Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(Teacher Education). Showing records 1 – 30 of 9227 total matches.

[1] [2] [3] [4] [5] … [308]

Search Limiters

Last 2 Years | English Only

Levels

Languages

Country

▼ Search Limiters


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

 This research aims to compare science education at the primary school level between Finland and Thailand. The study is divided into three sub-studies concerning: 1)… (more)

Subjects/Keywords: teacher Education; teacher Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 20, 2018. 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. 20 Feb 2018.

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 2018 Feb 20]. 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

 The purpose of this study was to learn what teacher educators think is important in forming our future teaching force. This study showed that most… (more)

Subjects/Keywords: Teacher Education; teacher educators; teacher education program

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 20, 2018. 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. 20 Feb 2018.

Vancouver:

Biggs AM. Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2018 Feb 20]. 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

Teacher education is a global enterprise, and has far-reaching consequences throughout society. Student teachers find themselves working on two fronts; the university setting and the… (more)

Subjects/Keywords: Teacher Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 20, 2018. 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. 20 Feb 2018.

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 2018 Feb 20]. 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

 The primary purpose of this study was to investigate new perspectives forming as a result of the teacher education programs that have embraced new literacies… (more)

Subjects/Keywords: Teacher Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 20, 2018. 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. 20 Feb 2018.

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 2018 Feb 20]. 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

  By 2018, STEM occupations are projected to grow twice as fast as all other occupations combined (Olson & Riordan, 2012; Craig Thomas, Hou, &… (more)

Subjects/Keywords: Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 20, 2018. 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. 20 Feb 2018.

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 2018 Feb 20]. 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

  Classroom management has been the focal point of many different studies and research projects. Unfortunately, it has also been cited as one of the… (more)

Subjects/Keywords: Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 20, 2018. 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. 20 Feb 2018.

Vancouver:

Woods SA. Classroom Management| Beginning Teachers' Perceptions of Preparedness. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2018 Feb 20]. 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


Arizona State University

7. Atkinson, Dr. Laura. Exploring the Impact of an Urban Teacher Education Program on Teachers' Professional Practices.

Degree: Doctoral, Dissertation Curriculum and Instruction, 2015, Arizona State University

 The majority of the teacher preparation programs in the US adhere to a traditional curriculum that includes foundational work, liberal arts classes, methods courses, and… (more)

Subjects/Keywords: Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 20, 2018. 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. 20 Feb 2018.

Vancouver:

Atkinson DL. Exploring the Impact of an Urban Teacher Education Program on Teachers' Professional Practices. [Internet] [Doctoral dissertation]. Arizona State University; 2015. [cited 2018 Feb 20]. 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

8. Koch, Meg. University supervisors and culturally responsive teaching.

Degree: 2015, Lewis and Clark College

  Culturally responsive teaching is seen as a promising practice that will enhance teachers’ ability to meet the needs of today’s diverse student population. The… (more)

Subjects/Keywords: Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 20, 2018. 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. 20 Feb 2018.

Vancouver:

Koch M. University supervisors and culturally responsive teaching. [Internet] [Thesis]. Lewis and Clark College; 2015. [cited 2018 Feb 20]. 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

9. 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

 The percentage of ethnically and linguistically diverse teachers in public education is very low, especially when compared to students. This is problematic for a number… (more)

Subjects/Keywords: Teacher Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 20, 2018. 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. 20 Feb 2018.

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 2018 Feb 20]. 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

10. Zhang, Dongmei. Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards.

Degree: PhD, Science Education, 2016, University of Georgia

 The dissertation consists of three related studies focused on how to support middle-school prospective science teachers prepare for the latest science education standards-Next Generation Science… (more)

Subjects/Keywords: teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 20, 2018. 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. 20 Feb 2018.

Vancouver:

Zhang D. Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2018 Feb 20]. 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


Columbia University

11. Lyiscott, Jamila. How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework.

Degree: PhD, Arts and Humanities, 2015, Columbia University

 This critical ethnographic study investigated an afterschool Youth Participatory Action Research (YPAR) space that seeks to develop New Literacies and academic literacies in urban youth… (more)

Subjects/Keywords: Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lyiscott, J. (2015). How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework. (Doctoral Dissertation). Columbia University. Retrieved from https://academiccommons.columbia.edu/catalog/ac:187550 %%% doi:10.7916/D82B8X43

Chicago Manual of Style (16th Edition):

Lyiscott, Jamila. “How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework.” 2015. Doctoral Dissertation, Columbia University. Accessed February 20, 2018. https://academiccommons.columbia.edu/catalog/ac:187550 %%% doi:10.7916/D82B8X43.

