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University of Helsinki
1. Sothayapetch, Pavinee. A comparative study of science education at the primary school level in Finland and Thailand.
Degree: Department of Teacher Education, 2013, University of Helsinki
URL: http://hdl.handle.net/10138/42259
Subjects/Keywords: teacher Education; teacher Education
Record Details
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APA (6th Edition):
Sothayapetch, P. (2013). A comparative study of science education at the primary school level in Finland and Thailand. (Doctoral Dissertation). University of Helsinki. Retrieved from http://hdl.handle.net/10138/42259
Chicago Manual of Style (16th Edition):
Sothayapetch, Pavinee. “A comparative study of science education at the primary school level in Finland and Thailand.” 2013. Doctoral Dissertation, University of Helsinki. Accessed February 17, 2019. http://hdl.handle.net/10138/42259.
MLA Handbook (7th Edition):
Sothayapetch, Pavinee. “A comparative study of science education at the primary school level in Finland and Thailand.” 2013. Web. 17 Feb 2019.
Vancouver:
Sothayapetch P. A comparative study of science education at the primary school level in Finland and Thailand. [Internet] [Doctoral dissertation]. University of Helsinki; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10138/42259.
Council of Science Editors:
Sothayapetch P. A comparative study of science education at the primary school level in Finland and Thailand. [Doctoral Dissertation]. University of Helsinki; 2013. Available from: http://hdl.handle.net/10138/42259
2. Biggs, Amy M. Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education.
Degree: EdD, College of Education, 2009, Ashland University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747
Subjects/Keywords: Teacher Education; teacher educators; teacher education program
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Biggs, A. M. (2009). Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747
Chicago Manual of Style (16th Edition):
Biggs, Amy M. “Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education.” 2009. Doctoral Dissertation, Ashland University. Accessed February 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747.
MLA Handbook (7th Edition):
Biggs, Amy M. “Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education.” 2009. Web. 17 Feb 2019.
Vancouver:
Biggs AM. Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2019 Feb 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747.
Council of Science Editors:
Biggs AM. Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747
University of Georgia
3. Kirk, Daniel John. Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates.
Degree: PhD, English Education, 2008, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd
Subjects/Keywords: Teacher Education
Record Details
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APA (6th Edition):
Kirk, D. J. (2008). Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd
Chicago Manual of Style (16th Edition):
Kirk, Daniel John. “Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates.” 2008. Doctoral Dissertation, University of Georgia. Accessed February 17, 2019. http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd.
MLA Handbook (7th Edition):
Kirk, Daniel John. “Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates.” 2008. Web. 17 Feb 2019.
Vancouver:
Kirk DJ. Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Feb 17]. Available from: http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd.
Council of Science Editors:
Kirk DJ. Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd
University of Georgia
4. Hubbard, Betty Potter. A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses.
Degree: PhD, Reading Education, 2009, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/hubbard_betty_p_200912_phd
Subjects/Keywords: Teacher Education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Hubbard, B. P. (2009). A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/hubbard_betty_p_200912_phd
Chicago Manual of Style (16th Edition):
Hubbard, Betty Potter. “A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses.” 2009. Doctoral Dissertation, University of Georgia. Accessed February 17, 2019. http://purl.galileo.usg.edu/uga_etd/hubbard_betty_p_200912_phd.
MLA Handbook (7th Edition):
Hubbard, Betty Potter. “A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses.” 2009. Web. 17 Feb 2019.
Vancouver:
Hubbard BP. A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Feb 17]. Available from: http://purl.galileo.usg.edu/uga_etd/hubbard_betty_p_200912_phd.
Council of Science Editors:
Hubbard BP. A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/hubbard_betty_p_200912_phd
5. Benuzzi, Stacey. Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching.
Degree: 2015, California State University, Long Beach
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3708290
Subjects/Keywords: Teacher education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Benuzzi, S. (2015). Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3708290
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):
Benuzzi, Stacey. “Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching.” 2015. Thesis, California State University, Long Beach. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3708290.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Benuzzi, Stacey. “Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching.” 2015. Web. 17 Feb 2019.
