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You searched for subject:(Professional learning AND development). Showing records 1 – 30 of 3256 total matches.

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University of Saskatchewan

1. James, Wendy Leora. SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS.

Degree: 2018, University of Saskatchewan

Professional Learning is a mechanism designed to support K-12 educators in improving their professional lives, knowledge, and instructional practice. It is supported by school divisions… (more)

Subjects/Keywords: professional learning; professional development

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APA (6th Edition):

James, W. L. (2018). SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/10649

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):

James, Wendy Leora. “SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS.” 2018. Thesis, University of Saskatchewan. Accessed September 19, 2020. http://hdl.handle.net/10388/10649.

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

MLA Handbook (7th Edition):

James, Wendy Leora. “SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS.” 2018. Web. 19 Sep 2020.

Vancouver:

James WL. SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS. [Internet] [Thesis]. University of Saskatchewan; 2018. [cited 2020 Sep 19]. Available from: http://hdl.handle.net/10388/10649.

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

Council of Science Editors:

James WL. SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS. [Thesis]. University of Saskatchewan; 2018. Available from: http://hdl.handle.net/10388/10649

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


University of Southern California

2. Kruizinga, Kristin Dawn. Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 One of the most influential factors affecting students’ academic performance consists of the pedagogical practices enacted within the classroom. Efforts to enhance teachers’ instructional practices… (more)

Subjects/Keywords: professional development; professional learning

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APA (6th Edition):

Kruizinga, K. D. (2012). Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3632

Chicago Manual of Style (16th Edition):

Kruizinga, Kristin Dawn. “Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3632.

MLA Handbook (7th Edition):

Kruizinga, Kristin Dawn. “Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development.” 2012. Web. 19 Sep 2020.

Vancouver:

Kruizinga KD. Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3632.

Council of Science Editors:

Kruizinga KD. Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3632


Texas A&M University

3. Perez Guarda, Paola. Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help.

Degree: PhD, Educational Psychology, 2014, Texas A&M University

 This study adds to the body of knowledge about professional development for teachers. Professionally well-trained teachers will most likely transfer those skills to their students.… (more)

Subjects/Keywords: professional development; online learning communities

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APA (6th Edition):

Perez Guarda, P. (2014). Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153222

Chicago Manual of Style (16th Edition):

Perez Guarda, Paola. “Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help.” 2014. Doctoral Dissertation, Texas A&M University. Accessed September 19, 2020. http://hdl.handle.net/1969.1/153222.

MLA Handbook (7th Edition):

Perez Guarda, Paola. “Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help.” 2014. Web. 19 Sep 2020.

Vancouver:

Perez Guarda P. Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2020 Sep 19]. Available from: http://hdl.handle.net/1969.1/153222.

Council of Science Editors:

Perez Guarda P. Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153222


Open Universiteit Nederland

4. Bartelts-Schilt, Marleen. Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren .

Degree: 2015, Open Universiteit Nederland

 Bekwame leraren, die zich professioneel willen ontwikkelen en willen bijdragen aan innovatie zijn onontbeerlijk voor kwalitatief hoogwaardig onderwijs. Het onderwijs moet zich immers continu aanpassen… (more)

Subjects/Keywords: motivation; learning networks; professional development

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APA (6th Edition):

Bartelts-Schilt, M. (2015). Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren . (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/6273

Chicago Manual of Style (16th Edition):

Bartelts-Schilt, Marleen. “Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren .” 2015. Masters Thesis, Open Universiteit Nederland. Accessed September 19, 2020. http://hdl.handle.net/1820/6273.

MLA Handbook (7th Edition):

Bartelts-Schilt, Marleen. “Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren .” 2015. Web. 19 Sep 2020.

Vancouver:

Bartelts-Schilt M. Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren . [Internet] [Masters thesis]. Open Universiteit Nederland; 2015. [cited 2020 Sep 19]. Available from: http://hdl.handle.net/1820/6273.

Council of Science Editors:

Bartelts-Schilt M. Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren . [Masters Thesis]. Open Universiteit Nederland; 2015. Available from: http://hdl.handle.net/1820/6273


Boston College

5. Smith, Kara N. Online Teacher Professional Development: The Importance of Training to Deliver PD Online.

Degree: PhD, Educational Research, Measurement, and Evaluation, 2010, Boston College

 The most recent reauthorization of the Elementary and Secondary Education Act, the No Child Left Behind Act, focuses on the continued importance of teacher professional(more)

Subjects/Keywords: Online Learning; Professional Development; Training

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

APA (6th Edition):

Smith, K. N. (2010). Online Teacher Professional Development: The Importance of Training to Deliver PD Online. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101779

Chicago Manual of Style (16th Edition):

Smith, Kara N. “Online Teacher Professional Development: The Importance of Training to Deliver PD Online.” 2010. Doctoral Dissertation, Boston College. Accessed September 19, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101779.

