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You searched for subject:(School professional culture). Showing records 1 – 30 of 83 total matches.

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Queens University

1. Schmalz, Karalyn Joanne. A Collective Case Study: Understanding the Role of Colleagues in Teachers' Engagement in Professional Development .

Degree: Education, 2012, Queens University

Professional development includes the planned and unplanned activities that teachers engage in throughout their career to enhance the quality of instruction in their classrooms (Day,… (more)

Subjects/Keywords: professional development; school culture; colleagues; capacity; engagement

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APA (6th Edition):

Schmalz, K. J. (2012). A Collective Case Study: Understanding the Role of Colleagues in Teachers' Engagement in Professional Development . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/7211

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):

Schmalz, Karalyn Joanne. “A Collective Case Study: Understanding the Role of Colleagues in Teachers' Engagement in Professional Development .” 2012. Thesis, Queens University. Accessed September 19, 2019. http://hdl.handle.net/1974/7211.

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

MLA Handbook (7th Edition):

Schmalz, Karalyn Joanne. “A Collective Case Study: Understanding the Role of Colleagues in Teachers' Engagement in Professional Development .” 2012. Web. 19 Sep 2019.

Vancouver:

Schmalz KJ. A Collective Case Study: Understanding the Role of Colleagues in Teachers' Engagement in Professional Development . [Internet] [Thesis]. Queens University; 2012. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1974/7211.

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

Council of Science Editors:

Schmalz KJ. A Collective Case Study: Understanding the Role of Colleagues in Teachers' Engagement in Professional Development . [Thesis]. Queens University; 2012. Available from: http://hdl.handle.net/1974/7211

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


University of New Mexico

2. Leonard, Zachary A. THE INFLUENCE OF JOB-EMBEDDED PROFESSIONAL LEARNING AND LEADERSHIP ON SCHOOL PROFESSIONAL CULTURE.

Degree: Teacher Education, Educational Leadership & Policy, 2016, University of New Mexico

 Educational leaders are increasingly facing low student achievement and engagement, low teacher morale, and more rigorous standards that require greater teacher preparation and professional development.… (more)

Subjects/Keywords: Job-embedded professional learning; Teacher collaboration; Continuous improvement; Leadership; School professional culture

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APA (6th Edition):

Leonard, Z. A. (2016). THE INFLUENCE OF JOB-EMBEDDED PROFESSIONAL LEARNING AND LEADERSHIP ON SCHOOL PROFESSIONAL CULTURE. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/32312

Chicago Manual of Style (16th Edition):

Leonard, Zachary A. “THE INFLUENCE OF JOB-EMBEDDED PROFESSIONAL LEARNING AND LEADERSHIP ON SCHOOL PROFESSIONAL CULTURE.” 2016. Doctoral Dissertation, University of New Mexico. Accessed September 19, 2019. http://hdl.handle.net/1928/32312.

MLA Handbook (7th Edition):

Leonard, Zachary A. “THE INFLUENCE OF JOB-EMBEDDED PROFESSIONAL LEARNING AND LEADERSHIP ON SCHOOL PROFESSIONAL CULTURE.” 2016. Web. 19 Sep 2019.

Vancouver:

Leonard ZA. THE INFLUENCE OF JOB-EMBEDDED PROFESSIONAL LEARNING AND LEADERSHIP ON SCHOOL PROFESSIONAL CULTURE. [Internet] [Doctoral dissertation]. University of New Mexico; 2016. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1928/32312.

Council of Science Editors:

Leonard ZA. THE INFLUENCE OF JOB-EMBEDDED PROFESSIONAL LEARNING AND LEADERSHIP ON SCHOOL PROFESSIONAL CULTURE. [Doctoral Dissertation]. University of New Mexico; 2016. Available from: http://hdl.handle.net/1928/32312


Siauliai University

3. Norvaišaitė, Gintarė. PROFESINĖS MOKYKLOS ORGANIZACIJOS KULTŪRĄ FORMUOJANTYS VEIKSNIAI(ATVEJO ANALIZĖ).

Degree: Master, Educology, 2010, Siauliai University

Pastaraisiais metais pripažįstama, kad kultūra organizacijoje turi svarbią reikšmę. Organizacijos kultūra išskiria vieną organizaciją iš kitų, formuodama darbuotojų tapatumo jausmą ir suteikdama organizacijai unikalumo; ji… (more)

Subjects/Keywords: Profesinė mokykla; Organizacijos kultūra; Veiksniai; Professional school; Organizational culture; Factors

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APA (6th Edition):

Norvaišaitė, Gintarė. (2010). PROFESINĖS MOKYKLOS ORGANIZACIJOS KULTŪRĄ FORMUOJANTYS VEIKSNIAI(ATVEJO ANALIZĖ). (Masters Thesis). Siauliai University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100903_125107-07012 ;

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

Chicago Manual of Style (16th Edition):

Norvaišaitė, Gintarė. “PROFESINĖS MOKYKLOS ORGANIZACIJOS KULTŪRĄ FORMUOJANTYS VEIKSNIAI(ATVEJO ANALIZĖ).” 2010. Masters Thesis, Siauliai University. Accessed September 19, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100903_125107-07012 ;.

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

MLA Handbook (7th Edition):

Norvaišaitė, Gintarė. “PROFESINĖS MOKYKLOS ORGANIZACIJOS KULTŪRĄ FORMUOJANTYS VEIKSNIAI(ATVEJO ANALIZĖ).” 2010. Web. 19 Sep 2019.

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

Vancouver:

Norvaišaitė, Gintarė. PROFESINĖS MOKYKLOS ORGANIZACIJOS KULTŪRĄ FORMUOJANTYS VEIKSNIAI(ATVEJO ANALIZĖ). [Internet] [Masters thesis]. Siauliai University; 2010. [cited 2019 Sep 19]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100903_125107-07012 ;.

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

Council of Science Editors:

Norvaišaitė, Gintarė. PROFESINĖS MOKYKLOS ORGANIZACIJOS KULTŪRĄ FORMUOJANTYS VEIKSNIAI(ATVEJO ANALIZĖ). [Masters Thesis]. Siauliai University; 2010. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100903_125107-07012 ;

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


Penn State University

4. Ikoma, Sakiko. Individual Excellence versus Collaborative Culture: A Cross-national Analysis of Professional Capital in the U.S., Finland, Japan, and Singapore.

