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You searched for subject:(Teacher Education AND Professional Development). Showing records 1 – 30 of 6155 total matches.

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University of Georgia

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

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

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

Subjects/Keywords: Teacher education; Diversity; Professional Development

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Meeler, Regina Linton. “Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.” 2008. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/meeler_regina_e_200812_phd.

MLA Handbook (7th Edition):

Meeler, Regina Linton. “Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.” 2008. Web. 23 Apr 2019.

Vancouver:

Meeler RL. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/meeler_regina_e_200812_phd.

Council of Science Editors:

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

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

Degree: PhD, 2012, Australian Catholic University

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

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Cullen, Dianne Margaret. “Pre-service teacher education in the postmodern state.” 2012. Doctoral Dissertation, Australian Catholic University. Accessed April 23, 2019. https://researchbank.acu.edu.au/theses/429.

MLA Handbook (7th Edition):

Cullen, Dianne Margaret. “Pre-service teacher education in the postmodern state.” 2012. Web. 23 Apr 2019.

Vancouver:

Cullen DM. Pre-service teacher education in the postmodern state. [Internet] [Doctoral dissertation]. Australian Catholic University; 2012. [cited 2019 Apr 23]. Available from: https://researchbank.acu.edu.au/theses/429.

Council of Science Editors:

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


University of Iowa

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

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

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

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Jang, Jeong Yoon. “The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach.” 2011. Doctoral Dissertation, University of Iowa. Accessed April 23, 2019. https://ir.uiowa.edu/etd/1232.

MLA Handbook (7th Edition):

Jang, Jeong Yoon. “The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach.” 2011. Web. 23 Apr 2019.

Vancouver:

Jang JY. The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach. [Internet] [Doctoral dissertation]. University of Iowa; 2011. [cited 2019 Apr 23]. Available from: https://ir.uiowa.edu/etd/1232.

Council of Science Editors:

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


Wayne State University

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

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

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

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Alhabeeb, Ebtesam Saleh. “Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.” 2016. Doctoral Dissertation, Wayne State University. Accessed April 23, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1507.

MLA Handbook (7th Edition):

Alhabeeb, Ebtesam Saleh. “Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.” 2016. Web. 23 Apr 2019.

Vancouver:

Alhabeeb ES. Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2019 Apr 23]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1507.

Council of Science Editors:

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


College of William and Mary

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

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

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

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Farina, Deborah O. “The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.” 2013. Thesis, College of William and Mary. Accessed April 23, 2019. https://scholarworks.wm.edu/etd/1539618871.

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

MLA Handbook (7th Edition):

Farina, Deborah O. “The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.” 2013. Web. 23 Apr 2019.

Vancouver:

Farina DO. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2019 Apr 23]. Available from: https://scholarworks.wm.edu/etd/1539618871.

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

Council of Science Editors:

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

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


University of Texas – Austin

6. Jarrott, Tricia Marie. Effective professional development practices to elicit changes in teaching evolution.

Degree: Science and Mathematics Education, 2011, University of Texas – Austin

 With numerous opportunities for professional development, teachers are inundated with a variety of workshop styles to choose from. In the development of the Life Through… (more)

Subjects/Keywords: Teacher professional development; Evolution education

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

APA (6th Edition):

Jarrott, T. M. (2011). Effective professional development practices to elicit changes in teaching evolution. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-08-3931

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):

Jarrott, Tricia Marie. “Effective professional development practices to elicit changes in teaching evolution.” 2011. Thesis, University of Texas – Austin. Accessed April 23, 2019. http://hdl.handle.net/2152/ETD-UT-2011-08-3931.

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

MLA Handbook (7th Edition):

Jarrott, Tricia Marie. “Effective professional development practices to elicit changes in teaching evolution.” 2011. Web. 23 Apr 2019.

Vancouver:

Jarrott TM. Effective professional development practices to elicit changes in teaching evolution. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-3931.

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

Council of Science Editors:

Jarrott TM. Effective professional development practices to elicit changes in teaching evolution. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-3931

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


University of Iowa

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

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

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

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Alwahbi, Abdullah Abdulmohsen. “Using contingency contracting to improve social interactions between students with ASD and their peers.” 2017. Doctoral Dissertation, University of Iowa. Accessed April 23, 2019. https://ir.uiowa.edu/etd/5907.

MLA Handbook (7th Edition):

Alwahbi, Abdullah Abdulmohsen. “Using contingency contracting to improve social interactions between students with ASD and their peers.” 2017. Web. 23 Apr 2019.