Vancouver:
Benuzzi S. Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching. [Internet] [Thesis]. California State University, Long Beach; 2015. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3708290.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Benuzzi S. Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching. [Thesis]. California State University, Long Beach; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3708290
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
6. Woods, Sean A. Classroom Management| Beginning Teachers' Perceptions of Preparedness.
Degree: 2016, Lindenwood University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10027099
Subjects/Keywords: Teacher education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Woods, S. A. (2016). Classroom Management| Beginning Teachers' Perceptions of Preparedness. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10027099
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):
Woods, Sean A. “Classroom Management| Beginning Teachers' Perceptions of Preparedness.” 2016. Thesis, Lindenwood University. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10027099.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Woods, Sean A. “Classroom Management| Beginning Teachers' Perceptions of Preparedness.” 2016. Web. 17 Feb 2019.
Vancouver:
Woods SA. Classroom Management| Beginning Teachers' Perceptions of Preparedness. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10027099.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Woods SA. Classroom Management| Beginning Teachers' Perceptions of Preparedness. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10027099
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
7. Koch, Meg. University supervisors and culturally responsive teaching.
Degree: 2015, Lewis and Clark College
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3734708
Subjects/Keywords: Teacher education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Koch, M. (2015). University supervisors and culturally responsive teaching. (Thesis). Lewis and Clark College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3734708
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):
Koch, Meg. “University supervisors and culturally responsive teaching.” 2015. Thesis, Lewis and Clark College. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3734708.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Koch, Meg. “University supervisors and culturally responsive teaching.” 2015. Web. 17 Feb 2019.
Vancouver:
Koch M. University supervisors and culturally responsive teaching. [Internet] [Thesis]. Lewis and Clark College; 2015. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3734708.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Koch M. University supervisors and culturally responsive teaching. [Thesis]. Lewis and Clark College; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3734708
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Cincinnati
8. van den Hoogenhof, Suzanne. Are the gates open to all? Teacher licensure accessibility at a large Midwestern urban university.
Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2012, University of Cincinnati
URL: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353089265
Subjects/Keywords: Teacher Education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
van den Hoogenhof, S. (2012). Are the gates open to all? Teacher licensure accessibility at a large Midwestern urban university. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353089265
Chicago Manual of Style (16th Edition):
van den Hoogenhof, Suzanne. “Are the gates open to all? Teacher licensure accessibility at a large Midwestern urban university.” 2012. Doctoral Dissertation, University of Cincinnati. Accessed February 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353089265.
MLA Handbook (7th Edition):
van den Hoogenhof, Suzanne. “Are the gates open to all? Teacher licensure accessibility at a large Midwestern urban university.” 2012. Web. 17 Feb 2019.
Vancouver:
van den Hoogenhof S. Are the gates open to all? Teacher licensure accessibility at a large Midwestern urban university. [Internet] [Doctoral dissertation]. University of Cincinnati; 2012. [cited 2019 Feb 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353089265.
Council of Science Editors:
van den Hoogenhof S. Are the gates open to all? Teacher licensure accessibility at a large Midwestern urban university. [Doctoral Dissertation]. University of Cincinnati; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353089265
University of Georgia
9. Zhang, Dongmei. Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards.
Degree: PhD, Science Education, 2016, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/zhang_dongmei_201605_phd
Subjects/Keywords: teacher education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Zhang, D. (2016). Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/zhang_dongmei_201605_phd
Chicago Manual of Style (16th Edition):
Zhang, Dongmei. “Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards.” 2016. Doctoral Dissertation, University of Georgia. Accessed February 17, 2019. http://purl.galileo.usg.edu/uga_etd/zhang_dongmei_201605_phd.
MLA Handbook (7th Edition):
Zhang, Dongmei. “Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards.” 2016. Web. 17 Feb 2019.
Vancouver:
Zhang D. Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2019 Feb 17]. Available from: http://purl.galileo.usg.edu/uga_etd/zhang_dongmei_201605_phd.