Degree: PhD, Educational Theory and Policy, 2016, Penn State University

 The current study utilized the theoretical framework of professional capital developed by Hargreaves and Fullan (2012) and examined school-level professional capital components in the U.S.,… (more)

Subjects/Keywords: Professionalization of teaching; Cross-national analysis; Professional Capital; Collaborative school culture

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APA (6th Edition):

Ikoma, S. (2016). Individual Excellence versus Collaborative Culture: A Cross-national Analysis of Professional Capital in the U.S., Finland, Japan, and Singapore. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/28017

Chicago Manual of Style (16th Edition):

Ikoma, Sakiko. “Individual Excellence versus Collaborative Culture: A Cross-national Analysis of Professional Capital in the U.S., Finland, Japan, and Singapore.” 2016. Doctoral Dissertation, Penn State University. Accessed September 19, 2019. https://etda.libraries.psu.edu/catalog/28017.

MLA Handbook (7th Edition):

Ikoma, Sakiko. “Individual Excellence versus Collaborative Culture: A Cross-national Analysis of Professional Capital in the U.S., Finland, Japan, and Singapore.” 2016. Web. 19 Sep 2019.

Vancouver:

Ikoma S. Individual Excellence versus Collaborative Culture: A Cross-national Analysis of Professional Capital in the U.S., Finland, Japan, and Singapore. [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2019 Sep 19]. Available from: https://etda.libraries.psu.edu/catalog/28017.

Council of Science Editors:

Ikoma S. Individual Excellence versus Collaborative Culture: A Cross-national Analysis of Professional Capital in the U.S., Finland, Japan, and Singapore. [Doctoral Dissertation]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/28017


George Mason University

5. Sullivan, Laurie J. The Influence of School Culture, School Goals, and Teacher Collaboration on Teachers’ Attitudes Toward Their Professional Development Plans .

Degree: 2010, George Mason University

 The Professional Development Plan (PDP) is a specific professional development model situated within the teacher evaluation system being implemented in the Owen Public Schools (pseudonym).… (more)

Subjects/Keywords: professional development; teacher attitudes; teacher evaluation; school culture; teacher collaboration; reflection

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APA (6th Edition):

Sullivan, L. J. (2010). The Influence of School Culture, School Goals, and Teacher Collaboration on Teachers’ Attitudes Toward Their Professional Development Plans . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/5825

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):

Sullivan, Laurie J. “The Influence of School Culture, School Goals, and Teacher Collaboration on Teachers’ Attitudes Toward Their Professional Development Plans .” 2010. Thesis, George Mason University. Accessed September 19, 2019. http://hdl.handle.net/1920/5825.

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

MLA Handbook (7th Edition):

Sullivan, Laurie J. “The Influence of School Culture, School Goals, and Teacher Collaboration on Teachers’ Attitudes Toward Their Professional Development Plans .” 2010. Web. 19 Sep 2019.

Vancouver:

Sullivan LJ. The Influence of School Culture, School Goals, and Teacher Collaboration on Teachers’ Attitudes Toward Their Professional Development Plans . [Internet] [Thesis]. George Mason University; 2010. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1920/5825.

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

Council of Science Editors:

Sullivan LJ. The Influence of School Culture, School Goals, and Teacher Collaboration on Teachers’ Attitudes Toward Their Professional Development Plans . [Thesis]. George Mason University; 2010. Available from: http://hdl.handle.net/1920/5825

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


University of Houston

6. Muraco, Jennifer Winans. A Comparison of Principals' and Assistant Principals' Perceptions of the Characteristics of a Good School and Culture.

Degree: Curriculum and Instruction, Department of, 2013, University of Houston

 The purpose of this study was to compare the principals’ and assistant principals’ perceptions of the characteristics of a good school and culture. This study… (more)

Subjects/Keywords: Principals; Assistant Principals; Good School; Culture; Professional leadership

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APA (6th Edition):

Muraco, J. W. (2013). A Comparison of Principals' and Assistant Principals' Perceptions of the Characteristics of a Good School and Culture. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/929

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):

Muraco, Jennifer Winans. “A Comparison of Principals' and Assistant Principals' Perceptions of the Characteristics of a Good School and Culture.” 2013. Thesis, University of Houston. Accessed September 19, 2019. http://hdl.handle.net/10657/929.

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

MLA Handbook (7th Edition):

Muraco, Jennifer Winans. “A Comparison of Principals' and Assistant Principals' Perceptions of the Characteristics of a Good School and Culture.” 2013. Web. 19 Sep 2019.

Vancouver:

Muraco JW. A Comparison of Principals' and Assistant Principals' Perceptions of the Characteristics of a Good School and Culture. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10657/929.

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

Council of Science Editors:

Muraco JW. A Comparison of Principals' and Assistant Principals' Perceptions of the Characteristics of a Good School and Culture. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/929

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


University of North Texas

7. Kennedy, Jacqueline E. Examining the Relationship Between Individual and Work Environment Characteristics and Learning Transfer Factors.

Degree: 2013, University of North Texas

 To impact student learning, educators’ implementation, or transfer, of new knowledge, skills, dispositions, and practices to daily work is the primary purpose of professional learning.… (more)

Subjects/Keywords: Professional learning; learning transfer; school improvement; learning culture; collective efficacy

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APA (6th Edition):

Kennedy, J. E. (2013). Examining the Relationship Between Individual and Work Environment Characteristics and Learning Transfer Factors. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500198/

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, Jacqueline E. “Examining the Relationship Between Individual and Work Environment Characteristics and Learning Transfer Factors.” 2013. Thesis, University of North Texas. Accessed September 19, 2019. https://digital.library.unt.edu/ark:/67531/metadc500198/.

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

MLA Handbook (7th Edition):

Kennedy, Jacqueline E. “Examining the Relationship Between Individual and Work Environment Characteristics and Learning Transfer Factors.” 2013. Web. 19 Sep 2019.

Vancouver:

Kennedy JE. Examining the Relationship Between Individual and Work Environment Characteristics and Learning Transfer Factors. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Sep 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500198/.

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

Council of Science Editors:

Kennedy JE. Examining the Relationship Between Individual and Work Environment Characteristics and Learning Transfer Factors. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc500198/

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


University of California – San Diego

8. Sharrock, Daisy. The Impact of Improvement Science Professional Development on Teacher Agency.

Degree: EducLeadership (JtEdDoc CSUSM), 2018, University of California – San Diego

 The educational field is riddled with ineffective top-down reform initiatives that have failed to address disparities in student learning outcomes for disadvantaged students. Over the… (more)

Subjects/Keywords: Educational leadership; improvement science; professional development; school culture; school reform; teacher agency

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APA (6th Edition):

Sharrock, D. (2018). The Impact of Improvement Science Professional Development on Teacher Agency. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/47t071hx

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):

Sharrock, Daisy. “The Impact of Improvement Science Professional Development on Teacher Agency.” 2018. Thesis, University of California – San Diego. Accessed September 19, 2019. http://www.escholarship.org/uc/item/47t071hx.