Vancouver:

Alwahbi AA. Using contingency contracting to improve social interactions between students with ASD and their peers. [Internet] [Doctoral dissertation]. University of Iowa; 2017. [cited 2019 Apr 23]. Available from: https://ir.uiowa.edu/etd/5907.

Council of Science Editors:

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


University of Illinois – Chicago

8. Sullivan, Mary P. How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice.

Degree: 2016, University of Illinois – Chicago

Professional development (PD) is critical to educational change (Taylor, Raphael, & Au, 2011) and teachers mediate that change. Teacher interpretation during PD has the potential… (more)

Subjects/Keywords: Teacher Education; Professional Development; Teacher Interpretation

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APA (6th Edition):

Sullivan, M. P. (2016). How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21527

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, Mary P. “How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice.” 2016. Thesis, University of Illinois – Chicago. Accessed April 23, 2019. http://hdl.handle.net/10027/21527.

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

MLA Handbook (7th Edition):

Sullivan, Mary P. “How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice.” 2016. Web. 23 Apr 2019.

Vancouver:

Sullivan MP. How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10027/21527.

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

Council of Science Editors:

Sullivan MP. How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21527

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


Cornell University

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

Degree: 2008, Cornell University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Moore, Donna. “Establishing Ownership: How Agricultural Education Teachers Influenced the Planning of Their Continuing Professional Education Experiences .” 2008. Thesis, Cornell University. Accessed April 23, 2019. http://hdl.handle.net/1813/11084.

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

MLA Handbook (7th Edition):

Moore, Donna. “Establishing Ownership: How Agricultural Education Teachers Influenced the Planning of Their Continuing Professional Education Experiences .” 2008. Web. 23 Apr 2019.

Vancouver:

Moore D. Establishing Ownership: How Agricultural Education Teachers Influenced the Planning of Their Continuing Professional Education Experiences . [Internet] [Thesis]. Cornell University; 2008. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1813/11084.

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

Council of Science Editors:

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

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

10. Segura, Sherry Kathleen. Professional Development and the Impact on Teacher Growth and Development.

Degree: PhD, Curriculum and Instruction, 2016, U of Denver

  This study involved examining the beliefs of teachers at one urban elementary school regarding how professional development has helped them meet the needs of… (more)

Subjects/Keywords: Professional Development; Teacher Growth; Teacher Education and Professional Development

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APA (6th Edition):

Segura, S. K. (2016). Professional Development and the Impact on Teacher Growth and Development. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1105

Chicago Manual of Style (16th Edition):

Segura, Sherry Kathleen. “Professional Development and the Impact on Teacher Growth and Development.” 2016. Doctoral Dissertation, U of Denver. Accessed April 23, 2019. https://digitalcommons.du.edu/etd/1105.

MLA Handbook (7th Edition):

Segura, Sherry Kathleen. “Professional Development and the Impact on Teacher Growth and Development.” 2016. Web. 23 Apr 2019.

Vancouver:

Segura SK. Professional Development and the Impact on Teacher Growth and Development. [Internet] [Doctoral dissertation]. U of Denver; 2016. [cited 2019 Apr 23]. Available from: https://digitalcommons.du.edu/etd/1105.

Council of Science Editors:

Segura SK. Professional Development and the Impact on Teacher Growth and Development. [Doctoral Dissertation]. U of Denver; 2016. Available from: https://digitalcommons.du.edu/etd/1105


Edith Cowan University

11. 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 (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 http://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 April 23, 2019. http://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. 23 Apr 2019.

Vancouver:

Sari ER. Teacher professional development in an online learning community : a case study in Indonesia. [Internet] [Thesis]. Edith Cowan University; 2012. [cited 2019 Apr 23]. Available from: http://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: http://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


Purdue University

12. McNeil, Jacqueline C. Engineering faculty views of teaching quality, accreditation, and institutional climate and how they influence teaching practices.

Degree: PhD, Engineering Education, 2014, Purdue University

  There is wide agreement that teaching quality matters in higher education, but faculty have varied ideas about the definition of quality. This dissertation examined… (more)

Subjects/Keywords: Higher Education; Teacher Education and Professional Development

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

APA (6th Edition):

McNeil, J. C. (2014). Engineering faculty views of teaching quality, accreditation, and institutional climate and how they influence teaching practices. (Doctoral Dissertation). Purdue University. Retrieved from http://docs.lib.purdue.edu/open_access_dissertations/332

Chicago Manual of Style (16th Edition):

McNeil, Jacqueline C. “Engineering faculty views of teaching quality, accreditation, and institutional climate and how they influence teaching practices.” 2014. Doctoral Dissertation, Purdue University. Accessed April 23, 2019. http://docs.lib.purdue.edu/open_access_dissertations/332.