Council of Science Editors:
Zhang D. Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/zhang_dongmei_201605_phd
Arizona State University
10. Atkinson, Dr. Laura. Exploring the Impact of an Urban Teacher Education Program on Teachers' Professional Practices.
Degree: Curriculum and Instruction, 2015, Arizona State University
URL: http://repository.asu.edu/items/29700
Subjects/Keywords: Teacher education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Atkinson, D. L. (2015). Exploring the Impact of an Urban Teacher Education Program on Teachers' Professional Practices. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/29700
Chicago Manual of Style (16th Edition):
Atkinson, Dr Laura. “Exploring the Impact of an Urban Teacher Education Program on Teachers' Professional Practices.” 2015. Doctoral Dissertation, Arizona State University. Accessed February 17, 2019. http://repository.asu.edu/items/29700.
MLA Handbook (7th Edition):
Atkinson, Dr Laura. “Exploring the Impact of an Urban Teacher Education Program on Teachers' Professional Practices.” 2015. Web. 17 Feb 2019.
Vancouver:
Atkinson DL. Exploring the Impact of an Urban Teacher Education Program on Teachers' Professional Practices. [Internet] [Doctoral dissertation]. Arizona State University; 2015. [cited 2019 Feb 17]. Available from: http://repository.asu.edu/items/29700.
Council of Science Editors:
Atkinson DL. Exploring the Impact of an Urban Teacher Education Program on Teachers' Professional Practices. [Doctoral Dissertation]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/29700
University of Pennsylvania
11. Cyr-Mutty, Paul B. Accelerating Experience| Using Learning Scenarios Based on Master Teacher Experiences and Specific School Contexts to Help Induct Novice Faculty into Teaching at an Independent Boarding School.
Degree: 2017, University of Pennsylvania
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10264630
Subjects/Keywords: Teacher education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Cyr-Mutty, P. B. (2017). Accelerating Experience| Using Learning Scenarios Based on Master Teacher Experiences and Specific School Contexts to Help Induct Novice Faculty into Teaching at an Independent Boarding School. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10264630
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):
Cyr-Mutty, Paul B. “Accelerating Experience| Using Learning Scenarios Based on Master Teacher Experiences and Specific School Contexts to Help Induct Novice Faculty into Teaching at an Independent Boarding School.” 2017. Thesis, University of Pennsylvania. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10264630.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Cyr-Mutty, Paul B. “Accelerating Experience| Using Learning Scenarios Based on Master Teacher Experiences and Specific School Contexts to Help Induct Novice Faculty into Teaching at an Independent Boarding School.” 2017. Web. 17 Feb 2019.
Vancouver:
Cyr-Mutty PB. Accelerating Experience| Using Learning Scenarios Based on Master Teacher Experiences and Specific School Contexts to Help Induct Novice Faculty into Teaching at an Independent Boarding School. [Internet] [Thesis]. University of Pennsylvania; 2017. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10264630.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Cyr-Mutty PB. Accelerating Experience| Using Learning Scenarios Based on Master Teacher Experiences and Specific School Contexts to Help Induct Novice Faculty into Teaching at an Independent Boarding School. [Thesis]. University of Pennsylvania; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10264630
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
The George Washington University
12. Bravo, Lindsey Renee. Learning to Teach Writing| A Multiple Case Study of Elementary Preservice Teachers' Experiences.
Degree: 2018, The George Washington University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10785017
Subjects/Keywords: Teacher education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Bravo, L. R. (2018). Learning to Teach Writing| A Multiple Case Study of Elementary Preservice Teachers' Experiences. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10785017
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):
Bravo, Lindsey Renee. “Learning to Teach Writing| A Multiple Case Study of Elementary Preservice Teachers' Experiences.” 2018. Thesis, The George Washington University. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10785017.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bravo, Lindsey Renee. “Learning to Teach Writing| A Multiple Case Study of Elementary Preservice Teachers' Experiences.” 2018. Web. 17 Feb 2019.