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

MLA Handbook (7th Edition):

Sharrock, Daisy. “The Impact of Improvement Science Professional Development on Teacher Agency.” 2018. Web. 19 Sep 2019.

Vancouver:

Sharrock D. The Impact of Improvement Science Professional Development on Teacher Agency. [Internet] [Thesis]. University of California – San Diego; 2018. [cited 2019 Sep 19]. Available from: http://www.escholarship.org/uc/item/47t071hx.

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

Council of Science Editors:

Sharrock D. The Impact of Improvement Science Professional Development on Teacher Agency. [Thesis]. University of California – San Diego; 2018. Available from: http://www.escholarship.org/uc/item/47t071hx

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

9. Tomic, Robert. Assessing A District's Culture Through An Annual School Culture Audit: A Policy Advocacy Document.

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

  Healthy school cultures play a significant role in improving a student’s educational experience as well as creating a professional environment for staff. Sustaining a… (more)

Subjects/Keywords: Healthy School Culture; Annual School Culture Audits; School Culture Triage Survey; Professional Colloboration; Collegial Relationships; and Continuity within a school district; Educational Leadership

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APA (6th Edition):

Tomic, R. (2016). Assessing A District's Culture Through An Annual School Culture Audit: A Policy Advocacy Document. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/409

Chicago Manual of Style (16th Edition):

Tomic, Robert. “Assessing A District's Culture Through An Annual School Culture Audit: A Policy Advocacy Document.” 2016. Doctoral Dissertation, National-Louis University. Accessed September 19, 2019. https://digitalcommons.nl.edu/diss/409.

MLA Handbook (7th Edition):

Tomic, Robert. “Assessing A District's Culture Through An Annual School Culture Audit: A Policy Advocacy Document.” 2016. Web. 19 Sep 2019.

Vancouver:

Tomic R. Assessing A District's Culture Through An Annual School Culture Audit: A Policy Advocacy Document. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2019 Sep 19]. Available from: https://digitalcommons.nl.edu/diss/409.

Council of Science Editors:

Tomic R. Assessing A District's Culture Through An Annual School Culture Audit: A Policy Advocacy Document. [Doctoral Dissertation]. National-Louis University; 2016. Available from: https://digitalcommons.nl.edu/diss/409

10. Volf, Virginie. Cultures pédagogiques et identité professionnelle des professeurs des écoles et des collèges : Etude du rôle des arrière-plans culturels et contextuels dans les constructions identitaires et les relations école-collège : Pedagogical cultures and professional identities of primary and secondary school teachers : Study of the cultural and contextual background in the construction of the identities and the relations between primary and secondary schools.

Degree: Docteur es, Sciences de l'éducation, 2017, Bordeaux

Dans la lignée de la création des IUFM (Instituts de formation des maîtres) en 1989, les récentes évolutions du système éducatif français (loi pour la… (more)

Subjects/Keywords: Identité professionnelle; Professeur des écoles; Professeur de collège; Culture pedagogique; Professional identity; Primary school teacher; Secondary school teacher; Pedagogical culture

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

APA (6th Edition):

Volf, V. (2017). Cultures pédagogiques et identité professionnelle des professeurs des écoles et des collèges : Etude du rôle des arrière-plans culturels et contextuels dans les constructions identitaires et les relations école-collège : Pedagogical cultures and professional identities of primary and secondary school teachers : Study of the cultural and contextual background in the construction of the identities and the relations between primary and secondary schools. (Doctoral Dissertation). Bordeaux. Retrieved from http://www.theses.fr/2017BORD0851

Chicago Manual of Style (16th Edition):

Volf, Virginie. “Cultures pédagogiques et identité professionnelle des professeurs des écoles et des collèges : Etude du rôle des arrière-plans culturels et contextuels dans les constructions identitaires et les relations école-collège : Pedagogical cultures and professional identities of primary and secondary school teachers : Study of the cultural and contextual background in the construction of the identities and the relations between primary and secondary schools.” 2017. Doctoral Dissertation, Bordeaux. Accessed September 19, 2019. http://www.theses.fr/2017BORD0851.

MLA Handbook (7th Edition):

Volf, Virginie. “Cultures pédagogiques et identité professionnelle des professeurs des écoles et des collèges : Etude du rôle des arrière-plans culturels et contextuels dans les constructions identitaires et les relations école-collège : Pedagogical cultures and professional identities of primary and secondary school teachers : Study of the cultural and contextual background in the construction of the identities and the relations between primary and secondary schools.” 2017. Web. 19 Sep 2019.

Vancouver:

Volf V. Cultures pédagogiques et identité professionnelle des professeurs des écoles et des collèges : Etude du rôle des arrière-plans culturels et contextuels dans les constructions identitaires et les relations école-collège : Pedagogical cultures and professional identities of primary and secondary school teachers : Study of the cultural and contextual background in the construction of the identities and the relations between primary and secondary schools. [Internet] [Doctoral dissertation]. Bordeaux; 2017. [cited 2019 Sep 19]. Available from: http://www.theses.fr/2017BORD0851.

Council of Science Editors:

Volf V. Cultures pédagogiques et identité professionnelle des professeurs des écoles et des collèges : Etude du rôle des arrière-plans culturels et contextuels dans les constructions identitaires et les relations école-collège : Pedagogical cultures and professional identities of primary and secondary school teachers : Study of the cultural and contextual background in the construction of the identities and the relations between primary and secondary schools. [Doctoral Dissertation]. Bordeaux; 2017. Available from: http://www.theses.fr/2017BORD0851


Texas A&M University

11. Ruebush, Laura Elizabeth. Identifying Patterns of Relationships between Professional Development and Professional Culture with Texas High School Science Teachers and Students.

Degree: 2012, Texas A&M University

Professional development (PD) is used as the primary means for ensuring the continued learning of teachers. PD opportunities and support vary in type and quality.… (more)

Subjects/Keywords: professional development; professional culture; high school science teacher; teacher retention; student achievement; college and career readiness

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APA (6th Edition):

Ruebush, L. E. (2012). Identifying Patterns of Relationships between Professional Development and Professional Culture with Texas High School Science Teachers and Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11612

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):

Ruebush, Laura Elizabeth. “Identifying Patterns of Relationships between Professional Development and Professional Culture with Texas High School Science Teachers and Students.” 2012. Thesis, Texas A&M University. Accessed September 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11612.