MLA Handbook (7th Edition):

McNeil, Jacqueline C. “Engineering faculty views of teaching quality, accreditation, and institutional climate and how they influence teaching practices.” 2014. Web. 23 Apr 2019.

Vancouver:

McNeil JC. Engineering faculty views of teaching quality, accreditation, and institutional climate and how they influence teaching practices. [Internet] [Doctoral dissertation]. Purdue University; 2014. [cited 2019 Apr 23]. Available from: http://docs.lib.purdue.edu/open_access_dissertations/332.

Council of Science Editors:

McNeil JC. Engineering faculty views of teaching quality, accreditation, and institutional climate and how they influence teaching practices. [Doctoral Dissertation]. Purdue University; 2014. Available from: http://docs.lib.purdue.edu/open_access_dissertations/332


Purdue University

13. Nunan, Cameron. The effect of integrated science, engineering, technology, and mathematics lessons on interest and engagement of secondary students.

Degree: MS, Technology Leadership and Innovation, 2015, Purdue University

  This study set out to answer the research question: Does teaching a single lesson, utilizing the interconnected principles of STEM in STEM courses, increase… (more)

Subjects/Keywords: Education; Engineering; Teacher Education and Professional Development

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APA (6th Edition):

Nunan, C. (2015). The effect of integrated science, engineering, technology, and mathematics lessons on interest and engagement of secondary students. (Thesis). Purdue University. Retrieved from http://docs.lib.purdue.edu/open_access_theses/590

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):

Nunan, Cameron. “The effect of integrated science, engineering, technology, and mathematics lessons on interest and engagement of secondary students.” 2015. Thesis, Purdue University. Accessed April 23, 2019. http://docs.lib.purdue.edu/open_access_theses/590.

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

MLA Handbook (7th Edition):

Nunan, Cameron. “The effect of integrated science, engineering, technology, and mathematics lessons on interest and engagement of secondary students.” 2015. Web. 23 Apr 2019.

Vancouver:

Nunan C. The effect of integrated science, engineering, technology, and mathematics lessons on interest and engagement of secondary students. [Internet] [Thesis]. Purdue University; 2015. [cited 2019 Apr 23]. Available from: http://docs.lib.purdue.edu/open_access_theses/590.

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

Council of Science Editors:

Nunan C. The effect of integrated science, engineering, technology, and mathematics lessons on interest and engagement of secondary students. [Thesis]. Purdue University; 2015. Available from: http://docs.lib.purdue.edu/open_access_theses/590

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

14. Taylor, Adam J. Teachers' experience of professional standards for teachers: A case study of the enactment of teaching standards in a high performing school system.

Degree: Doctor of Education (EdD), 2016, Australian Catholic University

 The focus of this thesis is professional standards for teachers. In particular, teachers’ experiences of the Australian Institute for Teaching and School Leadership’s (AITSL) Australian… (more)

Subjects/Keywords: Education; Teacher Education and Professional Development

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

APA (6th Edition):

Taylor, A. J. (2016). Teachers' experience of professional standards for teachers: A case study of the enactment of teaching standards in a high performing school system. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/584

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):

Taylor, Adam J. “Teachers' experience of professional standards for teachers: A case study of the enactment of teaching standards in a high performing school system.” 2016. Thesis, Australian Catholic University. Accessed April 23, 2019. https://researchbank.acu.edu.au/theses/584.

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

MLA Handbook (7th Edition):

Taylor, Adam J. “Teachers' experience of professional standards for teachers: A case study of the enactment of teaching standards in a high performing school system.” 2016. Web. 23 Apr 2019.

Vancouver:

Taylor AJ. Teachers' experience of professional standards for teachers: A case study of the enactment of teaching standards in a high performing school system. [Internet] [Thesis]. Australian Catholic University; 2016. [cited 2019 Apr 23]. Available from: https://researchbank.acu.edu.au/theses/584.

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

Council of Science Editors:

Taylor AJ. Teachers' experience of professional standards for teachers: A case study of the enactment of teaching standards in a high performing school system. [Thesis]. Australian Catholic University; 2016. Available from: https://researchbank.acu.edu.au/theses/584

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


Edith Cowan University

15. Byrne, Matthew. An investigation into the challenges teachers face when teaching in a low socio-economic primary school.

Degree: 2009, Edith Cowan University

 Teaching is a challenging profession. Teachers and schools that deal primarily with disadvantaged students are faced with a unique set of challenges that make their… (more)

Subjects/Keywords: Education; primary school; professional development; teacher; Education

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APA (6th Edition):

Byrne, M. (2009). An investigation into the challenges teachers face when teaching in a low socio-economic primary school. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/1835

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):

Byrne, Matthew. “An investigation into the challenges teachers face when teaching in a low socio-economic primary school.” 2009. Thesis, Edith Cowan University. Accessed April 23, 2019. https://ro.ecu.edu.au/theses/1835.