Vancouver:
Bravo LR. Learning to Teach Writing| A Multiple Case Study of Elementary Preservice Teachers' Experiences. [Internet] [Thesis]. The George Washington University; 2018. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10785017.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bravo LR. Learning to Teach Writing| A Multiple Case Study of Elementary Preservice Teachers' Experiences. [Thesis]. The George Washington University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10785017
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
West Virginia University
13. Smith, Jason Jude. Preservice Teacher Development of Perspectives towards Inquiry through Classroom Research.
Degree: PhD, Curriculum & Instruction/Literacy Studies, 2012, West Virginia University
URL: https://researchrepository.wvu.edu/etd/216
Subjects/Keywords: Teacher education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Smith, J. J. (2012). Preservice Teacher Development of Perspectives towards Inquiry through Classroom Research. (Doctoral Dissertation). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/216
Chicago Manual of Style (16th Edition):
Smith, Jason Jude. “Preservice Teacher Development of Perspectives towards Inquiry through Classroom Research.” 2012. Doctoral Dissertation, West Virginia University. Accessed February 17, 2019. https://researchrepository.wvu.edu/etd/216.
MLA Handbook (7th Edition):
Smith, Jason Jude. “Preservice Teacher Development of Perspectives towards Inquiry through Classroom Research.” 2012. Web. 17 Feb 2019.
Vancouver:
Smith JJ. Preservice Teacher Development of Perspectives towards Inquiry through Classroom Research. [Internet] [Doctoral dissertation]. West Virginia University; 2012. [cited 2019 Feb 17]. Available from: https://researchrepository.wvu.edu/etd/216.
Council of Science Editors:
Smith JJ. Preservice Teacher Development of Perspectives towards Inquiry through Classroom Research. [Doctoral Dissertation]. West Virginia University; 2012. Available from: https://researchrepository.wvu.edu/etd/216
West Virginia University
14. James, Kristi M. Factors that influence clinical placements for teacher candidates.
Degree: EdD, Learning Sciences and Human Development, 2014, West Virginia University
URL: https://researchrepository.wvu.edu/etd/249
Subjects/Keywords: Teacher education
Record Details
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APA (6th Edition):
James, K. M. (2014). Factors that influence clinical placements for teacher candidates. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/249
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
James, Kristi M. “Factors that influence clinical placements for teacher candidates.” 2014. Thesis, West Virginia University. Accessed February 17, 2019. https://researchrepository.wvu.edu/etd/249.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
James, Kristi M. “Factors that influence clinical placements for teacher candidates.” 2014. Web. 17 Feb 2019.
Vancouver:
James KM. Factors that influence clinical placements for teacher candidates. [Internet] [Thesis]. West Virginia University; 2014. [cited 2019 Feb 17]. Available from: https://researchrepository.wvu.edu/etd/249.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
James KM. Factors that influence clinical placements for teacher candidates. [Thesis]. West Virginia University; 2014. Available from: https://researchrepository.wvu.edu/etd/249
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Boston University
15.
Susko, Dana M.
Teaching and learning with technology: how the best teacher education programs are preparing preservice teachers.
Degree: EdD, Educational Media & Technology, 2015, Boston University
URL: http://hdl.handle.net/2144/13998
Subjects/Keywords: Teacher education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Susko, D. M. (2015). Teaching and learning with technology: how the best teacher education programs are preparing preservice teachers. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/13998
Chicago Manual of Style (16th Edition):
Susko, Dana M. “Teaching and learning with technology: how the best teacher education programs are preparing preservice teachers.” 2015. Doctoral Dissertation, Boston University. Accessed February 17, 2019. http://hdl.handle.net/2144/13998.
MLA Handbook (7th Edition):
Susko, Dana M. “Teaching and learning with technology: how the best teacher education programs are preparing preservice teachers.” 2015. Web. 17 Feb 2019.
Vancouver:
Susko DM. Teaching and learning with technology: how the best teacher education programs are preparing preservice teachers. [Internet] [Doctoral dissertation]. Boston University; 2015. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2144/13998.
Council of Science Editors:
Susko DM. Teaching and learning with technology: how the best teacher education programs are preparing preservice teachers. [Doctoral Dissertation]. Boston University; 2015. Available from: http://hdl.handle.net/2144/13998
University of Florida
16. Thomas, Rachel Ann. Writing Instruction For Students With Learning Disabilities A Grounded Theory Of Expert Middle School Language Arts Teachers.