MLA Handbook (7th Edition):

Smith, Kara N. “Online Teacher Professional Development: The Importance of Training to Deliver PD Online.” 2010. Web. 19 Sep 2020.

Vancouver:

Smith KN. Online Teacher Professional Development: The Importance of Training to Deliver PD Online. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2020 Sep 19]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101779.

Council of Science Editors:

Smith KN. Online Teacher Professional Development: The Importance of Training to Deliver PD Online. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101779


University of Tennessee – Knoxville

6. Thomason, Betty R. Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities.

Degree: 2017, University of Tennessee – Knoxville

 English Learners (ELs) are the fastest growing subset of the population in U. S. k-12 schools. ELs are students whose primary language is one other… (more)

Subjects/Keywords: English Learners; Professional Development; Professional Learning Communities

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APA (6th Edition):

Thomason, B. R. (2017). Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/4811

Chicago Manual of Style (16th Edition):

Thomason, Betty R. “Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities.” 2017. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed September 19, 2020. https://trace.tennessee.edu/utk_graddiss/4811.

MLA Handbook (7th Edition):

Thomason, Betty R. “Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities.” 2017. Web. 19 Sep 2020.

Vancouver:

Thomason BR. Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2017. [cited 2020 Sep 19]. Available from: https://trace.tennessee.edu/utk_graddiss/4811.

Council of Science Editors:

Thomason BR. Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2017. Available from: https://trace.tennessee.edu/utk_graddiss/4811


University of Houston

7. Fendley, Paula. AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT.

Degree: EdD, Professional Leadership, 2014, University of Houston

 This study focused on evaluating the Linked Learning program in one large urban district. Linked Learning is a program linking students to rigorous college preparatory… (more)

Subjects/Keywords: Linked learning; Learning; Readiness; Professional development

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APA (6th Edition):

Fendley, P. (2014). AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1632

Chicago Manual of Style (16th Edition):

Fendley, Paula. “AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT.” 2014. Doctoral Dissertation, University of Houston. Accessed September 19, 2020. http://hdl.handle.net/10657/1632.

MLA Handbook (7th Edition):

Fendley, Paula. “AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT.” 2014. Web. 19 Sep 2020.

Vancouver:

Fendley P. AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Sep 19]. Available from: http://hdl.handle.net/10657/1632.

Council of Science Editors:

Fendley P. AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1632


University of Georgia

8. Idsardi, Robert Christopher. Congruence of stem faculty conceptions of how students learn and instructional practices.

Degree: 2018, University of Georgia

 Active-learning can be beneficial for undergraduate STEM students, but difficult for faculty to implement without support. This dissertation is composed of two manuscripts which aim… (more)

Subjects/Keywords: Active-learning; STEM; professional development; student learning

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APA (6th Edition):

Idsardi, R. C. (2018). Congruence of stem faculty conceptions of how students learn and instructional practices. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/38385

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):

Idsardi, Robert Christopher. “Congruence of stem faculty conceptions of how students learn and instructional practices.” 2018. Thesis, University of Georgia. Accessed September 19, 2020. http://hdl.handle.net/10724/38385.

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

MLA Handbook (7th Edition):

Idsardi, Robert Christopher. “Congruence of stem faculty conceptions of how students learn and instructional practices.” 2018. Web. 19 Sep 2020.

Vancouver:

Idsardi RC. Congruence of stem faculty conceptions of how students learn and instructional practices. [Internet] [Thesis]. University of Georgia; 2018. [cited 2020 Sep 19]. Available from: http://hdl.handle.net/10724/38385.

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

Council of Science Editors:

Idsardi RC. Congruence of stem faculty conceptions of how students learn and instructional practices. [Thesis]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/38385

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


University of Melbourne

9. Elliott, Kerry Louise. Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development.

Degree: 2019, University of Melbourne

 Despite policies and guidelines introducing teacher performance and development systems at a local, national and international level, current findings would suggest there is limited evidence… (more)

Subjects/Keywords: teacher performance and development; professional learning; professional development; performance appraisal; professional teacher standards; teacher learning

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APA (6th Edition):

Elliott, K. L. (2019). Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/228901

Chicago Manual of Style (16th Edition):

Elliott, Kerry Louise. “Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development.” 2019. Doctoral Dissertation, University of Melbourne. Accessed September 19, 2020. http://hdl.handle.net/11343/228901.

MLA Handbook (7th Edition):

Elliott, Kerry Louise. “Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development.” 2019. Web. 19 Sep 2020.