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

MLA Handbook (7th Edition):

Ruebush, Laura Elizabeth. “Identifying Patterns of Relationships between Professional Development and Professional Culture with Texas High School Science Teachers and Students.” 2012. Web. 19 Sep 2019.

Vancouver:

Ruebush LE. Identifying Patterns of Relationships between Professional Development and Professional Culture with Texas High School Science Teachers and Students. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11612.

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

Council of Science Editors:

Ruebush LE. Identifying Patterns of Relationships between Professional Development and Professional Culture with Texas High School Science Teachers and Students. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11612

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


University of Southern California

12. Giusto, Hazel Michelle. Leadership, school culture, collaborative practice, and teacher beliefs: A case-study of schoolwide structures and systems at a high performing high poverty school.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 Historically, high poverty schools have not been meeting standards for proficiency and have been associated with low academic achievement according to years of research and… (more)

Subjects/Keywords: effective schools; high poverty; systems; structures; professional learning; professional development; leadership; coaching model; high expectations; school culture

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APA (6th Edition):

Giusto, H. M. (2011). Leadership, school culture, collaborative practice, and teacher beliefs: A case-study of schoolwide structures and systems at a high performing high poverty school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/477776/rec/3768

Chicago Manual of Style (16th Edition):

Giusto, Hazel Michelle. “Leadership, school culture, collaborative practice, and teacher beliefs: A case-study of schoolwide structures and systems at a high performing high poverty school.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/477776/rec/3768.

MLA Handbook (7th Edition):

Giusto, Hazel Michelle. “Leadership, school culture, collaborative practice, and teacher beliefs: A case-study of schoolwide structures and systems at a high performing high poverty school.” 2011. Web. 19 Sep 2019.

Vancouver:

Giusto HM. Leadership, school culture, collaborative practice, and teacher beliefs: A case-study of schoolwide structures and systems at a high performing high poverty school. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/477776/rec/3768.

Council of Science Editors:

Giusto HM. Leadership, school culture, collaborative practice, and teacher beliefs: A case-study of schoolwide structures and systems at a high performing high poverty school. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/477776/rec/3768

13. José Carlos Damasceno. Trabalho e educação: a formação profissional na perspectiva do senac de são paulo.

Degree: 2009, Universidade Nove de Julho

Esta dissertação é resultado de uma pesquisa elaborada junto ao Programa de Pós-Graduação em Educação da Universidade Nove de Julho (UNINOVE) na linha de pesquisa… (more)

Subjects/Keywords: EDUCACAO; Cultura Escolar; Professional Education; Trabalho; Educação Profissional; Reforma Educacional; Labor; Educational Reform; School Culture

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

APA (6th Edition):

Damasceno, J. C. (2009). Trabalho e educação: a formação profissional na perspectiva do senac de são paulo. (Thesis). Universidade Nove de Julho. Retrieved from http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=282

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):

Damasceno, José Carlos. “Trabalho e educação: a formação profissional na perspectiva do senac de são paulo.” 2009. Thesis, Universidade Nove de Julho. Accessed September 19, 2019. http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=282.

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

MLA Handbook (7th Edition):

Damasceno, José Carlos. “Trabalho e educação: a formação profissional na perspectiva do senac de são paulo.” 2009. Web. 19 Sep 2019.

Vancouver:

Damasceno JC. Trabalho e educação: a formação profissional na perspectiva do senac de são paulo. [Internet] [Thesis]. Universidade Nove de Julho; 2009. [cited 2019 Sep 19]. Available from: http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=282.

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

Council of Science Editors:

Damasceno JC. Trabalho e educação: a formação profissional na perspectiva do senac de são paulo. [Thesis]. Universidade Nove de Julho; 2009. Available from: http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=282

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


Indiana University of Pennsylvania

14. Dishong, Todd. How a National Blue Ribbon Elementary School Negotiates the ELA PA Core.

Degree: Ded, Professional Studies in Education, 2016, Indiana University of Pennsylvania

  Schools across America are faced with implementing new English Language Arts Standards due to the new standards reform movement that has swept across the… (more)

Subjects/Keywords: Blue Ribbon School; Common Core; Culture; English Language Arts; Professional Learning Community; Standards

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

APA (6th Edition):

Dishong, T. (2016). How a National Blue Ribbon Elementary School Negotiates the ELA PA Core. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1345

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):

Dishong, Todd. “How a National Blue Ribbon Elementary School Negotiates the ELA PA Core.” 2016. Thesis, Indiana University of Pennsylvania. Accessed September 19, 2019. https://knowledge.library.iup.edu/etd/1345.

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

MLA Handbook (7th Edition):

Dishong, Todd. “How a National Blue Ribbon Elementary School Negotiates the ELA PA Core.” 2016. Web. 19 Sep 2019.

Vancouver:

Dishong T. How a National Blue Ribbon Elementary School Negotiates the ELA PA Core. [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2019 Sep 19]. Available from: https://knowledge.library.iup.edu/etd/1345.

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

Council of Science Editors:

Dishong T. How a National Blue Ribbon Elementary School Negotiates the ELA PA Core. [Thesis]. Indiana University of Pennsylvania; 2016. Available from: https://knowledge.library.iup.edu/etd/1345

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


University of KwaZulu-Natal

15. [No author]. Exploring the importance of ethical leadership from two Swaziland schools.

Degree: 2015, University of KwaZulu-Natal

 This study sought to explore the importance that principals from two Swaziland schools attach to ethical leadership in the schools. To reach the purpose for… (more)

Subjects/Keywords: Educational leadership  – Swaziland.; School principals  – Professional ethics  – Swaziland.; Culture  – Education  – Swaziland.; Education.; Ethical leadership.

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

APA (6th Edition):

author], [. (2015). Exploring the importance of ethical leadership from two Swaziland schools. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13876

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. “Exploring the importance of ethical leadership from two Swaziland schools. ” 2015. Thesis, University of KwaZulu-Natal. Accessed September 19, 2019. http://hdl.handle.net/10413/13876.

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. “Exploring the importance of ethical leadership from two Swaziland schools. ” 2015. Web. 19 Sep 2019.

Vancouver:

author] [. Exploring the importance of ethical leadership from two Swaziland schools. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10413/13876.