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

MLA Handbook (7th Edition):

Byrne, Matthew. “An investigation into the challenges teachers face when teaching in a low socio-economic primary school.” 2009. Web. 23 Apr 2019.

Vancouver:

Byrne M. An investigation into the challenges teachers face when teaching in a low socio-economic primary school. [Internet] [Thesis]. Edith Cowan University; 2009. [cited 2019 Apr 23]. Available from: https://ro.ecu.edu.au/theses/1835.

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

Council of Science Editors:

Byrne M. An investigation into the challenges teachers face when teaching in a low socio-economic primary school. [Thesis]. Edith Cowan University; 2009. Available from: https://ro.ecu.edu.au/theses/1835

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

16. Sheppard, Bradley William. Exploring Teacher Attitudes, Experiences, and Beliefs of the Development and Implementation of Faculty Data Teams (TM) in a Midwestern School District.

Degree: PhD, Curriculum and Instruction PhD, 2011, Andrews University

  Purpose. The purpose of this study was to describe the development and implementation of Data Teams™ in a Midwestern school district and to explore… (more)

Subjects/Keywords: Education; Teacher Education and Professional Development

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

APA (6th Edition):

Sheppard, B. W. (2011). Exploring Teacher Attitudes, Experiences, and Beliefs of the Development and Implementation of Faculty Data Teams (TM) in a Midwestern School District. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/695

Chicago Manual of Style (16th Edition):

Sheppard, Bradley William. “Exploring Teacher Attitudes, Experiences, and Beliefs of the Development and Implementation of Faculty Data Teams (TM) in a Midwestern School District.” 2011. Doctoral Dissertation, Andrews University. Accessed April 23, 2019. https://digitalcommons.andrews.edu/dissertations/695.

MLA Handbook (7th Edition):

Sheppard, Bradley William. “Exploring Teacher Attitudes, Experiences, and Beliefs of the Development and Implementation of Faculty Data Teams (TM) in a Midwestern School District.” 2011. Web. 23 Apr 2019.

Vancouver:

Sheppard BW. Exploring Teacher Attitudes, Experiences, and Beliefs of the Development and Implementation of Faculty Data Teams (TM) in a Midwestern School District. [Internet] [Doctoral dissertation]. Andrews University; 2011. [cited 2019 Apr 23]. Available from: https://digitalcommons.andrews.edu/dissertations/695.

Council of Science Editors:

Sheppard BW. Exploring Teacher Attitudes, Experiences, and Beliefs of the Development and Implementation of Faculty Data Teams (TM) in a Midwestern School District. [Doctoral Dissertation]. Andrews University; 2011. Available from: https://digitalcommons.andrews.edu/dissertations/695


University of Illinois – Urbana-Champaign

17. Kang, Grace. The power of teachers: exploring identity, agency, and collaboration in the context of literacy.

Degree: PhD, Curriculum and Instruction, 2015, University of Illinois – Urbana-Champaign

 This is a time when teachers are not treated as professionals and often are blamed for the state of today’s public education system. Although, there… (more)

Subjects/Keywords: collaboration; teacher agency; teacher identity; teacher practice; professional development; Teacher education

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

APA (6th Edition):

Kang, G. (2015). The power of teachers: exploring identity, agency, and collaboration in the context of literacy. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78311

Chicago Manual of Style (16th Edition):

Kang, Grace. “The power of teachers: exploring identity, agency, and collaboration in the context of literacy.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 23, 2019. http://hdl.handle.net/2142/78311.

MLA Handbook (7th Edition):

Kang, Grace. “The power of teachers: exploring identity, agency, and collaboration in the context of literacy.” 2015. Web. 23 Apr 2019.

Vancouver:

Kang G. The power of teachers: exploring identity, agency, and collaboration in the context of literacy. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/2142/78311.