Vancouver:

Elliott KL. Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development. [Internet] [Doctoral dissertation]. University of Melbourne; 2019. [cited 2020 Sep 19]. Available from: http://hdl.handle.net/11343/228901.

Council of Science Editors:

Elliott KL. Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development. [Doctoral Dissertation]. University of Melbourne; 2019. Available from: http://hdl.handle.net/11343/228901


University of Minnesota

10. Andzenge, Senenge. Developing TPACK in Practice: a multiple case study of higher education instructors.

Degree: PhD, Education, Curriculum and Instruction, 2018, University of Minnesota

 Engaging instructors with technology remains a problem in higher education (Westberry, McNaughton, Billot, & Gaeta, 2015). For many instructors, competency with new tools and practices… (more)

Subjects/Keywords: Adult Learning; Constructivism; Faculty Development; Learning Sciences; Learning Technologies; Professional Development

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APA (6th Edition):

Andzenge, S. (2018). Developing TPACK in Practice: a multiple case study of higher education instructors. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/201716

Chicago Manual of Style (16th Edition):

Andzenge, Senenge. “Developing TPACK in Practice: a multiple case study of higher education instructors.” 2018. Doctoral Dissertation, University of Minnesota. Accessed September 19, 2020. http://hdl.handle.net/11299/201716.

MLA Handbook (7th Edition):

Andzenge, Senenge. “Developing TPACK in Practice: a multiple case study of higher education instructors.” 2018. Web. 19 Sep 2020.

Vancouver:

Andzenge S. Developing TPACK in Practice: a multiple case study of higher education instructors. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2020 Sep 19]. Available from: http://hdl.handle.net/11299/201716.

Council of Science Editors:

Andzenge S. Developing TPACK in Practice: a multiple case study of higher education instructors. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/201716


University of Toronto

11. Macchione, Elizabeth Jacqueline. Searching Out Loud Together: Reflections from a Faculty Learning Circle.

Degree: 2014, University of Toronto

This qualitative study explored the experiences and reflections of nine part-time and newly hired College educators who agreed to participate in the development of a… (more)

Subjects/Keywords: College educators; faculty learning circles; professional development; professional learning; 0515

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APA (6th Edition):

Macchione, E. J. (2014). Searching Out Loud Together: Reflections from a Faculty Learning Circle. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/67878

Chicago Manual of Style (16th Edition):

Macchione, Elizabeth Jacqueline. “Searching Out Loud Together: Reflections from a Faculty Learning Circle.” 2014. Masters Thesis, University of Toronto. Accessed September 19, 2020. http://hdl.handle.net/1807/67878.

MLA Handbook (7th Edition):

Macchione, Elizabeth Jacqueline. “Searching Out Loud Together: Reflections from a Faculty Learning Circle.” 2014. Web. 19 Sep 2020.

Vancouver:

Macchione EJ. Searching Out Loud Together: Reflections from a Faculty Learning Circle. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2020 Sep 19]. Available from: http://hdl.handle.net/1807/67878.

Council of Science Editors:

Macchione EJ. Searching Out Loud Together: Reflections from a Faculty Learning Circle. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/67878

12. Clarke, Katie Carol. The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives.

Degree: 2014, Minnesota State University – Mankato

 The purpose of this mixed-methods study was to identify the successes and challenges in establishing professional learning communities (PLC) within 25 school districts in southwest… (more)

Subjects/Keywords: collaboration; professional development; professional learning communities; teacher learning; Educational Leadership

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APA (6th Edition):

Clarke, K. C. (2014). The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives. (Thesis). Minnesota State University – Mankato. Retrieved from https://cornerstone.lib.mnsu.edu/etds/341

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):

Clarke, Katie Carol. “The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives.” 2014. Thesis, Minnesota State University – Mankato. Accessed September 19, 2020. https://cornerstone.lib.mnsu.edu/etds/341.

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

MLA Handbook (7th Edition):

Clarke, Katie Carol. “The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives.” 2014. Web. 19 Sep 2020.

Vancouver:

Clarke KC. The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives. [Internet] [Thesis]. Minnesota State University – Mankato; 2014. [cited 2020 Sep 19]. Available from: https://cornerstone.lib.mnsu.edu/etds/341.

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

Council of Science Editors:

Clarke KC. The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives. [Thesis]. Minnesota State University – Mankato; 2014. Available from: https://cornerstone.lib.mnsu.edu/etds/341

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


Boston College

13. Nolin, Anna Patricia; Arnold, Erik Paul; Cohen, Peter D.; Flanagan, Gina Eva. Framing Innovation: Do Professional Learning Communities Influence Acceptance of Large-Scale Technology Initiatives?.