MLA Handbook (7th Edition):

Lyiscott, Jamila. “How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework.” 2015. Web. 20 Feb 2018.

Vancouver:

Lyiscott J. How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2018 Feb 20]. Available from: https://academiccommons.columbia.edu/catalog/ac:187550 %%% doi:10.7916/D82B8X43.

Council of Science Editors:

Lyiscott J. How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://academiccommons.columbia.edu/catalog/ac:187550 %%% doi:10.7916/D82B8X43


Columbia University

12. Howerton-Fox, Amanda. Teacher language awareness in a Swedish bilingual school for the deaf: Two portraits of grammar knowledge in practice.

Degree: PhD, Physical DisabilitiesHealth and Behavior Studies, 2013, Columbia University

 This case study explores the relationship between teachers' language knowledge and their grammar teaching practices within the context of a bilingual school for the deaf… (more)

Subjects/Keywords: Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Howerton-Fox, A. (2013). Teacher language awareness in a Swedish bilingual school for the deaf: Two portraits of grammar knowledge in practice. (Doctoral Dissertation). Columbia University. Retrieved from https://academiccommons.columbia.edu/catalog/ac:156766 %%% handle:10022/AC

Chicago Manual of Style (16th Edition):

Howerton-Fox, Amanda. “Teacher language awareness in a Swedish bilingual school for the deaf: Two portraits of grammar knowledge in practice.” 2013. Doctoral Dissertation, Columbia University. Accessed February 20, 2018. https://academiccommons.columbia.edu/catalog/ac:156766 %%% handle:10022/AC.

MLA Handbook (7th Edition):

Howerton-Fox, Amanda. “Teacher language awareness in a Swedish bilingual school for the deaf: Two portraits of grammar knowledge in practice.” 2013. Web. 20 Feb 2018.

Vancouver:

Howerton-Fox A. Teacher language awareness in a Swedish bilingual school for the deaf: Two portraits of grammar knowledge in practice. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2018 Feb 20]. Available from: https://academiccommons.columbia.edu/catalog/ac:156766 %%% handle:10022/AC.

Council of Science Editors:

Howerton-Fox A. Teacher language awareness in a Swedish bilingual school for the deaf: Two portraits of grammar knowledge in practice. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://academiccommons.columbia.edu/catalog/ac:156766 %%% handle:10022/AC


Columbia University

13. Villanueva, Alison. Implementing a District -Wide Professional Development Initiative: What It Means to Educate for the 21st Century.

Degree: PhD, English EducationArts and Humanities, 2013, Columbia University

 Focus on education for the future, often termed 21st Century education, is on the minds of educators and much is being said about particular ways… (more)

Subjects/Keywords: Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Villanueva, A. (2013). Implementing a District -Wide Professional Development Initiative: What It Means to Educate for the 21st Century. (Doctoral Dissertation). Columbia University. Retrieved from https://academiccommons.columbia.edu/catalog/ac:188690 %%% doi:10.7916/D889158N

Chicago Manual of Style (16th Edition):

Villanueva, Alison. “Implementing a District -Wide Professional Development Initiative: What It Means to Educate for the 21st Century.” 2013. Doctoral Dissertation, Columbia University. Accessed February 20, 2018. https://academiccommons.columbia.edu/catalog/ac:188690 %%% doi:10.7916/D889158N.

MLA Handbook (7th Edition):

Villanueva, Alison. “Implementing a District -Wide Professional Development Initiative: What It Means to Educate for the 21st Century.” 2013. Web. 20 Feb 2018.

Vancouver:

Villanueva A. Implementing a District -Wide Professional Development Initiative: What It Means to Educate for the 21st Century. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2018 Feb 20]. Available from: https://academiccommons.columbia.edu/catalog/ac:188690 %%% doi:10.7916/D889158N.

Council of Science Editors:

Villanueva A. Implementing a District -Wide Professional Development Initiative: What It Means to Educate for the 21st Century. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://academiccommons.columbia.edu/catalog/ac:188690 %%% doi:10.7916/D889158N


University of Pennsylvania

14. 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

  Many independent boarding schools have customarily hired significant numbers of novice faculty who are not certified teachers and who do not have significant teaching… (more)

Subjects/Keywords: Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 20, 2018. 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. 20 Feb 2018.