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

Council of Science Editors:

author] [. Exploring the importance of ethical leadership from two Swaziland schools. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13876

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


University of Southern California

16. Osowski, Stephanie A. Why culture matters: a case study to determine the promising practices in the prevention of bullying in K‐12 schools.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 Bullying is maintained by the culture and climate of an organization; and schools taking a social‐ecological approach to bullying prevention may benefit from programs that… (more)

Subjects/Keywords: bullying; bullying prevention; effects of bullying; school culture; teacher beliefs; systems; structures; leadership; professional development

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

APA (6th Edition):

Osowski, S. A. (2014). Why culture matters: a case study to determine the promising practices in the prevention of bullying in K‐12 schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/385760/rec/7927

Chicago Manual of Style (16th Edition):

Osowski, Stephanie A. “Why culture matters: a case study to determine the promising practices in the prevention of bullying in K‐12 schools.” 2014. Doctoral Dissertation, University of Southern California. Accessed September 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/385760/rec/7927.

MLA Handbook (7th Edition):

Osowski, Stephanie A. “Why culture matters: a case study to determine the promising practices in the prevention of bullying in K‐12 schools.” 2014. Web. 19 Sep 2019.

Vancouver:

Osowski SA. Why culture matters: a case study to determine the promising practices in the prevention of bullying in K‐12 schools. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Sep 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/385760/rec/7927.

Council of Science Editors:

Osowski SA. Why culture matters: a case study to determine the promising practices in the prevention of bullying in K‐12 schools. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/385760/rec/7927


University of South Carolina

17. Jones, Larry Peaden. The Impact Of Classroom Management On New Teachers At A Newly Opened Elementary School.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  This dissertation in practice outlines an action research project that was designed in order to solve the research question of: What is the impact… (more)

Subjects/Keywords: Curriculum and Instruction; Education; beginning teacher; classroom management; professional development; action research; school culture

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

APA (6th Edition):

Jones, L. P. (2018). The Impact Of Classroom Management On New Teachers At A Newly Opened Elementary School. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4841

Chicago Manual of Style (16th Edition):

Jones, Larry Peaden. “The Impact Of Classroom Management On New Teachers At A Newly Opened Elementary School.” 2018. Doctoral Dissertation, University of South Carolina. Accessed September 19, 2019. https://scholarcommons.sc.edu/etd/4841.

MLA Handbook (7th Edition):

Jones, Larry Peaden. “The Impact Of Classroom Management On New Teachers At A Newly Opened Elementary School.” 2018. Web. 19 Sep 2019.

Vancouver:

Jones LP. The Impact Of Classroom Management On New Teachers At A Newly Opened Elementary School. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Sep 19]. Available from: https://scholarcommons.sc.edu/etd/4841.

Council of Science Editors:

Jones LP. The Impact Of Classroom Management On New Teachers At A Newly Opened Elementary School. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4841


University of South Africa

18. De Villiers, Elsabe. Teacher leadership : perspectives, perception and readiness of educators on the Eden and Central Karoo education district in the Western Cape province .

Degree: 2010, University of South Africa

 The people in the organisation are the key to quality and effective change and improvement in schools. A new paradigm in school leadership, namely teacher… (more)

Subjects/Keywords: Teacher leadership; Parallel leadership; Language of leadership; Professional development; Healthy school culture; Educators’ assumptions

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

APA (6th Edition):

De Villiers, E. (2010). Teacher leadership : perspectives, perception and readiness of educators on the Eden and Central Karoo education district in the Western Cape province . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/4715

Chicago Manual of Style (16th Edition):

De Villiers, Elsabe. “Teacher leadership : perspectives, perception and readiness of educators on the Eden and Central Karoo education district in the Western Cape province .” 2010. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/4715.

MLA Handbook (7th Edition):

De Villiers, Elsabe. “Teacher leadership : perspectives, perception and readiness of educators on the Eden and Central Karoo education district in the Western Cape province .” 2010. Web. 19 Sep 2019.

Vancouver:

De Villiers E. Teacher leadership : perspectives, perception and readiness of educators on the Eden and Central Karoo education district in the Western Cape province . [Internet] [Doctoral dissertation]. University of South Africa; 2010. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/4715.

Council of Science Editors:

De Villiers E. Teacher leadership : perspectives, perception and readiness of educators on the Eden and Central Karoo education district in the Western Cape province . [Doctoral Dissertation]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/4715

19. Burke, Colleen M. American Indian Professionals: Educational Decision-Making and Persistence.

Degree: PhD, Teaching & Learning, 2017, University of North Dakota

  American Indian graduate students are experiencing a higher matriculation rate in higher education today; however, those rates are still lower than other underrepresented minority… (more)

Subjects/Keywords: American Indian culture; graduate school; prospect theory; persistence; tribal values; Teacher Education and Professional Development

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

APA (6th Edition):

Burke, C. M. (2017). American Indian Professionals: Educational Decision-Making and Persistence. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/763

Chicago Manual of Style (16th Edition):

Burke, Colleen M. “American Indian Professionals: Educational Decision-Making and Persistence.” 2017. Doctoral Dissertation, University of North Dakota. Accessed September 19, 2019. https://commons.und.edu/theses/763.

MLA Handbook (7th Edition):

Burke, Colleen M. “American Indian Professionals: Educational Decision-Making and Persistence.” 2017. Web. 19 Sep 2019.

Vancouver:

Burke CM. American Indian Professionals: Educational Decision-Making and Persistence. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2019 Sep 19]. Available from: https://commons.und.edu/theses/763.

Council of Science Editors:

Burke CM. American Indian Professionals: Educational Decision-Making and Persistence. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/763


Claremont Graduate University

20. Peterson, Rebecca. Realities of the First-Year of Teaching Research on the Inspiration Behind, Reality of, and Effects of a First-Year Teacher.

Degree: MA (Education), School of Educational Studies, 2019, Claremont Graduate University

  The purpose of this research was to identify the factors which lend to and negatively impact student success, taking a specific look at the… (more)

Subjects/Keywords: Urban; School; Culture; First-Year Teachers; Retention; Secondary Education; Teacher Education and Professional Development

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

APA (6th Edition):

Peterson, R. (2019). Realities of the First-Year of Teaching Research on the Inspiration Behind, Reality of, and Effects of a First-Year Teacher. (Masters Thesis). Claremont Graduate University. Retrieved from https://scholarship.claremont.edu/cgu_etd/119

Chicago Manual of Style (16th Edition):

Peterson, Rebecca. “Realities of the First-Year of Teaching Research on the Inspiration Behind, Reality of, and Effects of a First-Year Teacher.” 2019. Masters Thesis, Claremont Graduate University. Accessed September 19, 2019. https://scholarship.claremont.edu/cgu_etd/119.