Degree: PhD, Special Education - Special Education, School Psychology and Early Childhood Studies, 2017, University of Florida
URL: http://ufdc.ufl.edu/UFE0050983
Subjects/Keywords: education – teacher
Record Details
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APA (6th Edition):
Thomas, R. A. (2017). Writing Instruction For Students With Learning Disabilities A Grounded Theory Of Expert Middle School Language Arts Teachers. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0050983
Chicago Manual of Style (16th Edition):
Thomas, Rachel Ann. “Writing Instruction For Students With Learning Disabilities A Grounded Theory Of Expert Middle School Language Arts Teachers.” 2017. Doctoral Dissertation, University of Florida. Accessed February 17, 2019. http://ufdc.ufl.edu/UFE0050983.
MLA Handbook (7th Edition):
Thomas, Rachel Ann. “Writing Instruction For Students With Learning Disabilities A Grounded Theory Of Expert Middle School Language Arts Teachers.” 2017. Web. 17 Feb 2019.
Vancouver:
Thomas RA. Writing Instruction For Students With Learning Disabilities A Grounded Theory Of Expert Middle School Language Arts Teachers. [Internet] [Doctoral dissertation]. University of Florida; 2017. [cited 2019 Feb 17]. Available from: http://ufdc.ufl.edu/UFE0050983.
Council of Science Editors:
Thomas RA. Writing Instruction For Students With Learning Disabilities A Grounded Theory Of Expert Middle School Language Arts Teachers. [Doctoral Dissertation]. University of Florida; 2017. Available from: http://ufdc.ufl.edu/UFE0050983
17. Oliver, Aaron Keith. School Capital and Student Engagement| Does School Capital Matter?.
Degree: 2016, University of Redlands
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10151108
Subjects/Keywords: Education; Teacher education
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APA (6th Edition):
Oliver, A. K. (2016). School Capital and Student Engagement| Does School Capital Matter?. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10151108
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):
Oliver, Aaron Keith. “School Capital and Student Engagement| Does School Capital Matter?.” 2016. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10151108.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Oliver, Aaron Keith. “School Capital and Student Engagement| Does School Capital Matter?.” 2016. Web. 17 Feb 2019.
Vancouver:
Oliver AK. School Capital and Student Engagement| Does School Capital Matter?. [Internet] [Thesis]. University of Redlands; 2016. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10151108.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Oliver AK. School Capital and Student Engagement| Does School Capital Matter?. [Thesis]. University of Redlands; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10151108
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Rochester
18. Thurley, Julie A. An Action Research Study| Engaging Urban Families as Partners to Enhance Emergent Literacy.
Degree: 2017, University of Rochester
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10699987
Subjects/Keywords: Education; Teacher education
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APA (6th Edition):
Thurley, J. A. (2017). An Action Research Study| Engaging Urban Families as Partners to Enhance Emergent Literacy. (Thesis). University of Rochester. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10699987
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):
Thurley, Julie A. “An Action Research Study| Engaging Urban Families as Partners to Enhance Emergent Literacy.” 2017. Thesis, University of Rochester. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10699987.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Thurley, Julie A. “An Action Research Study| Engaging Urban Families as Partners to Enhance Emergent Literacy.” 2017. Web. 17 Feb 2019.
Vancouver:
Thurley JA. An Action Research Study| Engaging Urban Families as Partners to Enhance Emergent Literacy. [Internet] [Thesis]. University of Rochester; 2017. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10699987.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Thurley JA. An Action Research Study| Engaging Urban Families as Partners to Enhance Emergent Literacy. [Thesis]. University of Rochester; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10699987
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Punjabi University
19. Harwinder Kaur. Growth and development of teacher education programme in Punjab with reference to expansion, quality and societal needs; -.
Degree: Education, 2012, Punjabi University
URL: http://shodhganga.inflibnet.ac.in/handle/10603/10003
Subjects/Keywords: Education; Teacher Education
Record Details
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APA (6th Edition):
Kaur, H. (2012). Growth and development of teacher education programme in Punjab with reference to expansion, quality and societal needs; -. (Thesis). Punjabi University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/10003
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):
Kaur, Harwinder. “Growth and development of teacher education programme in Punjab with reference to expansion, quality and societal needs; -.” 2012. Thesis, Punjabi University. Accessed February 17, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/10003.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kaur, Harwinder. “Growth and development of teacher education programme in Punjab with reference to expansion, quality and societal needs; -.” 2012. Web. 17 Feb 2019.