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 2018 Feb 20]. 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


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

 This study explored the utilization of best practices surrounding content and delivery strategies for educational technology preparation of undergraduate preservice teachers within some of the… (more)

Subjects/Keywords: Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 20, 2018. 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. 20 Feb 2018.

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 2018 Feb 20]. 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

16. Oliver, Aaron Keith. School Capital and Student Engagement| Does School Capital Matter?.

Degree: 2016, University of Redlands

  School Capital has been shown to affect school setting, effectiveness and student achievement. Schools are a system within society that utilizes the social resources… (more)

Subjects/Keywords: Education; Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 20, 2018. 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. 20 Feb 2018.

Vancouver:

Oliver AK. School Capital and Student Engagement| Does School Capital Matter?. [Internet] [Thesis]. University of Redlands; 2016. [cited 2018 Feb 20]. 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

17. Harwinder Kaur. Growth and development of teacher education programme in Punjab with reference to expansion, quality and societal needs; -.

Degree: Education, 2012, Punjabi University

The research study entitled GROWTH AND DEVELOPMENT OF newlineTEACHER EDUCATION PROGRAMME IN PUNJAB WITH REFERENCE TOEXPANSION, QUALITY AND SOCIETAL NEEDS has been conducted to study… (more)

Subjects/Keywords: Education; Teacher Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 20, 2018. 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. 20 Feb 2018.

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 2018 Feb 20]. 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

18. Schildts, Allison P. Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice.

Degree: 2015, Loyola Marymount University

Teacher preparation programs are making concerted efforts to prepare practitioners to transform urban education. Current studies rely heavily on self-reported data with little to… (more)

Subjects/Keywords: Education; Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 20, 2018. 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. 20 Feb 2018.

Vancouver:

Schildts AP. Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice. [Internet] [Thesis]. Loyola Marymount University; 2015. [cited 2018 Feb 20]. 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

19. 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

  A great deal depends on preparing high quality teachers, and reformers of teacher preparation have recently drawn attention to the need for clearer delineations… (more)

Subjects/Keywords: Education; Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 20, 2018. 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. 20 Feb 2018.

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 2018 Feb 20]. 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


University of Rochester

20. Thurley, Julie A. An Action Research Study| Engaging Urban Families as Partners to Enhance Emergent Literacy.

Degree: 2017, University of Rochester

  Although family engagement has long been associated with positive outcomes, it is not easy to establish, particularly in urban classrooms. Teachers whose ethnic and… (more)

Subjects/Keywords: Education; Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 20, 2018. 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. 20 Feb 2018.

Vancouver:

Thurley JA. An Action Research Study| Engaging Urban Families as Partners to Enhance Emergent Literacy. [Internet] [Thesis]. University of Rochester; 2017. [cited 2018 Feb 20]. 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


University of Minnesota

21. Sippel, Christopher. Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education.

Degree: D.Ed., Educational Policy and Administration, 2017, University of Minnesota

 The purpose of this study was to examine the perspectives of teacher educators on the internationalization of their discipline. This study utilized both qualitative and… (more)

Subjects/Keywords: Internationalization; Teacher Education; Teacher Educators

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 20, 2018. http://hdl.handle.net/11299/190497.

MLA Handbook (7th Edition):

Sippel, Christopher. “Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education.” 2017. Web. 20 Feb 2018.

Vancouver:

Sippel C. Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2018 Feb 20]. 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 Toronto

22. Boudignon, Lara. Falling Back into Teaching: A Triptych of Teachers' Motiviations, Decision and Consequences.

Degree: 2010, University of Toronto

You can always fall back into teaching. This thesis explores the meaning of this statement as it pertains to teachers’ motivations related to their careers,… (more)

Subjects/Keywords: teacher education; teacher attitudes; 0530

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 20, 2018. 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. 20 Feb 2018.

Vancouver:

Boudignon L. Falling Back into Teaching: A Triptych of Teachers' Motiviations, Decision and Consequences. [Internet] [Doctoral dissertation]. University of Toronto; 2010. [cited 2018 Feb 20]. 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

23. Hoyt, Daniel Dexter Jr. Becoming a teacher educator: a journey.

Degree: PhD, Education, Curriculum and Instruction, 2014, University of Minnesota

 This dissertation is about a journey, a journey of becoming a teacher educator. Although, I argue that this journey is one that is never truly… (more)

Subjects/Keywords: Teacher education; Teacher educator

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 20, 2018. http://hdl.handle.net/11299/163758.