MLA Handbook (7th Edition):

Peterson, Rebecca. “Realities of the First-Year of Teaching Research on the Inspiration Behind, Reality of, and Effects of a First-Year Teacher.” 2019. Web. 19 Sep 2019.

Vancouver:

Peterson R. Realities of the First-Year of Teaching Research on the Inspiration Behind, Reality of, and Effects of a First-Year Teacher. [Internet] [Masters thesis]. Claremont Graduate University; 2019. [cited 2019 Sep 19]. Available from: https://scholarship.claremont.edu/cgu_etd/119.

Council of Science Editors:

Peterson R. Realities of the First-Year of Teaching Research on the Inspiration Behind, Reality of, and Effects of a First-Year Teacher. [Masters Thesis]. Claremont Graduate University; 2019. Available from: https://scholarship.claremont.edu/cgu_etd/119

21. Leigh Maria de Souza. CULTURA ESCOLAR E HABITUS PROFESSORAL EM UMA INSTITUIÇÃO DE EDUCAÇÃO PROFISSIONAL AGRÍCOLA.

Degree: 2012, Pontifícia Universidade Católica de Goiás

 A presente tese de doutorado vincula-se à Linha de Pesquisa Educação, Sociedade e Cultura do Programa de Pós-Graduação em Educação - PPGE da Pontifícia Universidade… (more)

Subjects/Keywords: Cultura Escolar; habitus; Saberes Docentes; Cultura Docente; Educação profissional; EDUCACAO; School culture; habitus; teaching skills; teaching culture; professional education

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

APA (6th Edition):

Souza, L. M. d. (2012). CULTURA ESCOLAR E HABITUS PROFESSORAL EM UMA INSTITUIÇÃO DE EDUCAÇÃO PROFISSIONAL AGRÍCOLA. (Thesis). Pontifícia Universidade Católica de Goiás. Retrieved from http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=1271

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):

Souza, Leigh Maria de. “CULTURA ESCOLAR E HABITUS PROFESSORAL EM UMA INSTITUIÇÃO DE EDUCAÇÃO PROFISSIONAL AGRÍCOLA.” 2012. Thesis, Pontifícia Universidade Católica de Goiás. Accessed September 19, 2019. http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=1271.

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

MLA Handbook (7th Edition):

Souza, Leigh Maria de. “CULTURA ESCOLAR E HABITUS PROFESSORAL EM UMA INSTITUIÇÃO DE EDUCAÇÃO PROFISSIONAL AGRÍCOLA.” 2012. Web. 19 Sep 2019.

Vancouver:

Souza LMd. CULTURA ESCOLAR E HABITUS PROFESSORAL EM UMA INSTITUIÇÃO DE EDUCAÇÃO PROFISSIONAL AGRÍCOLA. [Internet] [Thesis]. Pontifícia Universidade Católica de Goiás; 2012. [cited 2019 Sep 19]. Available from: http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=1271.

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

Council of Science Editors:

Souza LMd. CULTURA ESCOLAR E HABITUS PROFESSORAL EM UMA INSTITUIÇÃO DE EDUCAÇÃO PROFISSIONAL AGRÍCOLA. [Thesis]. Pontifícia Universidade Católica de Goiás; 2012. Available from: http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=1271

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


University of California – Berkeley

22. Waite, Anisah. The Influence of Teacher Collaboration on Perceptions of Normative Culture: A Network Analysis of Site-Managed High Schools.

Degree: Education, 2015, University of California – Berkeley

 The decentralization of school governance—often blended with market dynamics—has become a prominent strategy for lifting the performance of urban schools. This approach rests upon several… (more)

Subjects/Keywords: Education; Education policy; Organizational behavior; Charter schools; HLM; School culture; School organization; Social network analysis; Teacher professional community

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

APA (6th Edition):

Waite, A. (2015). The Influence of Teacher Collaboration on Perceptions of Normative Culture: A Network Analysis of Site-Managed High Schools. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9828222v

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):

Waite, Anisah. “The Influence of Teacher Collaboration on Perceptions of Normative Culture: A Network Analysis of Site-Managed High Schools.” 2015. Thesis, University of California – Berkeley. Accessed September 19, 2019. http://www.escholarship.org/uc/item/9828222v.

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

MLA Handbook (7th Edition):

Waite, Anisah. “The Influence of Teacher Collaboration on Perceptions of Normative Culture: A Network Analysis of Site-Managed High Schools.” 2015. Web. 19 Sep 2019.

Vancouver:

Waite A. The Influence of Teacher Collaboration on Perceptions of Normative Culture: A Network Analysis of Site-Managed High Schools. [Internet] [Thesis]. University of California – Berkeley; 2015. [cited 2019 Sep 19]. Available from: http://www.escholarship.org/uc/item/9828222v.

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

Council of Science Editors:

Waite A. The Influence of Teacher Collaboration on Perceptions of Normative Culture: A Network Analysis of Site-Managed High Schools. [Thesis]. University of California – Berkeley; 2015. Available from: http://www.escholarship.org/uc/item/9828222v

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

23. Matari, Hanan. IMPROVING SCHOOL CULTURE TO ENHANCE ACADEMIC ACHIEVEMENT AT SAMAD ISLAMIC SCHOOL: A CHANGE LEADERSHIP PLAN.

Degree: EdD Doctor of Education, Educational Leadership, 2019, National-Louis University

  The purpose of this leadership change plan was to understand the influence of Samad School’s culture on students’ academic achievement. The goal was to… (more)

Subjects/Keywords: School Culture; Islamic School; Teacher Collaboration; Bilingual, Multilingual, and Multicultural Education; Teacher Education and Professional Development

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

APA (6th Edition):

Matari, H. (2019). IMPROVING SCHOOL CULTURE TO ENHANCE ACADEMIC ACHIEVEMENT AT SAMAD ISLAMIC SCHOOL: A CHANGE LEADERSHIP PLAN. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/363

Chicago Manual of Style (16th Edition):

Matari, Hanan. “IMPROVING SCHOOL CULTURE TO ENHANCE ACADEMIC ACHIEVEMENT AT SAMAD ISLAMIC SCHOOL: A CHANGE LEADERSHIP PLAN.” 2019. Doctoral Dissertation, National-Louis University. Accessed September 19, 2019. https://digitalcommons.nl.edu/diss/363.

MLA Handbook (7th Edition):

Matari, Hanan. “IMPROVING SCHOOL CULTURE TO ENHANCE ACADEMIC ACHIEVEMENT AT SAMAD ISLAMIC SCHOOL: A CHANGE LEADERSHIP PLAN.” 2019. Web. 19 Sep 2019.

