas

  During the field experience, the mentors and preservice teachers share personal and professional experiences on a daily basis. This process of information sharing is… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Alnajjar, K. I. (2016). A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2771

Chicago Manual of Style (16th Edition):

Alnajjar, Khaled Ismail. “A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience.” 2016. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed September 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2771.

MLA Handbook (7th Edition):

Alnajjar, Khaled Ismail. “A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience.” 2016. Web. 22 Sep 2019.

Vancouver:

Alnajjar KI. A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2016. [cited 2019 Sep 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2771.

Council of Science Editors:

Alnajjar KI. A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2016. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2771


University of Nevada – Las Vegas

28. Riddle, Derek R. A Descriptive Exploration of a Self-Directed Professional Development Approach.

Degree: PhD, Teaching and Learning, 2018, University of Nevada – Las Vegas

  Teachers, who are deemed the greatest in-school factor of student success, are often invited or mandated to engage in some form of professional development… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Riddle, D. R. (2018). A Descriptive Exploration of a Self-Directed Professional Development Approach. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3378

Chicago Manual of Style (16th Edition):

Riddle, Derek R. “A Descriptive Exploration of a Self-Directed Professional Development Approach.” 2018. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed September 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/3378.

MLA Handbook (7th Edition):

Riddle, Derek R. “A Descriptive Exploration of a Self-Directed Professional Development Approach.” 2018. Web. 22 Sep 2019.

Vancouver:

Riddle DR. A Descriptive Exploration of a Self-Directed Professional Development Approach. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2018. [cited 2019 Sep 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3378.

Council of Science Editors:

Riddle DR. A Descriptive Exploration of a Self-Directed Professional Development Approach. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2018. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3378


University of Nevada – Las Vegas

29. Sangueza, Cheryl Ramirez. Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study.

Degree: PhD, Curriculum & Instruction, 2010, University of Nevada – Las Vegas

  This mixed-method, dual-phase, embedded-case study employed the Social Cognitive Theory and the construct of self-efficacy to examine the contributors to science teaching self-efficacy and… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Sangueza, C. R. (2010). Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/844

Chicago Manual of Style (16th Edition):

Sangueza, Cheryl Ramirez. “Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study.” 2010. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed September 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/844.

MLA Handbook (7th Edition):

Sangueza, Cheryl Ramirez. “Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study.” 2010. Web. 22 Sep 2019.

Vancouver:

Sangueza CR. Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2010. [cited 2019 Sep 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/844.

Council of Science Editors:

Sangueza CR. Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2010. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/844


Michigan State University

30. Rex, Ronald Gene. A theory of the internship in professional training.

Degree: PhD, 1961, Michigan State University

Subjects/Keywords: Professional education

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APA (6th Edition):

Rex, R. G. (1961). A theory of the internship in professional training. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:44887

Chicago Manual of Style (16th Edition):

Rex, Ronald Gene. “A theory of the internship in professional training.” 1961. Doctoral Dissertation, Michigan State University. Accessed September 22, 2019. http://etd.lib.msu.edu/islandora/object/etd:44887.

MLA Handbook (7th Edition):

Rex, Ronald Gene. “A theory of the internship in professional training.” 1961. Web. 22 Sep 2019.

Vancouver:

Rex RG. A theory of the internship in professional training. [Internet] [Doctoral dissertation]. Michigan State University; 1961. [cited 2019 Sep 22]. Available from: http://etd.lib.msu.edu/islandora/object/etd:44887.

Council of Science Editors:

Rex RG. A theory of the internship in professional training. [Doctoral Dissertation]. Michigan State University; 1961. Available from: http://etd.lib.msu.edu/islandora/object/etd:44887

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