MLA Handbook (7th Edition):

Hoyt, Daniel Dexter Jr. “Becoming a teacher educator: a journey.” 2014. Web. 20 Feb 2018.

Vancouver:

Hoyt DDJ. Becoming a teacher educator: a journey. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2018 Feb 20]. 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


Texas A&M University

24. Washburn, Erin Kuhl. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.

Degree: 2011, Texas A&M University

 The National Institute of Child Health and Human Development (NICHD) has declared reading failure a national public health issue. Approximately 15-20 % of the US… (more)

Subjects/Keywords: teacher education; literacy; Teacher knowledge

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 20, 2018. 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. 20 Feb 2018.

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 2018 Feb 20]. 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


Arizona State University

25. Halpert, Michael Aron. Factors Affecting Teacher Satisfaction in an Urban School District.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Arizona State University

 The purpose of this study was to distinguish factors that influence the satisfaction levels of teachers in urban school districts. This work also distinguished factors… (more)

Subjects/Keywords: Teacher Education; Teacher Retention; Teacher Satisfaction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 20, 2018. http://repository.asu.edu/items/8861.

MLA Handbook (7th Edition):

Halpert, Michael Aron. “Factors Affecting Teacher Satisfaction in an Urban School District.” 2011. Web. 20 Feb 2018.

Vancouver:

Halpert MA. Factors Affecting Teacher Satisfaction in an Urban School District. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2018 Feb 20]. 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


Vanderbilt University

26. Preston, Courtney Elizabeth. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.

Degree: PhD, Leadership and Policy Studies, 2014, Vanderbilt University

 Research provides strong evidence that teachers make a significant contribution to student achievement and that among in-school factors, teachers matters most. States have begun evaluating… (more)

Subjects/Keywords: teacher preparation; teacher education; teacher quality

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Preston, C. E. (2014). Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;

Chicago Manual of Style (16th Edition):

Preston, Courtney Elizabeth. “Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed February 20, 2018. http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;.

MLA Handbook (7th Edition):

Preston, Courtney Elizabeth. “Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.” 2014. Web. 20 Feb 2018.

Vancouver:

Preston CE. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2018 Feb 20]. Available from: http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;.

Council of Science Editors:

Preston CE. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;

27. Collazo Rivera, Glenda L. Resolucion de situaciones matematicas en contexto por estudiantes del nivel superior (grados 10-12).

Degree: 2016, University of Puerto Rico, Rio Piedras (Puerto Rico)

  Esta investigacion tuvo como proposito estudiar como los estudiantes aprenden cuando se exponen a nuevas practicas educativas de solucion de situaciones en contexto, a… (more)

Subjects/Keywords: Mathematics education; Education; Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Collazo Rivera, G. L. (2016). Resolucion de situaciones matematicas en contexto por estudiantes del nivel superior (grados 10-12). (Thesis). University of Puerto Rico, Rio Piedras (Puerto Rico). Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10116946

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):

Collazo Rivera, Glenda L. “Resolucion de situaciones matematicas en contexto por estudiantes del nivel superior (grados 10-12).” 2016. Thesis, University of Puerto Rico, Rio Piedras (Puerto Rico). Accessed February 20, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10116946.

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

MLA Handbook (7th Edition):

Collazo Rivera, Glenda L. “Resolucion de situaciones matematicas en contexto por estudiantes del nivel superior (grados 10-12).” 2016. Web. 20 Feb 2018.

Vancouver:

Collazo Rivera GL. Resolucion de situaciones matematicas en contexto por estudiantes del nivel superior (grados 10-12). [Internet] [Thesis]. University of Puerto Rico, Rio Piedras (Puerto Rico); 2016. [cited 2018 Feb 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10116946.