Vancouver:
Kaur H. Growth and development of teacher education programme in Punjab with reference to expansion, quality and societal needs; -. [Internet] [Thesis]. Punjabi University; 2012. [cited 2019 Feb 17]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/10003.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kaur H. Growth and development of teacher education programme in Punjab with reference to expansion, quality and societal needs; -. [Thesis]. Punjabi University; 2012. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/10003
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
20. Schildts, Allison P. Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice.
Degree: 2015, Loyola Marymount University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3741001
Subjects/Keywords: Education; Teacher education
Record Details
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APA (6th Edition):
Schildts, A. P. (2015). Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3741001
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):
Schildts, Allison P. “Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice.” 2015. Thesis, Loyola Marymount University. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3741001.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Schildts, Allison P. “Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice.” 2015. Web. 17 Feb 2019.
Vancouver:
Schildts AP. Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice. [Internet] [Thesis]. Loyola Marymount University; 2015. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3741001.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Schildts AP. Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice. [Thesis]. Loyola Marymount University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3741001
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
21. Renga, Ian Parker. "We want to bring them into what we love"| An investigation of desire in two alternative teacher preparation programs.
Degree: 2015, University of Colorado at Boulder
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3743632
Subjects/Keywords: Education; Teacher education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Renga, I. P. (2015). "We want to bring them into what we love"| An investigation of desire in two alternative teacher preparation programs. (Thesis). University of Colorado at Boulder. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3743632
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):
Renga, Ian Parker. “"We want to bring them into what we love"| An investigation of desire in two alternative teacher preparation programs.” 2015. Thesis, University of Colorado at Boulder. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3743632.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Renga, Ian Parker. “"We want to bring them into what we love"| An investigation of desire in two alternative teacher preparation programs.” 2015. Web. 17 Feb 2019.
Vancouver:
Renga IP. "We want to bring them into what we love"| An investigation of desire in two alternative teacher preparation programs. [Internet] [Thesis]. University of Colorado at Boulder; 2015. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3743632.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Renga IP. "We want to bring them into what we love"| An investigation of desire in two alternative teacher preparation programs. [Thesis]. University of Colorado at Boulder; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3743632
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
22. Potvin, Ashley Seidel. Designing for Teacher-Student Relationships| An Investigation Into the Emotional and Relational Dimensions of Co-Design.
Degree: 2018, University of Colorado at Boulder
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10792364
Subjects/Keywords: Education; Teacher education
Record Details
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APA (6th Edition):
Potvin, A. S. (2018). Designing for Teacher-Student Relationships| An Investigation Into the Emotional and Relational Dimensions of Co-Design. (Thesis). University of Colorado at Boulder. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10792364
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):
Potvin, Ashley Seidel. “Designing for Teacher-Student Relationships| An Investigation Into the Emotional and Relational Dimensions of Co-Design.” 2018. Thesis, University of Colorado at Boulder. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10792364.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Potvin, Ashley Seidel. “Designing for Teacher-Student Relationships| An Investigation Into the Emotional and Relational Dimensions of Co-Design.” 2018. Web. 17 Feb 2019.
Vancouver:
Potvin AS. Designing for Teacher-Student Relationships| An Investigation Into the Emotional and Relational Dimensions of Co-Design. [Internet] [Thesis]. University of Colorado at Boulder; 2018. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10792364.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Potvin AS. Designing for Teacher-Student Relationships| An Investigation Into the Emotional and Relational Dimensions of Co-Design. [Thesis]. University of Colorado at Boulder; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10792364
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Indiana University
23. Itow, Rebecca Chiyoko. Professional Development Is Not a Summer Job| Designing for Teacher Learning that Is Valuable and Valued.