Council of Science Editors:

Kang G. The power of teachers: exploring identity, agency, and collaboration in the context of literacy. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78311


University of Arkansas

18. Rink, Darrel Chris. Educator Perceptions Regarding Quality Workplace Professional Development.

Degree: Doctor of Education in Human Resource and Workforce Development (EdD), Human Resource and Workforce Development (EdD), 2014, University of Arkansas

  This study, Educator Perceptions Regarding Quality Workplace Professional Development, attempted to formulate through interviews and surveys the attitudes of educators regarding their personal experiences… (more)

Subjects/Keywords: Career Development; Professional Development; Teacher Licensure; Workplace Training; Education Policy; Teacher Education and Professional Development

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

APA (6th Edition):

Rink, D. C. (2014). Educator Perceptions Regarding Quality Workplace Professional Development. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2051

Chicago Manual of Style (16th Edition):

Rink, Darrel Chris. “Educator Perceptions Regarding Quality Workplace Professional Development.” 2014. Doctoral Dissertation, University of Arkansas. Accessed April 23, 2019. https://scholarworks.uark.edu/etd/2051.

MLA Handbook (7th Edition):

Rink, Darrel Chris. “Educator Perceptions Regarding Quality Workplace Professional Development.” 2014. Web. 23 Apr 2019.

Vancouver:

Rink DC. Educator Perceptions Regarding Quality Workplace Professional Development. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2019 Apr 23]. Available from: https://scholarworks.uark.edu/etd/2051.

Council of Science Editors:

Rink DC. Educator Perceptions Regarding Quality Workplace Professional Development. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: https://scholarworks.uark.edu/etd/2051

19. Heiney-Smith, Jill R. Design, Implementation and Perceptions of a Preservice Mentor Development Program.

Degree: 2018, Seattle Pacific University

Teacher education programs support their mentor teachers through a variety of resources and professional development, but generally lack a dedicated curriculum for pre-service mentoring. This… (more)

Subjects/Keywords: teacher education; pre-service; induction; professional development; mentor; mentor development; Teacher Education and Professional Development

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

APA (6th Edition):

Heiney-Smith, J. R. (2018). Design, Implementation and Perceptions of a Preservice Mentor Development Program. (Thesis). Seattle Pacific University. Retrieved from https://digitalcommons.spu.edu/soe_etd/35

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):

Heiney-Smith, Jill R. “Design, Implementation and Perceptions of a Preservice Mentor Development Program.” 2018. Thesis, Seattle Pacific University. Accessed April 23, 2019. https://digitalcommons.spu.edu/soe_etd/35.

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

MLA Handbook (7th Edition):

Heiney-Smith, Jill R. “Design, Implementation and Perceptions of a Preservice Mentor Development Program.” 2018. Web. 23 Apr 2019.

Vancouver:

Heiney-Smith JR. Design, Implementation and Perceptions of a Preservice Mentor Development Program. [Internet] [Thesis]. Seattle Pacific University; 2018. [cited 2019 Apr 23]. Available from: https://digitalcommons.spu.edu/soe_etd/35.

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

Council of Science Editors:

Heiney-Smith JR. Design, Implementation and Perceptions of a Preservice Mentor Development Program. [Thesis]. Seattle Pacific University; 2018. Available from: https://digitalcommons.spu.edu/soe_etd/35

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


Penn State University

20. Favre, David. THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY.

Degree: 2017, Penn State University

 The purpose of this research was to determine the effects of instructional modeling on novice teacher self-efficacy development. Self-efficacy is a key teacher variable associated… (more)

Subjects/Keywords: Teacher Self-efficacy; Teacher Development; Teacher Education; Teacher Motivation; Self-efficacy Measurement; Teacher Professional Development

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

APA (6th Edition):

Favre, D. (2017). THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13859def5107

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):

Favre, David. “THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY.” 2017. Thesis, Penn State University. Accessed April 23, 2019. https://etda.libraries.psu.edu/catalog/13859def5107.

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

MLA Handbook (7th Edition):

Favre, David. “THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY.” 2017. Web. 23 Apr 2019.

Vancouver:

Favre D. THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY. [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Apr 23]. Available from: https://etda.libraries.psu.edu/catalog/13859def5107.

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

Council of Science Editors:

Favre D. THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/13859def5107

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


East Tennessee State University

21. Wallace, Gregory Scott. Perceptions of Mentors and New Teachers: A Case Study of a Mentoring Program in Northeast Tennessee.

Degree: EdD (Doctor of Education), Educational Leadership, 2009, East Tennessee State University

  This study included 9 new teachers all of whom were assigned master teachers as mentors. The study also included 11 mentor teachers who participated… (more)

Subjects/Keywords: Mentoring; New Teacher; Master Teacher; Education; Teacher Education and Professional Development

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

APA (6th Edition):

Wallace, G. S. (2009). Perceptions of Mentors and New Teachers: A Case Study of a Mentoring Program in Northeast Tennessee. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1832

Chicago Manual of Style (16th Edition):

Wallace, Gregory Scott. “Perceptions of Mentors and New Teachers: A Case Study of a Mentoring Program in Northeast Tennessee.” 2009. Doctoral Dissertation, East Tennessee State University. Accessed April 23, 2019. https://dc.etsu.edu/etd/1832.

