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You searched for subject:(Teacher Education AND Professional Development). Showing records 1 – 30 of 5122 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 November 24, 2017. 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. 24 Nov 2017.

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 2017 Nov 24]. 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… (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 http://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 November 24, 2017. http://researchbank.acu.edu.au/theses/429.

MLA Handbook (7th Edition):

Cullen, Dianne Margaret. “Pre-service teacher education in the postmodern state.” 2012. Web. 24 Nov 2017.

Vancouver:

Cullen DM. Pre-service teacher education in the postmodern state. [Internet] [Doctoral dissertation]. Australian Catholic University; 2012. [cited 2017 Nov 24]. Available from: http://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: http://researchbank.acu.edu.au/theses/429


University of Southern California

3. Tapia, Richard Anthony. Examining the effectiveness of teacher training on the improvement of California standardized test scores at Eva B. Elementary School.

Degree: EdD, Education (Leadership), 2008, University of Southern California

 The purpose of the study was to determine the effectiveness of a teacher intervention and its application to the school-wide program at Eva B. Elementary.… (more)

Subjects/Keywords: education; teacher training; professional development

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APA (6th Edition):

Tapia, R. A. (2008). Examining the effectiveness of teacher training on the improvement of California standardized test scores at Eva B. Elementary School. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/62707/rec/2575

Chicago Manual of Style (16th Edition):

Tapia, Richard Anthony. “Examining the effectiveness of teacher training on the improvement of California standardized test scores at Eva B. Elementary School.” 2008. Doctoral Dissertation, University of Southern California. Accessed November 24, 2017. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/62707/rec/2575.

MLA Handbook (7th Edition):

Tapia, Richard Anthony. “Examining the effectiveness of teacher training on the improvement of California standardized test scores at Eva B. Elementary School.” 2008. Web. 24 Nov 2017.

Vancouver:

Tapia RA. Examining the effectiveness of teacher training on the improvement of California standardized test scores at Eva B. Elementary School. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2017 Nov 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/62707/rec/2575.

Council of Science Editors:

Tapia RA. Examining the effectiveness of teacher training on the improvement of California standardized test scores at Eva B. Elementary School. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/62707/rec/2575


University of Tennessee – Knoxville

4. Dunkin, John Steven. The Experience of Teachers Who Have Moved From Childhood Poverty to Middle Class.

Degree: 2008, University of Tennessee – Knoxville

 The purpose of this study was to research the phenomenon of an individual who has moved from long term poverty into middle class. Phenomenological interviews… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Dunkin, J. S. (2008). The Experience of Teachers Who Have Moved From Childhood Poverty to Middle Class. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from http://trace.tennessee.edu/utk_graddiss/513

Chicago Manual of Style (16th Edition):

Dunkin, John Steven. “The Experience of Teachers Who Have Moved From Childhood Poverty to Middle Class.” 2008. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed November 24, 2017. http://trace.tennessee.edu/utk_graddiss/513.

MLA Handbook (7th Edition):

Dunkin, John Steven. “The Experience of Teachers Who Have Moved From Childhood Poverty to Middle Class.” 2008. Web. 24 Nov 2017.

Vancouver:

Dunkin JS. The Experience of Teachers Who Have Moved From Childhood Poverty to Middle Class. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2008. [cited 2017 Nov 24]. Available from: http://trace.tennessee.edu/utk_graddiss/513.

Council of Science Editors:

Dunkin JS. The Experience of Teachers Who Have Moved From Childhood Poverty to Middle Class. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2008. Available from: http://trace.tennessee.edu/utk_graddiss/513


University of Tennessee – Knoxville

5. Fugitt, Jamie Kay. Does the Grade Level at Which Algebra I is Completed Affect Future Mathematics Performance.

Degree: 2008, University of Tennessee – Knoxville

 According to analysis of 2003 NAEP data, the percentage of students enrolling in Algebra I prior to ninth grade continues to increase, up to 42%… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Fugitt, J. K. (2008). Does the Grade Level at Which Algebra I is Completed Affect Future Mathematics Performance. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from http://trace.tennessee.edu/utk_graddiss/520

Chicago Manual of Style (16th Edition):

Fugitt, Jamie Kay. “Does the Grade Level at Which Algebra I is Completed Affect Future Mathematics Performance.” 2008. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed November 24, 2017. http://trace.tennessee.edu/utk_graddiss/520.