Degree: EdD, Educational Leadership and Higher Education, 2014, Boston College

 This study explored the role of professional learning communities for district leadership implementing large-scale technology initiatives such as 1:1 implementations (one computing device for every… (more)

Subjects/Keywords: Collaboration; Innovation; Learning Organization; Professional Learning Community; Technology; Technology Professional Development

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APA (6th Edition):

Nolin, Anna Patricia; Arnold, Erik Paul; Cohen, Peter D.; Flanagan, G. E. (2014). Framing Innovation: Do Professional Learning Communities Influence Acceptance of Large-Scale Technology Initiatives?. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101650

Chicago Manual of Style (16th Edition):

Nolin, Anna Patricia; Arnold, Erik Paul; Cohen, Peter D.; Flanagan, Gina Eva. “Framing Innovation: Do Professional Learning Communities Influence Acceptance of Large-Scale Technology Initiatives?.” 2014. Doctoral Dissertation, Boston College. Accessed September 19, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101650.

MLA Handbook (7th Edition):

Nolin, Anna Patricia; Arnold, Erik Paul; Cohen, Peter D.; Flanagan, Gina Eva. “Framing Innovation: Do Professional Learning Communities Influence Acceptance of Large-Scale Technology Initiatives?.” 2014. Web. 19 Sep 2020.

Vancouver:

Nolin, Anna Patricia; Arnold, Erik Paul; Cohen, Peter D.; Flanagan GE. Framing Innovation: Do Professional Learning Communities Influence Acceptance of Large-Scale Technology Initiatives?. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2020 Sep 19]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101650.

Council of Science Editors:

Nolin, Anna Patricia; Arnold, Erik Paul; Cohen, Peter D.; Flanagan GE. Framing Innovation: Do Professional Learning Communities Influence Acceptance of Large-Scale Technology Initiatives?. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101650


University of Victoria

14. Kraig, Charlie. Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners.

Degree: Dept. of Educational Psychology and Leadership Studies, 2013, University of Victoria

 This thesis explores the notion of teachers as adult learners, the professional development and professional learning available to them, and a space where these ideas… (more)

Subjects/Keywords: teacher learning; professional development; adult learner; professional learning

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APA (6th Edition):

Kraig, C. (2013). Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/4895

Chicago Manual of Style (16th Edition):

Kraig, Charlie. “Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners.” 2013. Masters Thesis, University of Victoria. Accessed September 19, 2020. http://hdl.handle.net/1828/4895.

MLA Handbook (7th Edition):

Kraig, Charlie. “Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners.” 2013. Web. 19 Sep 2020.

Vancouver:

Kraig C. Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners. [Internet] [Masters thesis]. University of Victoria; 2013. [cited 2020 Sep 19]. Available from: http://hdl.handle.net/1828/4895.

Council of Science Editors:

Kraig C. Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners. [Masters Thesis]. University of Victoria; 2013. Available from: http://hdl.handle.net/1828/4895


University of Florida

15. Wiggins, Lori R. Successful District Online Teachers' Perspectives of Professional Development.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2016, University of Florida

 The development of high quality online teachers within a Florida school district is critical given the exponential growth of virtual district programs, the lack of… (more)

Subjects/Keywords: Bricks; Learning; Learning experiences; Online learning; Pedagogy; Professional development; Professional development schools; Schools; Students; Teachers; development  – instruction  – pedagogy  – professional  – technology  – virtual

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

APA (6th Edition):

Wiggins, L. R. (2016). Successful District Online Teachers' Perspectives of Professional Development. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0050267

Chicago Manual of Style (16th Edition):

Wiggins, Lori R. “Successful District Online Teachers' Perspectives of Professional Development.” 2016. Doctoral Dissertation, University of Florida. Accessed September 19, 2020. https://ufdc.ufl.edu/UFE0050267.

MLA Handbook (7th Edition):

Wiggins, Lori R. “Successful District Online Teachers' Perspectives of Professional Development.” 2016. Web. 19 Sep 2020.

Vancouver:

Wiggins LR. Successful District Online Teachers' Perspectives of Professional Development. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2020 Sep 19]. Available from: https://ufdc.ufl.edu/UFE0050267.

Council of Science Editors:

Wiggins LR. Successful District Online Teachers' Perspectives of Professional Development. [Doctoral Dissertation]. University of Florida; 2016. Available from: https://ufdc.ufl.edu/UFE0050267


Edith Cowan University

16. Sari, Eunice R. Teacher professional development in an online learning community : a case study in Indonesia.

Degree: 2012, Edith Cowan University

 Over the past decade the rapid pace of technological innovation has changed the knowledge-based society and gradually changed the way teaching and learning are conducted… (more)

Subjects/Keywords: Teacher professional development; web-based learning; Teacher Education and Professional Development

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

APA (6th Edition):

Sari, E. R. (2012). Teacher professional development in an online learning community : a case study in Indonesia. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/470

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):

Sari, Eunice R. “Teacher professional development in an online learning community : a case study in Indonesia.” 2012. Thesis, Edith Cowan University. Accessed September 19, 2020. https://ro.ecu.edu.au/theses/470.