Vancouver:

Matari H. IMPROVING SCHOOL CULTURE TO ENHANCE ACADEMIC ACHIEVEMENT AT SAMAD ISLAMIC SCHOOL: A CHANGE LEADERSHIP PLAN. [Internet] [Doctoral dissertation]. National-Louis University; 2019. [cited 2019 Sep 19]. Available from: https://digitalcommons.nl.edu/diss/363.

Council of Science Editors:

Matari H. IMPROVING SCHOOL CULTURE TO ENHANCE ACADEMIC ACHIEVEMENT AT SAMAD ISLAMIC SCHOOL: A CHANGE LEADERSHIP PLAN. [Doctoral Dissertation]. National-Louis University; 2019. Available from: https://digitalcommons.nl.edu/diss/363


University of Waikato

24. Graham, Arnna Rosa. Principal Professional Learning in New Zealand: How does it happen? Understanding the value of profound professional learning for experienced principals .

Degree: 2010, University of Waikato

 Profound professional learning for principals makes a difference to student achievement. While indirect, the impact of effective principal practice has a ripple effect throughout the… (more)

Subjects/Keywords: lead learner; leadership; authenticity; credibility; effectiveness; work/life balance; role model; school context; school culture; mentoring; conditions; barriers to professional learning; impact of professional learning; student achievement; measures

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

APA (6th Edition):

Graham, A. R. (2010). Principal Professional Learning in New Zealand: How does it happen? Understanding the value of profound professional learning for experienced principals . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/4284

Chicago Manual of Style (16th Edition):

Graham, Arnna Rosa. “Principal Professional Learning in New Zealand: How does it happen? Understanding the value of profound professional learning for experienced principals .” 2010. Masters Thesis, University of Waikato. Accessed September 19, 2019. http://hdl.handle.net/10289/4284.

MLA Handbook (7th Edition):

Graham, Arnna Rosa. “Principal Professional Learning in New Zealand: How does it happen? Understanding the value of profound professional learning for experienced principals .” 2010. Web. 19 Sep 2019.

Vancouver:

Graham AR. Principal Professional Learning in New Zealand: How does it happen? Understanding the value of profound professional learning for experienced principals . [Internet] [Masters thesis]. University of Waikato; 2010. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10289/4284.

Council of Science Editors:

Graham AR. Principal Professional Learning in New Zealand: How does it happen? Understanding the value of profound professional learning for experienced principals . [Masters Thesis]. University of Waikato; 2010. Available from: http://hdl.handle.net/10289/4284

25. Tomic, Robert. Transforming A School's Culture Through Collaboration, Relationships, And Shared Values: A Change Leadership Plan.

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

  The change leadership paper centers around transforming a school culture with the focus being on collaboration, relationships, and shared values among its stakeholders.Building trust… (more)

Subjects/Keywords: Change leadership; school culture; Professional Colloboration; Collegial Relationships; Core values; vision and mission statements; School Culture Triage Survey; and Teacher Belief Survey; Educational Leadership

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

APA (6th Edition):

Tomic, R. (2016). Transforming A School's Culture Through Collaboration, Relationships, And Shared Values: A Change Leadership Plan. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/410

Chicago Manual of Style (16th Edition):

Tomic, Robert. “Transforming A School's Culture Through Collaboration, Relationships, And Shared Values: A Change Leadership Plan.” 2016. Doctoral Dissertation, National-Louis University. Accessed September 19, 2019. https://digitalcommons.nl.edu/diss/410.

MLA Handbook (7th Edition):

Tomic, Robert. “Transforming A School's Culture Through Collaboration, Relationships, And Shared Values: A Change Leadership Plan.” 2016. Web. 19 Sep 2019.

Vancouver:

Tomic R. Transforming A School's Culture Through Collaboration, Relationships, And Shared Values: A Change Leadership Plan. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2019 Sep 19]. Available from: https://digitalcommons.nl.edu/diss/410.

Council of Science Editors:

Tomic R. Transforming A School's Culture Through Collaboration, Relationships, And Shared Values: A Change Leadership Plan. [Doctoral Dissertation]. National-Louis University; 2016. Available from: https://digitalcommons.nl.edu/diss/410


Northeastern University

26. Robert, Ruland. Understanding the experience of teachers in a professional learning community; Understanding the experience of teachers in a professional learning community: a case study of an interdisciplinary ninth grade team; a case study of one ninth grade interdisciplinary PLC.

Degree: EdD, School of Education, 2015, Northeastern University

Professional learning communities (PLCs) have the potential to improve pedagogy (Dufour, 2004), build community in schools, (Huffman, 2011), allow teachers to develop innovative ideas (Cornelius,… (more)

Subjects/Keywords: collaborative cultures; high school interdisciplinary PLC; professional learning communities; student support; sustaining a collaborative culture; High school teachers; Professional relationships; High school teachers; Training of; High school teachers; In-service training; High school teaching; Vocational guidance; School of Education; Teaching teams

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APA (6th Edition):

Robert, R. (2015). Understanding the experience of teachers in a professional learning community; Understanding the experience of teachers in a professional learning community: a case study of an interdisciplinary ninth grade team; a case study of one ninth grade interdisciplinary PLC. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20198270

Chicago Manual of Style (16th Edition):

Robert, Ruland. “Understanding the experience of teachers in a professional learning community; Understanding the experience of teachers in a professional learning community: a case study of an interdisciplinary ninth grade team; a case study of one ninth grade interdisciplinary PLC.” 2015. Doctoral Dissertation, Northeastern University. Accessed September 19, 2019. http://hdl.handle.net/2047/D20198270.

MLA Handbook (7th Edition):

Robert, Ruland. “Understanding the experience of teachers in a professional learning community; Understanding the experience of teachers in a professional learning community: a case study of an interdisciplinary ninth grade team; a case study of one ninth grade interdisciplinary PLC.” 2015. Web. 19 Sep 2019.

Vancouver:

Robert R. Understanding the experience of teachers in a professional learning community; Understanding the experience of teachers in a professional learning community: a case study of an interdisciplinary ninth grade team; a case study of one ninth grade interdisciplinary PLC. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2047/D20198270.

Council of Science Editors:

Robert R. Understanding the experience of teachers in a professional learning community; Understanding the experience of teachers in a professional learning community: a case study of an interdisciplinary ninth grade team; a case study of one ninth grade interdisciplinary PLC. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20198270


The Ohio State University

27. Gant, Monica Minor. Culturally Relevant Collective Responsibility among Teachers of African-American Students in a High Poverty Elementary School.