MLA Handbook (7th Edition):

Fugitt, Jamie Kay. “Does the Grade Level at Which Algebra I is Completed Affect Future Mathematics Performance.” 2008. Web. 24 Nov 2017.

Vancouver:

Fugitt JK. Does the Grade Level at Which Algebra I is Completed Affect Future Mathematics Performance. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2008. [cited 2017 Nov 24]. Available from: http://trace.tennessee.edu/utk_graddiss/520.

Council of Science Editors:

Fugitt JK. Does the Grade Level at Which Algebra I is Completed Affect Future Mathematics Performance. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2008. Available from: http://trace.tennessee.edu/utk_graddiss/520


University of Tennessee – Knoxville

6. Sigmon, Valerie C. The Benefits of Integrating Math Content into the Elementary Art Curriculum.

Degree: MS, Teacher Education, 2008, University of Tennessee – Knoxville

 School accountability has become critical under the No Child Left Behind Act. As struggling schools strive to reach mandated proficiency levels, is it possible for… (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):

Sigmon, V. C. (2008). The Benefits of Integrating Math Content into the Elementary Art Curriculum. (Thesis). University of Tennessee – Knoxville. Retrieved from http://trace.tennessee.edu/utk_gradthes/446

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):

Sigmon, Valerie C. “The Benefits of Integrating Math Content into the Elementary Art Curriculum.” 2008. Thesis, University of Tennessee – Knoxville. Accessed November 24, 2017. http://trace.tennessee.edu/utk_gradthes/446.

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

MLA Handbook (7th Edition):

Sigmon, Valerie C. “The Benefits of Integrating Math Content into the Elementary Art Curriculum.” 2008. Web. 24 Nov 2017.

Vancouver:

Sigmon VC. The Benefits of Integrating Math Content into the Elementary Art Curriculum. [Internet] [Thesis]. University of Tennessee – Knoxville; 2008. [cited 2017 Nov 24]. Available from: http://trace.tennessee.edu/utk_gradthes/446.

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

Council of Science Editors:

Sigmon VC. The Benefits of Integrating Math Content into the Elementary Art Curriculum. [Thesis]. University of Tennessee – Knoxville; 2008. Available from: http://trace.tennessee.edu/utk_gradthes/446

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


University of Tennessee – Knoxville

7. Reilly Sheehan, Carolyn D. Impacts of an Environmental Education Program on Participants’ Environmental Behaviors.

Degree: MS, Teacher Education, 2008, University of Tennessee – Knoxville

 Environmental issues are at the forefront of public scientific inquiry. There is a pressing need to change the way we do things in order to… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Reilly Sheehan, C. D. (2008). Impacts of an Environmental Education Program on Participants’ Environmental Behaviors. (Thesis). University of Tennessee – Knoxville. Retrieved from http://trace.tennessee.edu/utk_gradthes/445

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):

Reilly Sheehan, Carolyn D. “Impacts of an Environmental Education Program on Participants’ Environmental Behaviors.” 2008. Thesis, University of Tennessee – Knoxville. Accessed November 24, 2017. http://trace.tennessee.edu/utk_gradthes/445.

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

MLA Handbook (7th Edition):

Reilly Sheehan, Carolyn D. “Impacts of an Environmental Education Program on Participants’ Environmental Behaviors.” 2008. Web. 24 Nov 2017.

Vancouver:

Reilly Sheehan CD. Impacts of an Environmental Education Program on Participants’ Environmental Behaviors. [Internet] [Thesis]. University of Tennessee – Knoxville; 2008. [cited 2017 Nov 24]. Available from: http://trace.tennessee.edu/utk_gradthes/445.

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

Council of Science Editors:

Reilly Sheehan CD. Impacts of an Environmental Education Program on Participants’ Environmental Behaviors. [Thesis]. University of Tennessee – Knoxville; 2008. Available from: http://trace.tennessee.edu/utk_gradthes/445

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


Wayne State University

8. 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 http://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 November 24, 2017. http://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. 24 Nov 2017.