Degree: 2018, Indiana University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10826318
Subjects/Keywords: Education; Teacher education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Itow, R. C. (2018). Professional Development Is Not a Summer Job| Designing for Teacher Learning that Is Valuable and Valued. (Thesis). Indiana University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10826318
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):
Itow, Rebecca Chiyoko. “Professional Development Is Not a Summer Job| Designing for Teacher Learning that Is Valuable and Valued.” 2018. Thesis, Indiana University. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10826318.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Itow, Rebecca Chiyoko. “Professional Development Is Not a Summer Job| Designing for Teacher Learning that Is Valuable and Valued.” 2018. Web. 17 Feb 2019.
Vancouver:
Itow RC. Professional Development Is Not a Summer Job| Designing for Teacher Learning that Is Valuable and Valued. [Internet] [Thesis]. Indiana University; 2018. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10826318.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Itow RC. Professional Development Is Not a Summer Job| Designing for Teacher Learning that Is Valuable and Valued. [Thesis]. Indiana University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10826318
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
24. Binger, Alison. The Impact of a Transformative Intercultural Experience on Returned Peace Corps Volunteer Teachers' Instructional Practices.
Degree: 2018, Walden University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10979250
Subjects/Keywords: Education; Teacher education
Record Details
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APA (6th Edition):
Binger, A. (2018). The Impact of a Transformative Intercultural Experience on Returned Peace Corps Volunteer Teachers' Instructional Practices. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10979250
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):
Binger, Alison. “The Impact of a Transformative Intercultural Experience on Returned Peace Corps Volunteer Teachers' Instructional Practices.” 2018. Thesis, Walden University. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10979250.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Binger, Alison. “The Impact of a Transformative Intercultural Experience on Returned Peace Corps Volunteer Teachers' Instructional Practices.” 2018. Web. 17 Feb 2019.
Vancouver:
Binger A. The Impact of a Transformative Intercultural Experience on Returned Peace Corps Volunteer Teachers' Instructional Practices. [Internet] [Thesis]. Walden University; 2018. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10979250.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Binger A. The Impact of a Transformative Intercultural Experience on Returned Peace Corps Volunteer Teachers' Instructional Practices. [Thesis]. Walden University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10979250
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
25. Washburn, Erin Kuhl. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.
Degree: 2011, Texas A&M University
URL: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360
Subjects/Keywords: teacher education; literacy; Teacher knowledge
Record Details
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APA (6th Edition):
Washburn, E. K. (2011). Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360
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):
Washburn, Erin Kuhl. “Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.” 2011. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Washburn, Erin Kuhl. “Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.” 2011. Web. 17 Feb 2019.
Vancouver:
Washburn EK. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Washburn EK. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas State University – San Marcos
26. Bhattacharyya, Sonalee. Investigating How an Informal Summer Program Sustains Teachers in Their Profession.
Degree: PhD, Mathematics Education, 2018, Texas State University – San Marcos
URL: https://digital.library.txstate.edu/handle/10877/7382
Subjects/Keywords: Teacher education; Teacher retention
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Bhattacharyya, S. (2018). Investigating How an Informal Summer Program Sustains Teachers in Their Profession. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7382
Chicago Manual of Style (16th Edition):
Bhattacharyya, Sonalee. “Investigating How an Informal Summer Program Sustains Teachers in Their Profession.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed February 17, 2019. https://digital.library.txstate.edu/handle/10877/7382.
MLA Handbook (7th Edition):
Bhattacharyya, Sonalee. “Investigating How an Informal Summer Program Sustains Teachers in Their Profession.” 2018. Web. 17 Feb 2019.
Vancouver:
Bhattacharyya S. Investigating How an Informal Summer Program Sustains Teachers in Their Profession. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2019 Feb 17]. Available from: https://digital.library.txstate.edu/handle/10877/7382.