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

MLA Handbook (7th Edition):

Sari, Eunice R. “Teacher professional development in an online learning community : a case study in Indonesia.” 2012. Web. 19 Sep 2020.

Vancouver:

Sari ER. Teacher professional development in an online learning community : a case study in Indonesia. [Internet] [Thesis]. Edith Cowan University; 2012. [cited 2020 Sep 19]. Available from: https://ro.ecu.edu.au/theses/470.

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

Council of Science Editors:

Sari ER. Teacher professional development in an online learning community : a case study in Indonesia. [Thesis]. Edith Cowan University; 2012. Available from: https://ro.ecu.edu.au/theses/470

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


University of the Western Cape

17. Smith, Charles Raymond. Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership .

Degree: 2015, University of the Western Cape

 Ways of enacting effective professional development (PD) and professional learning (PL) of teachers are diverse and often contested and therefore needs sustained inquiry (Schuck, Aubussona,… (more)

Subjects/Keywords: Teacher development; Collaboration inquiry; Continuous professional development; Professional learning communities

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

APA (6th Edition):

Smith, C. R. (2015). Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4943

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):

Smith, Charles Raymond. “Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership .” 2015. Thesis, University of the Western Cape. Accessed September 19, 2020. http://hdl.handle.net/11394/4943.

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

MLA Handbook (7th Edition):

Smith, Charles Raymond. “Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership .” 2015. Web. 19 Sep 2020.

Vancouver:

Smith CR. Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership . [Internet] [Thesis]. University of the Western Cape; 2015. [cited 2020 Sep 19]. Available from: http://hdl.handle.net/11394/4943.

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

Council of Science Editors:

Smith CR. Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership . [Thesis]. University of the Western Cape; 2015. Available from: http://hdl.handle.net/11394/4943

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


University of Georgia

18. Wynne, Stefanie C. Job-embedded learning.

Degree: 2014, University of Georgia

 The purpose of this study was to examine the learning which occurs among teachers in a high performing middle school in the state of Georgia.… (more)

Subjects/Keywords: Educational administration and policy; Job-embedded learning; On-the-job learning; Professional development; Professional development policy; Professional learning; Situational learning; Teacher learning; Teacher professional development; Team learning

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

APA (6th Edition):

Wynne, S. C. (2014). Job-embedded learning. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27034

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):

Wynne, Stefanie C. “Job-embedded learning.” 2014. Thesis, University of Georgia. Accessed September 19, 2020. http://hdl.handle.net/10724/27034.

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

MLA Handbook (7th Edition):

Wynne, Stefanie C. “Job-embedded learning.” 2014. Web. 19 Sep 2020.

Vancouver:

Wynne SC. Job-embedded learning. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 19]. Available from: http://hdl.handle.net/10724/27034.

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

Council of Science Editors:

Wynne SC. Job-embedded learning. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27034

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


University of Delaware

19. Zack, Diane H. Professional learning sessions to support teachers incorporating technology to update their lessons and assessments.

Degree: D.Ed., University of Delaware, School of Education, 2017, University of Delaware

 The primary focus of this Executive Leadership Portfolio (ELP) is to investigate whether teachers who actively participate in professional development designed to model best practices… (more)

Subjects/Keywords: Education; Digital tools; Educational technology; Professional development; Professional learning; Professional learning communitites; TPACK

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

APA (6th Edition):

Zack, D. H. (2017). Professional learning sessions to support teachers incorporating technology to update their lessons and assessments. (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/23459

Chicago Manual of Style (16th Edition):

Zack, Diane H. “Professional learning sessions to support teachers incorporating technology to update their lessons and assessments.” 2017. Doctoral Dissertation, University of Delaware. Accessed September 19, 2020. http://udspace.udel.edu/handle/19716/23459.

MLA Handbook (7th Edition):

Zack, Diane H. “Professional learning sessions to support teachers incorporating technology to update their lessons and assessments.” 2017. Web. 19 Sep 2020.

Vancouver:

Zack DH. Professional learning sessions to support teachers incorporating technology to update their lessons and assessments. [Internet] [Doctoral dissertation]. University of Delaware; 2017. [cited 2020 Sep 19]. Available from: http://udspace.udel.edu/handle/19716/23459.