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 2017 Nov 24]. Available from: http://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: http://digitalcommons.wayne.edu/oa_dissertations/1507


University of Tennessee – Knoxville

9. Pickett, Marilyn Ludwig. Modification of Nancie Atwell's Reading Workshop for Implementation in a Homogeneous Group of Struggling Adolescent Readers.

Degree: MS, Teacher Education, 2009, University of Tennessee – Knoxville

  The purpose of this qualitative study was to determine the effectiveness of Nancie Atwell's reading workshop in motivating homogeneously grouped, struggling adolescent readers in… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Pickett, M. L. (2009). Modification of Nancie Atwell's Reading Workshop for Implementation in a Homogeneous Group of Struggling Adolescent Readers. (Thesis). University of Tennessee – Knoxville. Retrieved from http://trace.tennessee.edu/utk_gradthes/57

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):

Pickett, Marilyn Ludwig. “Modification of Nancie Atwell's Reading Workshop for Implementation in a Homogeneous Group of Struggling Adolescent Readers.” 2009. Thesis, University of Tennessee – Knoxville. Accessed November 24, 2017. http://trace.tennessee.edu/utk_gradthes/57.

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

MLA Handbook (7th Edition):

Pickett, Marilyn Ludwig. “Modification of Nancie Atwell's Reading Workshop for Implementation in a Homogeneous Group of Struggling Adolescent Readers.” 2009. Web. 24 Nov 2017.

Vancouver:

Pickett ML. Modification of Nancie Atwell's Reading Workshop for Implementation in a Homogeneous Group of Struggling Adolescent Readers. [Internet] [Thesis]. University of Tennessee – Knoxville; 2009. [cited 2017 Nov 24]. Available from: http://trace.tennessee.edu/utk_gradthes/57.

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

Council of Science Editors:

Pickett ML. Modification of Nancie Atwell's Reading Workshop for Implementation in a Homogeneous Group of Struggling Adolescent Readers. [Thesis]. University of Tennessee – Knoxville; 2009. Available from: http://trace.tennessee.edu/utk_gradthes/57

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


University of Texas – Austin

10. 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 (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 November 24, 2017. 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. 24 Nov 2017.

Vancouver:

Jarrott TM. Effective professional development practices to elicit changes in teaching evolution. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2017 Nov 24]. 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

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

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 http://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 November 24, 2017. http://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. 24 Nov 2017.

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 2017 Nov 24]. Available from: http://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: http://ir.uiowa.edu/etd/1232


University of Illinois – Chicago

12. 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 November 24, 2017. 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. 24 Nov 2017.

Vancouver:

Sullivan MP. How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2017 Nov 24]. 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

13. 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 November 24, 2017. 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. 24 Nov 2017.

Vancouver:

Moore D. Establishing Ownership: How Agricultural Education Teachers Influenced the Planning of Their Continuing Professional Education Experiences . [Internet] [Thesis]. Cornell University; 2008. [cited 2017 Nov 24]. 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


Edith Cowan University

14. 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 November 24, 2017. 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. 24 Nov 2017.

Vancouver:

Sari ER. Teacher professional development in an online learning community : a case study in Indonesia. [Internet] [Thesis]. Edith Cowan University; 2012. [cited 2017 Nov 24]. 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


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 http://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 November 24, 2017. http://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. 24 Nov 2017.

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 2017 Nov 24]. Available from: http://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: http://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. 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)… (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 http://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 November 24, 2017. http://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. 24 Nov 2017.

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 2017 Nov 24]. Available from: http://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: http://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


Western Kentucky University

17. Richardson, Dawn. Evaluation and Needs-Based Assessment of Special Education Teachers' Knowledge of Austism Interventions.