Council of Science Editors:
Bhattacharyya S. Investigating How an Informal Summer Program Sustains Teachers in Their Profession. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7382
University of Toronto
27. Boudignon, Lara. Falling Back into Teaching: A Triptych of Teachers' Motiviations, Decision and Consequences.
Degree: 2010, University of Toronto
URL: http://hdl.handle.net/1807/24693
Subjects/Keywords: teacher education; teacher attitudes; 0530
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Boudignon, L. (2010). Falling Back into Teaching: A Triptych of Teachers' Motiviations, Decision and Consequences. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/24693
Chicago Manual of Style (16th Edition):
Boudignon, Lara. “Falling Back into Teaching: A Triptych of Teachers' Motiviations, Decision and Consequences.” 2010. Doctoral Dissertation, University of Toronto. Accessed February 17, 2019. http://hdl.handle.net/1807/24693.
MLA Handbook (7th Edition):
Boudignon, Lara. “Falling Back into Teaching: A Triptych of Teachers' Motiviations, Decision and Consequences.” 2010. Web. 17 Feb 2019.
Vancouver:
Boudignon L. Falling Back into Teaching: A Triptych of Teachers' Motiviations, Decision and Consequences. [Internet] [Doctoral dissertation]. University of Toronto; 2010. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1807/24693.
Council of Science Editors:
Boudignon L. Falling Back into Teaching: A Triptych of Teachers' Motiviations, Decision and Consequences. [Doctoral Dissertation]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/24693
University of Minnesota
28. Sippel, Christopher. Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education.
Degree: D.Ed., Educational Policy and Administration, 2017, University of Minnesota
URL: http://hdl.handle.net/11299/190497
Subjects/Keywords: Internationalization; Teacher Education; Teacher Educators
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Sippel, C. (2017). Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/190497
Chicago Manual of Style (16th Edition):
Sippel, Christopher. “Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education.” 2017. Doctoral Dissertation, University of Minnesota. Accessed February 17, 2019. http://hdl.handle.net/11299/190497.
MLA Handbook (7th Edition):
Sippel, Christopher. “Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education.” 2017. Web. 17 Feb 2019.
Vancouver:
Sippel C. Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/11299/190497.
Council of Science Editors:
Sippel C. Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/190497
University of Minnesota
29. Hoyt, Daniel Dexter Jr. Becoming a teacher educator: a journey.
Degree: PhD, Education, Curriculum and Instruction, 2014, University of Minnesota
URL: http://hdl.handle.net/11299/163758
Subjects/Keywords: Teacher education; Teacher educator
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Hoyt, D. D. J. (2014). Becoming a teacher educator: a journey. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/163758
Chicago Manual of Style (16th Edition):
Hoyt, Daniel Dexter Jr. “Becoming a teacher educator: a journey.” 2014. Doctoral Dissertation, University of Minnesota. Accessed February 17, 2019. http://hdl.handle.net/11299/163758.
MLA Handbook (7th Edition):
Hoyt, Daniel Dexter Jr. “Becoming a teacher educator: a journey.” 2014. Web. 17 Feb 2019.
Vancouver:
Hoyt DDJ. Becoming a teacher educator: a journey. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/11299/163758.
Council of Science Editors:
Hoyt DDJ. Becoming a teacher educator: a journey. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/163758
Arizona State University
30. Halpert, Michael Aron. Factors Affecting Teacher Satisfaction in an Urban School District.
Degree: EdD, Educational Leadership and Policy Studies, 2011, Arizona State University
URL: http://repository.asu.edu/items/8861
Subjects/Keywords: Teacher Education; Teacher Retention; Teacher Satisfaction
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Halpert, M. A. (2011). Factors Affecting Teacher Satisfaction in an Urban School District. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8861
Chicago Manual of Style (16th Edition):
Halpert, Michael Aron. “Factors Affecting Teacher Satisfaction in an Urban School District.” 2011. Doctoral Dissertation, Arizona State University. Accessed February 17, 2019. http://repository.asu.edu/items/8861.
MLA Handbook (7th Edition):
Halpert, Michael Aron. “Factors Affecting Teacher Satisfaction in an Urban School District.” 2011. Web. 17 Feb 2019.
Vancouver:
Halpert MA. Factors Affecting Teacher Satisfaction in an Urban School District. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Feb 17]. Available from: http://repository.asu.edu/items/8861.
Council of Science Editors:
Halpert MA. Factors Affecting Teacher Satisfaction in an Urban School District. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/8861