Council of Science Editors:

Zack DH. Professional learning sessions to support teachers incorporating technology to update their lessons and assessments. [Doctoral Dissertation]. University of Delaware; 2017. Available from: http://udspace.udel.edu/handle/19716/23459


Kennesaw State University

20. Kennedy, Ashley. Teacher Perceptions of School-Based and District Professional Development.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2017, Kennesaw State University

Professional development is a leading topic of discussion in the field of education. Because teachers are responsible for implementing relevant instructional practices, meeting the… (more)

Subjects/Keywords: teacher perceptions; professional development; school-based and district professional learning; professional learning communities; Educational Leadership

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

APA (6th Edition):

Kennedy, A. (2017). Teacher Perceptions of School-Based and District Professional Development. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17

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):

Kennedy, Ashley. “Teacher Perceptions of School-Based and District Professional Development.” 2017. Thesis, Kennesaw State University. Accessed September 19, 2020. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17.

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

MLA Handbook (7th Edition):

Kennedy, Ashley. “Teacher Perceptions of School-Based and District Professional Development.” 2017. Web. 19 Sep 2020.

Vancouver:

Kennedy A. Teacher Perceptions of School-Based and District Professional Development. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2020 Sep 19]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17.

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

Council of Science Editors:

Kennedy A. Teacher Perceptions of School-Based and District Professional Development. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17

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


University of Texas – Austin

21. -4091-1354. Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study.

Degree: PhD, Curriculum and Instruction, 2019, University of Texas – Austin

Professional development (PD) in early childhood education and care (ECEC) is at a critical juncture within the current accountability and standards movement. Various stakeholders position… (more)

Subjects/Keywords: Professional learning; Professional development; Inquiry-based professional learning; Multiple case-study; Qualitative research

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

APA (6th Edition):

-4091-1354. (2019). Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2869

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-4091-1354. “Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed September 19, 2020. http://dx.doi.org/10.26153/tsw/2869.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-4091-1354. “Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study.” 2019. Web. 19 Sep 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-4091-1354. Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2020 Sep 19]. Available from: http://dx.doi.org/10.26153/tsw/2869.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-4091-1354. Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2869

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

22. Schwartz, Allison. SPECIAL EDUCATION TEACHERS’ AND PROFESSIONAL LEARNING PROVIDERS’ PERSPECTIVES ON THE FEATURES OF EFFECTIVE PROFESSIONAL LEARNING: A Q METHODOLOGY STUDY.

Degree: PhD, Counseling and Psychological Services, 2017, Georgia State University

  Students with disabilities (SWDs) continue to struggle with schooling and beyond. While strong instruction and evidence-based practices can substantially improve outcomes for SWDs, many… (more)

Subjects/Keywords: Professional learning; Professional Development; in-Service; Special Education; Teachers; Professional learning providers

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

APA (6th Edition):

Schwartz, A. (2017). SPECIAL EDUCATION TEACHERS’ AND PROFESSIONAL LEARNING PROVIDERS’ PERSPECTIVES ON THE FEATURES OF EFFECTIVE PROFESSIONAL LEARNING: A Q METHODOLOGY STUDY. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cps_diss/120

Chicago Manual of Style (16th Edition):

Schwartz, Allison. “SPECIAL EDUCATION TEACHERS’ AND PROFESSIONAL LEARNING PROVIDERS’ PERSPECTIVES ON THE FEATURES OF EFFECTIVE PROFESSIONAL LEARNING: A Q METHODOLOGY STUDY.” 2017. Doctoral Dissertation, Georgia State University. Accessed September 19, 2020. https://scholarworks.gsu.edu/cps_diss/120.

MLA Handbook (7th Edition):

Schwartz, Allison. “SPECIAL EDUCATION TEACHERS’ AND PROFESSIONAL LEARNING PROVIDERS’ PERSPECTIVES ON THE FEATURES OF EFFECTIVE PROFESSIONAL LEARNING: A Q METHODOLOGY STUDY.” 2017. Web. 19 Sep 2020.

Vancouver:

Schwartz A. SPECIAL EDUCATION TEACHERS’ AND PROFESSIONAL LEARNING PROVIDERS’ PERSPECTIVES ON THE FEATURES OF EFFECTIVE PROFESSIONAL LEARNING: A Q METHODOLOGY STUDY. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2020 Sep 19]. Available from: https://scholarworks.gsu.edu/cps_diss/120.