Degree: Education Specialist, Department of Psychology, 2007, Western Kentucky University

 Autism Spectrum Disorder (ASD) is being increasingly identified in children, yet there are only a minimal number of studies examining the use of research-based intervention… (more)

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

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

APA (6th Edition):

Richardson, D. (2007). Evaluation and Needs-Based Assessment of Special Education Teachers' Knowledge of Austism Interventions. (Masters Thesis). Western Kentucky University. Retrieved from http://digitalcommons.wku.edu/theses/417

Chicago Manual of Style (16th Edition):

Richardson, Dawn. “Evaluation and Needs-Based Assessment of Special Education Teachers' Knowledge of Austism Interventions.” 2007. Masters Thesis, Western Kentucky University. Accessed November 24, 2017. http://digitalcommons.wku.edu/theses/417.

MLA Handbook (7th Edition):

Richardson, Dawn. “Evaluation and Needs-Based Assessment of Special Education Teachers' Knowledge of Austism Interventions.” 2007. Web. 24 Nov 2017.

Vancouver:

Richardson D. Evaluation and Needs-Based Assessment of Special Education Teachers' Knowledge of Austism Interventions. [Internet] [Masters thesis]. Western Kentucky University; 2007. [cited 2017 Nov 24]. Available from: http://digitalcommons.wku.edu/theses/417.

Council of Science Editors:

Richardson D. Evaluation and Needs-Based Assessment of Special Education Teachers' Knowledge of Austism Interventions. [Masters Thesis]. Western Kentucky University; 2007. Available from: http://digitalcommons.wku.edu/theses/417

18. Cohen, Karen Valbrun. The assistant principalship as preparation for the principalship.

Degree: EdD, Educational Leadership, 2008, Clark University Atlanta

  The purpose of this study is to investigate the perceptions of principals and assistant principals regarding the training and preparation afforded assistant principals in… (more)

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

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

APA (6th Edition):

Cohen, K. V. (2008). The assistant principalship as preparation for the principalship. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/dissertations/29

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):

Cohen, Karen Valbrun. “The assistant principalship as preparation for the principalship.” 2008. Thesis, Clark University Atlanta. Accessed November 24, 2017. http://digitalcommons.auctr.edu/dissertations/29.

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

MLA Handbook (7th Edition):

Cohen, Karen Valbrun. “The assistant principalship as preparation for the principalship.” 2008. Web. 24 Nov 2017.

Vancouver:

Cohen KV. The assistant principalship as preparation for the principalship. [Internet] [Thesis]. Clark University Atlanta; 2008. [cited 2017 Nov 24]. Available from: http://digitalcommons.auctr.edu/dissertations/29.

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

Council of Science Editors:

Cohen KV. The assistant principalship as preparation for the principalship. [Thesis]. Clark University Atlanta; 2008. Available from: http://digitalcommons.auctr.edu/dissertations/29

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


Purdue University

19. 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 November 24, 2017. 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. 24 Nov 2017.

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 2017 Nov 24]. 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

20. 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 November 24, 2017. 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. 24 Nov 2017.

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 2017 Nov 24]. 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

21. 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 http://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 November 24, 2017. http://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. 24 Nov 2017.

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 2017 Nov 24]. Available from: http://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: http://digitalcommons.andrews.edu/dissertations/695


University of Illinois – Urbana-Champaign

22. 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 November 24, 2017. 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. 24 Nov 2017.

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 2017 Nov 24]. 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

23. 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. (Thesis). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/2051

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):

Rink, Darrel Chris. “Educator Perceptions Regarding Quality Workplace Professional Development.” 2014. Thesis, University of Arkansas. Accessed November 24, 2017. http://scholarworks.uark.edu/etd/2051.

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

MLA Handbook (7th Edition):

Rink, Darrel Chris. “Educator Perceptions Regarding Quality Workplace Professional Development.” 2014. Web. 24 Nov 2017.

Vancouver:

Rink DC. Educator Perceptions Regarding Quality Workplace Professional Development. [Internet] [Thesis]. University of Arkansas; 2014. [cited 2017 Nov 24]. Available from: http://scholarworks.uark.edu/etd/2051.

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

Council of Science Editors:

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

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


Vanderbilt University

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

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 November 24, 2017. 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. 24 Nov 2017.

Vancouver:

Wilson J. Investigating and Improving Designs for Supporting Professional Development Facilitatorsâ Learning. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2017 Nov 24]. 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/ ;


East Tennessee State University

25. 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 November 24, 2017. 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. 24 Nov 2017.