MLA Handbook (7th Edition):

Wallace, Gregory Scott. “Perceptions of Mentors and New Teachers: A Case Study of a Mentoring Program in Northeast Tennessee.” 2009. Web. 23 Apr 2019.

Vancouver:

Wallace GS. Perceptions of Mentors and New Teachers: A Case Study of a Mentoring Program in Northeast Tennessee. [Internet] [Doctoral dissertation]. East Tennessee State University; 2009. [cited 2019 Apr 23]. Available from: https://dc.etsu.edu/etd/1832.

Council of Science Editors:

Wallace GS. Perceptions of Mentors and New Teachers: A Case Study of a Mentoring Program in Northeast Tennessee. [Doctoral Dissertation]. East Tennessee State University; 2009. Available from: https://dc.etsu.edu/etd/1832


Vanderbilt University

22. Wilson, Jonee. Investigating and Improving Designs for Supporting Professional Development Facilitatorsâ Learning.

Degree: PhD, Learning, Teaching and Diversity, 2015, Vanderbilt University

 This dissertation reports on a retrospective analysis of a design study conducted in partnership between researchers and the leaders of a large U.S. urban district… (more)

Subjects/Keywords: Teacher Education; Professional Development for PD leaders; Mathematics Education; Professional Development

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APA (6th Edition):

Wilson, J. (2015). Investigating and Improving Designs for Supporting Professional Development Facilitatorsâ Learning. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07222015-152443/ ;

Chicago Manual of Style (16th Edition):

Wilson, Jonee. “Investigating and Improving Designs for Supporting Professional Development Facilitatorsâ Learning.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed April 23, 2019. http://etd.library.vanderbilt.edu/available/etd-07222015-152443/ ;.

MLA Handbook (7th Edition):

Wilson, Jonee. “Investigating and Improving Designs for Supporting Professional Development Facilitatorsâ Learning.” 2015. Web. 23 Apr 2019.

Vancouver:

Wilson J. Investigating and Improving Designs for Supporting Professional Development Facilitatorsâ Learning. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2019 Apr 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-07222015-152443/ ;.

Council of Science Editors:

Wilson J. Investigating and Improving Designs for Supporting Professional Development Facilitatorsâ Learning. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://etd.library.vanderbilt.edu/available/etd-07222015-152443/ ;


University of Tennessee – Knoxville

23. Blanton, Elizabeth Smith. SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES.

Degree: 2014, University of Tennessee – Knoxville

 The purpose of this qualitative dissertation is to provide a description of the professional book study experience and gain insight into its use to support… (more)

Subjects/Keywords: professional development; professional book studies; teacher growth; Other Teacher Education and Professional Development

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APA (6th Edition):

Blanton, E. S. (2014). SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/2804

Chicago Manual of Style (16th Edition):

Blanton, Elizabeth Smith. “SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES.” 2014. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed April 23, 2019. https://trace.tennessee.edu/utk_graddiss/2804.

MLA Handbook (7th Edition):

Blanton, Elizabeth Smith. “SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES.” 2014. Web. 23 Apr 2019.

Vancouver:

Blanton ES. SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2014. [cited 2019 Apr 23]. Available from: https://trace.tennessee.edu/utk_graddiss/2804.

Council of Science Editors:

Blanton ES. SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2014. Available from: https://trace.tennessee.edu/utk_graddiss/2804


University of Iowa

24. Plummer, Elizabeth. A survey of preK-12, university and adult online language educators’ background, experiences, training and challenges.

Degree: PhD, Teaching and Learning, 2018, University of Iowa

  This study focused on investigating the background, experiences, challenges and training of current online language teachers. An online survey was sent and completed by… (more)

Subjects/Keywords: Distance Education; Language Teaching; Online Education; Professional Development; Teacher Training; Teacher Education and Professional Development

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

APA (6th Edition):

Plummer, E. (2018). A survey of preK-12, university and adult online language educators’ background, experiences, training and challenges. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/6249

Chicago Manual of Style (16th Edition):

Plummer, Elizabeth. “A survey of preK-12, university and adult online language educators’ background, experiences, training and challenges.” 2018. Doctoral Dissertation, University of Iowa. Accessed April 23, 2019. https://ir.uiowa.edu/etd/6249.

MLA Handbook (7th Edition):

Plummer, Elizabeth. “A survey of preK-12, university and adult online language educators’ background, experiences, training and challenges.” 2018. Web. 23 Apr 2019.