Council of Science Editors:

Schwartz A. SPECIAL EDUCATION TEACHERS’ AND PROFESSIONAL LEARNING PROVIDERS’ PERSPECTIVES ON THE FEATURES OF EFFECTIVE PROFESSIONAL LEARNING: A Q METHODOLOGY STUDY. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/cps_diss/120


Georgia State University

23. Henderson, Jennifer. Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development.

Degree: Doctor of Education (EdD), Middle and Secondary Education, 2018, Georgia State University

  The purpose of this qualitative research study was to determine how learning about research-based principles of student learning shifts teacher professional dialogue within an… (more)

Subjects/Keywords: Professional Learning Community; Student Learning; Professional Dialogue; Embedded Professional Development. Algebra 1; Secondary Mathematics

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APA (6th Edition):

Henderson, J. (2018). Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/69

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):

Henderson, Jennifer. “Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development.” 2018. Thesis, Georgia State University. Accessed September 19, 2020. https://scholarworks.gsu.edu/mse_diss/69.

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

MLA Handbook (7th Edition):

Henderson, Jennifer. “Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development.” 2018. Web. 19 Sep 2020.

Vancouver:

Henderson J. Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development. [Internet] [Thesis]. Georgia State University; 2018. [cited 2020 Sep 19]. Available from: https://scholarworks.gsu.edu/mse_diss/69.

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

Council of Science Editors:

Henderson J. Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/69

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


University of Arkansas

24. Koonce, Michael John. Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2017, University of Arkansas

  The purpose of this study was to identify factors that served as barriers to principal engagement in the professional development process and identify what… (more)

Subjects/Keywords: Capacity Building; Principal Engagement; Professional Development; Professional Learning; Educational Leadership; Teacher Education and Professional Development

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APA (6th Edition):

Koonce, M. J. (2017). Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2625

Chicago Manual of Style (16th Edition):

Koonce, Michael John. “Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports.” 2017. Doctoral Dissertation, University of Arkansas. Accessed September 19, 2020. https://scholarworks.uark.edu/etd/2625.

MLA Handbook (7th Edition):

Koonce, Michael John. “Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports.” 2017. Web. 19 Sep 2020.

Vancouver:

Koonce MJ. Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2020 Sep 19]. Available from: https://scholarworks.uark.edu/etd/2625.

Council of Science Editors:

Koonce MJ. Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/2625


UCLA

25. Serrato, Francisco Joel. Principal Professional Development and Professional Learning Communities.

Degree: Education, 2015, UCLA

 This paper presents the results of a study that explored the effects of an action research team approach to examine the perceptions of experienced principals… (more)

Subjects/Keywords: Educational leadership; Communities; Development; Learning; Principal; Professional

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

APA (6th Edition):

Serrato, F. J. (2015). Principal Professional Development and Professional Learning Communities. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/14j298z4

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):

Serrato, Francisco Joel. “Principal Professional Development and Professional Learning Communities.” 2015. Thesis, UCLA. Accessed September 19, 2020. http://www.escholarship.org/uc/item/14j298z4.

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

MLA Handbook (7th Edition):

Serrato, Francisco Joel. “Principal Professional Development and Professional Learning Communities.” 2015. Web. 19 Sep 2020.

Vancouver:

Serrato FJ. Principal Professional Development and Professional Learning Communities. [Internet] [Thesis]. UCLA; 2015. [cited 2020 Sep 19]. Available from: http://www.escholarship.org/uc/item/14j298z4.

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

Council of Science Editors:

Serrato FJ. Principal Professional Development and Professional Learning Communities. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/14j298z4

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


Universiteit Utrecht

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

Degree: 2014, Universiteit Utrecht

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Tompazi, K. “Teachers' Professional Development of IBL skills in science through PRIMAS project.” 2014. Masters Thesis, Universiteit Utrecht. Accessed September 19, 2020. http://dspace.library.uu.nl:8080/handle/1874/298074.

MLA Handbook (7th Edition):

Tompazi, K. “Teachers' Professional Development of IBL skills in science through PRIMAS project.” 2014. Web. 19 Sep 2020.

Vancouver:

Tompazi K. Teachers' Professional Development of IBL skills in science through PRIMAS project. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2020 Sep 19]. Available from: http://dspace.library.uu.nl:8080/handle/1874/298074.

Council of Science Editors:

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


University of Wollongong

27. Bukhatwa, Bothaina. Improving mathematics education in the Middle East: a focus on technology, learning design and professional development.

Degree: Doctor of Philosophy, 2014, University of Wollongong

  This research is motivated by the challenges faced in the best design of eLearning sites to increase student understanding of educational processes and in… (more)

Subjects/Keywords: learning design; technology; eLearning; professional development

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

APA (6th Edition):

Bukhatwa, B. (2014). Improving mathematics education in the Middle East: a focus on technology, learning design and professional development. (Doctoral Dissertation). University of Wollongong. Retrieved from ; https://ro.uow.edu.au/theses/4273

Chicago Manual of Style (16th Edition):

Bukhatwa, Bothaina. “Improving mathematics education in the Middle East: a focus on technology, learning design and professional development.” 2014. Doctoral Dissertation, University of Wollongong. Accessed September 19, 2020. ; https://ro.uow.edu.au/theses/4273.