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 2017 Nov 24]. 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


University of Tennessee – Knoxville

26. 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 http://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 November 24, 2017. http://trace.tennessee.edu/utk_graddiss/2804.

MLA Handbook (7th Edition):

Blanton, Elizabeth Smith. “SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES.” 2014. Web. 24 Nov 2017.

Vancouver:

Blanton ES. SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2014. [cited 2017 Nov 24]. Available from: http://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: http://trace.tennessee.edu/utk_graddiss/2804


University of Ghana

27. Anhwere, J. Factors influencing Teachers’ Motivation for Continuing Professional Development Through Distance Education in the East Akim Municipality .

Degree: MPhil, 2013, University of Ghana

Education is considered as the bedrock for economic, political and social transformation of any society. Over the years there has been an increasing awareness and… (more)

Subjects/Keywords: Teacher Motivation ; Professional Development ; Distant Education

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APA (6th Edition):

Anhwere, J. (2013). Factors influencing Teachers’ Motivation for Continuing Professional Development Through Distance Education in the East Akim Municipality . (Masters Thesis). University of Ghana. Retrieved from http://ugspace.ug.edu.gh/handle/123456789/7293

Chicago Manual of Style (16th Edition):

Anhwere, J. “Factors influencing Teachers’ Motivation for Continuing Professional Development Through Distance Education in the East Akim Municipality .” 2013. Masters Thesis, University of Ghana. Accessed November 24, 2017. http://ugspace.ug.edu.gh/handle/123456789/7293.

MLA Handbook (7th Edition):

Anhwere, J. “Factors influencing Teachers’ Motivation for Continuing Professional Development Through Distance Education in the East Akim Municipality .” 2013. Web. 24 Nov 2017.

Vancouver:

Anhwere J. Factors influencing Teachers’ Motivation for Continuing Professional Development Through Distance Education in the East Akim Municipality . [Internet] [Masters thesis]. University of Ghana; 2013. [cited 2017 Nov 24]. Available from: http://ugspace.ug.edu.gh/handle/123456789/7293.

Council of Science Editors:

Anhwere J. Factors influencing Teachers’ Motivation for Continuing Professional Development Through Distance Education in the East Akim Municipality . [Masters Thesis]. University of Ghana; 2013. Available from: http://ugspace.ug.edu.gh/handle/123456789/7293

28. McClure, Diane. An exploration of teachers' knowledge about aspects of Australian indigenous history and their attitude to reconciliation.

Degree: 2008, Australian Catholic University

  In contemporary Australian society the term Reconciliation refers to the process by which the Indigenous and wider Australian communities strive to improve relations with… (more)

Subjects/Keywords: Australian Studies; Teacher Education and Professional Development

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APA (6th Edition):

McClure, D. (2008). An exploration of teachers' knowledge about aspects of Australian indigenous history and their attitude to reconciliation. (Thesis). Australian Catholic University. Retrieved from http://researchbank.acu.edu.au/theses/237

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):

McClure, Diane. “An exploration of teachers' knowledge about aspects of Australian indigenous history and their attitude to reconciliation.” 2008. Thesis, Australian Catholic University. Accessed November 24, 2017. http://researchbank.acu.edu.au/theses/237.

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

MLA Handbook (7th Edition):

McClure, Diane. “An exploration of teachers' knowledge about aspects of Australian indigenous history and their attitude to reconciliation.” 2008. Web. 24 Nov 2017.

Vancouver:

McClure D. An exploration of teachers' knowledge about aspects of Australian indigenous history and their attitude to reconciliation. [Internet] [Thesis]. Australian Catholic University; 2008. [cited 2017 Nov 24]. Available from: http://researchbank.acu.edu.au/theses/237.

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

Council of Science Editors:

McClure D. An exploration of teachers' knowledge about aspects of Australian indigenous history and their attitude to reconciliation. [Thesis]. Australian Catholic University; 2008. Available from: http://researchbank.acu.edu.au/theses/237

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

29. 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 November 24, 2017. 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. 24 Nov 2017.

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 2017 Nov 24]. 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

30. 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 November 24, 2017. 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. 24 Nov 2017.

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 2017 Nov 24]. 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

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