Degree: PhD, EDU Policy and Leadership, 2010, The Ohio State University

  There is a construct of collective responsibility which is evident when teachers believe that increased teacher efforts result in increased student learning. The group… (more)

Subjects/Keywords: African Americans; Education; Elementary Education; collective responsibility; cultural relevance; school culture; academic success of African-American students in poverty; professional community

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APA (6th Edition):

Gant, M. M. (2010). Culturally Relevant Collective Responsibility among Teachers of African-American Students in a High Poverty Elementary School. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1275159007

Chicago Manual of Style (16th Edition):

Gant, Monica Minor. “Culturally Relevant Collective Responsibility among Teachers of African-American Students in a High Poverty Elementary School.” 2010. Doctoral Dissertation, The Ohio State University. Accessed September 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275159007.

MLA Handbook (7th Edition):

Gant, Monica Minor. “Culturally Relevant Collective Responsibility among Teachers of African-American Students in a High Poverty Elementary School.” 2010. Web. 19 Sep 2019.

Vancouver:

Gant MM. Culturally Relevant Collective Responsibility among Teachers of African-American Students in a High Poverty Elementary School. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2019 Sep 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1275159007.

Council of Science Editors:

Gant MM. Culturally Relevant Collective Responsibility among Teachers of African-American Students in a High Poverty Elementary School. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1275159007


University of Washington

28. Russell, Felice. Developing Capacity in High School Teachers to Meet the Instructional Needs of English Learners.

Degree: 2011, University of Washington

 This qualitative case study investigates the professional learning opportunities of mainstream content teachers to meet the needs of English learner (EL) students in a small… (more)

Subjects/Keywords: teacher professional learning; high school; English learners; cultural and linguistic diversity; qualitative case study; teacher leadership; culture of collaboration

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APA (6th Edition):

Russell, F. (2011). Developing Capacity in High School Teachers to Meet the Instructional Needs of English Learners. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/16587

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):

Russell, Felice. “Developing Capacity in High School Teachers to Meet the Instructional Needs of English Learners.” 2011. Thesis, University of Washington. Accessed September 19, 2019. http://hdl.handle.net/1773/16587.

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

MLA Handbook (7th Edition):

Russell, Felice. “Developing Capacity in High School Teachers to Meet the Instructional Needs of English Learners.” 2011. Web. 19 Sep 2019.

Vancouver:

Russell F. Developing Capacity in High School Teachers to Meet the Instructional Needs of English Learners. [Internet] [Thesis]. University of Washington; 2011. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1773/16587.

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

Council of Science Editors:

Russell F. Developing Capacity in High School Teachers to Meet the Instructional Needs of English Learners. [Thesis]. University of Washington; 2011. Available from: http://hdl.handle.net/1773/16587

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


Montana Tech

29. Heavy Runner-Rioux, Aislinn Rae. A QUANTITATIVE STUDY ON THE INFLUENCE OF PERSISTENCE FACTORS ON AMERICAN INDIAN GRADUATE STUDENTS.

Degree: Doctor of Education (EdD), 2017, Montana Tech

  The underrepresentation of American Indian students continues to exist at the undergraduate and graduate levels of postsecondary education despite increases of American Indian student… (more)

Subjects/Keywords: American Indian; Native American; Indigenous; education; higher education; degree completion; persistence; post-secondary; graduate degree; graduate school; masters; professional; doctorate; culture

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

APA (6th Edition):

Heavy Runner-Rioux, A. R. (2017). A QUANTITATIVE STUDY ON THE INFLUENCE OF PERSISTENCE FACTORS ON AMERICAN INDIAN GRADUATE STUDENTS. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/11016

Chicago Manual of Style (16th Edition):

Heavy Runner-Rioux, Aislinn Rae. “A QUANTITATIVE STUDY ON THE INFLUENCE OF PERSISTENCE FACTORS ON AMERICAN INDIAN GRADUATE STUDENTS.” 2017. Doctoral Dissertation, Montana Tech. Accessed September 19, 2019. https://scholarworks.umt.edu/etd/11016.

MLA Handbook (7th Edition):

Heavy Runner-Rioux, Aislinn Rae. “A QUANTITATIVE STUDY ON THE INFLUENCE OF PERSISTENCE FACTORS ON AMERICAN INDIAN GRADUATE STUDENTS.” 2017. Web. 19 Sep 2019.

Vancouver:

Heavy Runner-Rioux AR. A QUANTITATIVE STUDY ON THE INFLUENCE OF PERSISTENCE FACTORS ON AMERICAN INDIAN GRADUATE STUDENTS. [Internet] [Doctoral dissertation]. Montana Tech; 2017. [cited 2019 Sep 19]. Available from: https://scholarworks.umt.edu/etd/11016.

Council of Science Editors:

Heavy Runner-Rioux AR. A QUANTITATIVE STUDY ON THE INFLUENCE OF PERSISTENCE FACTORS ON AMERICAN INDIAN GRADUATE STUDENTS. [Doctoral Dissertation]. Montana Tech; 2017. Available from: https://scholarworks.umt.edu/etd/11016


University of Toronto

30. Sheptytsky, Svitlana. Role and Potential Benefit of Teacher Collaboration in Elementary School.

Degree: 2015, University of Toronto

This research examines teacher collaboration in elementary school, its role, and potential benefit. Creating a collaborative educational environment can build a community of people who… (more)

Subjects/Keywords: collaborative learning opportunities; goals and benefits of teacher collaboration; school culture; teacher collaboration; teacher learning opportunities; teacher professional development; 0515

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

APA (6th Edition):

Sheptytsky, S. (2015). Role and Potential Benefit of Teacher Collaboration in Elementary School. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/69743

Chicago Manual of Style (16th Edition):

Sheptytsky, Svitlana. “Role and Potential Benefit of Teacher Collaboration in Elementary School.” 2015. Masters Thesis, University of Toronto. Accessed September 19, 2019. http://hdl.handle.net/1807/69743.

MLA Handbook (7th Edition):

Sheptytsky, Svitlana. “Role and Potential Benefit of Teacher Collaboration in Elementary School.” 2015. Web. 19 Sep 2019.

Vancouver:

Sheptytsky S. Role and Potential Benefit of Teacher Collaboration in Elementary School. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1807/69743.

Council of Science Editors:

Sheptytsky S. Role and Potential Benefit of Teacher Collaboration in Elementary School. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/69743

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