Vancouver:

Plummer E. A survey of preK-12, university and adult online language educators’ background, experiences, training and challenges. [Internet] [Doctoral dissertation]. University of Iowa; 2018. [cited 2019 Apr 23]. Available from: https://ir.uiowa.edu/etd/6249.

Council of Science Editors:

Plummer E. A survey of preK-12, university and adult online language educators’ background, experiences, training and challenges. [Doctoral Dissertation]. University of Iowa; 2018. Available from: https://ir.uiowa.edu/etd/6249

25. Juracka, Stephen. Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership.

Degree: EdD Doctor of Education, Educational Leadership, 2018, National-Louis University

 <h1>ABSTRACT</h1> This Policy Advocacy paper focuses on expanding the District ABC Staff Development policy to include Drago-Severson’s (2009) pillars of adult learning. Research indicates the… (more)

Subjects/Keywords: Professional Development; Professional Learning Communities; Mentorship; Shared Leadership; Educational Leadership; Other Teacher Education and Professional Development; Teacher Education and Professional Development

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

APA (6th Edition):

Juracka, S. (2018). Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/327

Chicago Manual of Style (16th Edition):

Juracka, Stephen. “Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership.” 2018. Doctoral Dissertation, National-Louis University. Accessed April 23, 2019. https://digitalcommons.nl.edu/diss/327.

MLA Handbook (7th Edition):

Juracka, Stephen. “Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership.” 2018. Web. 23 Apr 2019.

Vancouver:

Juracka S. Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership. [Internet] [Doctoral dissertation]. National-Louis University; 2018. [cited 2019 Apr 23]. Available from: https://digitalcommons.nl.edu/diss/327.

Council of Science Editors:

Juracka S. Professional Learning through Professional Learning Communities, Mentorship, and Shared Leadership. [Doctoral Dissertation]. National-Louis University; 2018. Available from: https://digitalcommons.nl.edu/diss/327


UCLA

26. Jeffrey, Renee. Reflection and Teacher Change.

Degree: Education, 2018, UCLA

 Educational leaders often spend large amounts of time and money on professional development. However, many teachers struggle to change and improve instructional practices in the… (more)

Subjects/Keywords: Education; Professional Development; Reflection; Teacher Change

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

APA (6th Edition):

Jeffrey, R. (2018). Reflection and Teacher Change. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/6mz7p2gn

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):

Jeffrey, Renee. “Reflection and Teacher Change.” 2018. Thesis, UCLA. Accessed April 23, 2019. http://www.escholarship.org/uc/item/6mz7p2gn.

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

MLA Handbook (7th Edition):

Jeffrey, Renee. “Reflection and Teacher Change.” 2018. Web. 23 Apr 2019.

Vancouver:

Jeffrey R. Reflection and Teacher Change. [Internet] [Thesis]. UCLA; 2018. [cited 2019 Apr 23]. Available from: http://www.escholarship.org/uc/item/6mz7p2gn.

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

Council of Science Editors:

Jeffrey R. Reflection and Teacher Change. [Thesis]. UCLA; 2018. Available from: http://www.escholarship.org/uc/item/6mz7p2gn

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

27. Gutzmer, Erica. Bullying Prevention Training in the Real World : A Thematic Analysis of New Teacher Experiences.

Degree: MS, Communication Studies and Theatre, 2013, South Dakota State University

  This study explored the experiences of teachers, with regards to adapting to school culture, views on bullying, forms of colleague support, and teacher preparation.… (more)

Subjects/Keywords: Communication; Teacher Education and Professional Development

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APA (6th Edition):

Gutzmer, E. (2013). Bullying Prevention Training in the Real World : A Thematic Analysis of New Teacher Experiences. (Masters Thesis). South Dakota State University. Retrieved from http://openprairie.sdstate.edu/etd/1411

Chicago Manual of Style (16th Edition):

Gutzmer, Erica. “Bullying Prevention Training in the Real World : A Thematic Analysis of New Teacher Experiences.” 2013. Masters Thesis, South Dakota State University. Accessed April 23, 2019. http://openprairie.sdstate.edu/etd/1411.

MLA Handbook (7th Edition):

Gutzmer, Erica. “Bullying Prevention Training in the Real World : A Thematic Analysis of New Teacher Experiences.” 2013. Web. 23 Apr 2019.

Vancouver:

Gutzmer E. Bullying Prevention Training in the Real World : A Thematic Analysis of New Teacher Experiences. [Internet] [Masters thesis]. South Dakota State University; 2013. [cited 2019 Apr 23]. Available from: http://openprairie.sdstate.edu/etd/1411.