MLA Handbook (7th Edition):

Bukhatwa, Bothaina. “Improving mathematics education in the Middle East: a focus on technology, learning design and professional development.” 2014. Web. 19 Sep 2020.

Vancouver:

Bukhatwa B. Improving mathematics education in the Middle East: a focus on technology, learning design and professional development. [Internet] [Doctoral dissertation]. University of Wollongong; 2014. [cited 2020 Sep 19]. Available from: ; https://ro.uow.edu.au/theses/4273.

Council of Science Editors:

Bukhatwa B. Improving mathematics education in the Middle East: a focus on technology, learning design and professional development. [Doctoral Dissertation]. University of Wollongong; 2014. Available from: ; https://ro.uow.edu.au/theses/4273


Colorado State University

28. Elias, Scott. Implications of online social network sites on the personal and professional learning of educational leaders.

Degree: PhD, Education, 2012, Colorado State University

 The purpose of this study is to explore the ways in which five educational leaders make use of online social network sites (SNSs) for their… (more)

Subjects/Keywords: professional development; learning; social network; education; leadership

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

APA (6th Edition):

Elias, S. (2012). Implications of online social network sites on the personal and professional learning of educational leaders. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/67918

Chicago Manual of Style (16th Edition):

Elias, Scott. “Implications of online social network sites on the personal and professional learning of educational leaders.” 2012. Doctoral Dissertation, Colorado State University. Accessed September 19, 2020. http://hdl.handle.net/10217/67918.

MLA Handbook (7th Edition):

Elias, Scott. “Implications of online social network sites on the personal and professional learning of educational leaders.” 2012. Web. 19 Sep 2020.

Vancouver:

Elias S. Implications of online social network sites on the personal and professional learning of educational leaders. [Internet] [Doctoral dissertation]. Colorado State University; 2012. [cited 2020 Sep 19]. Available from: http://hdl.handle.net/10217/67918.

Council of Science Editors:

Elias S. Implications of online social network sites on the personal and professional learning of educational leaders. [Doctoral Dissertation]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/67918


Boston College

29. Moore, Meredith Cromwell. A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2018, Boston College

Professional development is widely viewed as a key lever for school change. Each year, federal and state governments pour billions of dollars into developing teachers,… (more)

Subjects/Keywords: Complexity Theory; Professional Development; Teacher Learning

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

APA (6th Edition):

Moore, M. C. (2018). A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:108093

Chicago Manual of Style (16th Edition):

Moore, Meredith Cromwell. “A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory.” 2018. Doctoral Dissertation, Boston College. Accessed September 19, 2020. http://dlib.bc.edu/islandora/object/bc-ir:108093.

MLA Handbook (7th Edition):

Moore, Meredith Cromwell. “A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory.” 2018. Web. 19 Sep 2020.

Vancouver:

Moore MC. A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory. [Internet] [Doctoral dissertation]. Boston College; 2018. [cited 2020 Sep 19]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108093.

Council of Science Editors:

Moore MC. A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory. [Doctoral Dissertation]. Boston College; 2018. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108093


Grand Valley State University

30. Britten, Lisa A. In This Together: Secondary Language Arts Teachers’ Responses to Learning Labs.

Degree: 2016, Grand Valley State University

 Since the No Child Left Behind (NCLB) Act was signed into law in 2001, literacy leaders and other school administrators have been challenged to increase… (more)

Subjects/Keywords: professional development; classroom learning labs; education; Education

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APA (6th Edition):

Britten, L. A. (2016). In This Together: Secondary Language Arts Teachers’ Responses to Learning Labs. (Thesis). Grand Valley State University. Retrieved from https://scholarworks.gvsu.edu/theses/787

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):

Britten, Lisa A. “In This Together: Secondary Language Arts Teachers’ Responses to Learning Labs.” 2016. Thesis, Grand Valley State University. Accessed September 19, 2020. https://scholarworks.gvsu.edu/theses/787.

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

MLA Handbook (7th Edition):

Britten, Lisa A. “In This Together: Secondary Language Arts Teachers’ Responses to Learning Labs.” 2016. Web. 19 Sep 2020.

Vancouver:

Britten LA. In This Together: Secondary Language Arts Teachers’ Responses to Learning Labs. [Internet] [Thesis]. Grand Valley State University; 2016. [cited 2020 Sep 19]. Available from: https://scholarworks.gvsu.edu/theses/787.

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

Council of Science Editors:

Britten LA. In This Together: Secondary Language Arts Teachers’ Responses to Learning Labs. [Thesis]. Grand Valley State University; 2016. Available from: https://scholarworks.gvsu.edu/theses/787

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

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