Council of Science Editors:

Gutzmer E. Bullying Prevention Training in the Real World : A Thematic Analysis of New Teacher Experiences. [Masters Thesis]. South Dakota State University; 2013. Available from: http://openprairie.sdstate.edu/etd/1411

28. Clifford, R. Todd. Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not.

Degree: EdD, College of Education, 2008, Ashland University

 This study looked to see if there was a difference in perceptions between teachers who have had value added training and teachers who have not… (more)

Subjects/Keywords: Education; teacher compensation; merit pay; professional development

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APA (6th Edition):

Clifford, R. T. (2008). Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1240758815

Chicago Manual of Style (16th Edition):

Clifford, R Todd. “Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not.” 2008. Doctoral Dissertation, Ashland University. Accessed April 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1240758815.

MLA Handbook (7th Edition):

Clifford, R Todd. “Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not.” 2008. Web. 23 Apr 2019.

Vancouver:

Clifford RT. Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not. [Internet] [Doctoral dissertation]. Ashland University; 2008. [cited 2019 Apr 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1240758815.

Council of Science Editors:

Clifford RT. Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not. [Doctoral Dissertation]. Ashland University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1240758815


Kent State University

29. Boyarko, Maria A. ONLINE PROFESSIONAL DEVELOPMENT: A STUDY OF FIRST YEAR ONLINE TEACHERS.

Degree: PhD, College of Education, Health, and Human Services / Department of Teaching, Leadership and Curriculum Studies, 2009, Kent State University

 The purpose of this study was to explore how online teacher participants identifytheir professional development goals and the elements that should be included in the… (more)

Subjects/Keywords: Teacher Education; Teaching; Technology; online professional development

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APA (6th Edition):

Boyarko, M. A. (2009). ONLINE PROFESSIONAL DEVELOPMENT: A STUDY OF FIRST YEAR ONLINE TEACHERS. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1242052734

Chicago Manual of Style (16th Edition):

Boyarko, Maria A. “ONLINE PROFESSIONAL DEVELOPMENT: A STUDY OF FIRST YEAR ONLINE TEACHERS.” 2009. Doctoral Dissertation, Kent State University. Accessed April 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1242052734.

MLA Handbook (7th Edition):

Boyarko, Maria A. “ONLINE PROFESSIONAL DEVELOPMENT: A STUDY OF FIRST YEAR ONLINE TEACHERS.” 2009. Web. 23 Apr 2019.

Vancouver:

Boyarko MA. ONLINE PROFESSIONAL DEVELOPMENT: A STUDY OF FIRST YEAR ONLINE TEACHERS. [Internet] [Doctoral dissertation]. Kent State University; 2009. [cited 2019 Apr 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1242052734.

Council of Science Editors:

Boyarko MA. ONLINE PROFESSIONAL DEVELOPMENT: A STUDY OF FIRST YEAR ONLINE TEACHERS. [Doctoral Dissertation]. Kent State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1242052734


University of California – Berkeley

30. Argumedo, Judy Jaramillo. Responding to Disproportionality of Students of Color Through Addressing Teacher Practice.

Degree: Education, 2016, University of California – Berkeley

 ABSTRACTResponding to Disproportionality of Students of Color Through Addressing Teacher PracticebyJudy Jaramillo ArgumedoDoctor of EducationUniversity of California, BerkeleyProfessor Bernard Gifford, ChairThe Acquiring Common and Collaborative… (more)

Subjects/Keywords: Education; Access; Equity; Professional Development; Teacher Trainings

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APA (6th Edition):

Argumedo, J. J. (2016). Responding to Disproportionality of Students of Color Through Addressing Teacher Practice. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/53z97947

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):

Argumedo, Judy Jaramillo. “Responding to Disproportionality of Students of Color Through Addressing Teacher Practice.” 2016. Thesis, University of California – Berkeley. Accessed April 23, 2019. http://www.escholarship.org/uc/item/53z97947.

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

MLA Handbook (7th Edition):

Argumedo, Judy Jaramillo. “Responding to Disproportionality of Students of Color Through Addressing Teacher Practice.” 2016. Web. 23 Apr 2019.

Vancouver:

Argumedo JJ. Responding to Disproportionality of Students of Color Through Addressing Teacher Practice. [Internet] [Thesis]. University of California – Berkeley; 2016. [cited 2019 Apr 23]. Available from: http://www.escholarship.org/uc/item/53z97947.

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

Council of Science Editors:

Argumedo JJ. Responding to Disproportionality of Students of Color Through Addressing Teacher Practice. [Thesis]. University of California – Berkeley; 2016. Available from: http://www.escholarship.org/uc/item/53z97947

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

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