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

Council of Science Editors:

Collazo Rivera GL. Resolucion de situaciones matematicas en contexto por estudiantes del nivel superior (grados 10-12). [Thesis]. University of Puerto Rico, Rio Piedras (Puerto Rico); 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10116946

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

28. Murphy, LaShunda. A professional development on autism spectrum disorders for special education teachers.

Degree: 2016, Pepperdine University

  This study examined the effects of a 2-day professional development for special education teachers of students who have Autism Spectrum Disorders (ASDs). The professional… (more)

Subjects/Keywords: Education; Special education; Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Murphy, L. (2016). A professional development on autism spectrum disorders for special education teachers. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10017111

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):

Murphy, LaShunda. “A professional development on autism spectrum disorders for special education teachers.” 2016. Thesis, Pepperdine University. Accessed February 20, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10017111.

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

MLA Handbook (7th Edition):

Murphy, LaShunda. “A professional development on autism spectrum disorders for special education teachers.” 2016. Web. 20 Feb 2018.

Vancouver:

Murphy L. A professional development on autism spectrum disorders for special education teachers. [Internet] [Thesis]. Pepperdine University; 2016. [cited 2018 Feb 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10017111.

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

Council of Science Editors:

Murphy L. A professional development on autism spectrum disorders for special education teachers. [Thesis]. Pepperdine University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10017111

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

29. Abd-El-Hafez, Alaa Karem. Alternative-specific and Case-specific Factors Involved in the Decisions of Islamic School Teachers Affecting Teacher Retention| A Discrete Choice Experiment.

Degree: 2016, Long Island University, C. W. Post Center

Teacher retention is a concern in all educational sectors in America. It is of special importance to Islamic schools, which tend to lack the… (more)

Subjects/Keywords: Education; Religious education; Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Abd-El-Hafez, A. K. (2016). Alternative-specific and Case-specific Factors Involved in the Decisions of Islamic School Teachers Affecting Teacher Retention| A Discrete Choice Experiment. (Thesis). Long Island University, C. W. Post Center. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10032305

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):

Abd-El-Hafez, Alaa Karem. “Alternative-specific and Case-specific Factors Involved in the Decisions of Islamic School Teachers Affecting Teacher Retention| A Discrete Choice Experiment.” 2016. Thesis, Long Island University, C. W. Post Center. Accessed February 20, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10032305.

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

MLA Handbook (7th Edition):

Abd-El-Hafez, Alaa Karem. “Alternative-specific and Case-specific Factors Involved in the Decisions of Islamic School Teachers Affecting Teacher Retention| A Discrete Choice Experiment.” 2016. Web. 20 Feb 2018.

Vancouver:

Abd-El-Hafez AK. Alternative-specific and Case-specific Factors Involved in the Decisions of Islamic School Teachers Affecting Teacher Retention| A Discrete Choice Experiment. [Internet] [Thesis]. Long Island University, C. W. Post Center; 2016. [cited 2018 Feb 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10032305.

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

Council of Science Editors:

Abd-El-Hafez AK. Alternative-specific and Case-specific Factors Involved in the Decisions of Islamic School Teachers Affecting Teacher Retention| A Discrete Choice Experiment. [Thesis]. Long Island University, C. W. Post Center; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10032305

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


University of Kansas

30. Esposito, Phyllis Paige. A Mixed Methods Inquiry into the Multicultural Efficacy of Preservice and Beginning Teachers.

Degree: PhD, Curriculum and Teaching, 2011, University of Kansas

 Within the context of increased cultural and linguistic diversity presently underway in our nation's schools, it is imperative that preservice teachers are effectively trained to… (more)

Subjects/Keywords: Education; Multicultural education; Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Esposito, P. P. (2011). A Mixed Methods Inquiry into the Multicultural Efficacy of Preservice and Beginning Teachers. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/8061

Chicago Manual of Style (16th Edition):

Esposito, Phyllis Paige. “A Mixed Methods Inquiry into the Multicultural Efficacy of Preservice and Beginning Teachers.” 2011. Doctoral Dissertation, University of Kansas. Accessed February 20, 2018. http://hdl.handle.net/1808/8061.

MLA Handbook (7th Edition):

Esposito, Phyllis Paige. “A Mixed Methods Inquiry into the Multicultural Efficacy of Preservice and Beginning Teachers.” 2011. Web. 20 Feb 2018.

Vancouver:

Esposito PP. A Mixed Methods Inquiry into the Multicultural Efficacy of Preservice and Beginning Teachers. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2018 Feb 20]. Available from: http://hdl.handle.net/1808/8061.

Council of Science Editors:

Esposito PP. A Mixed Methods Inquiry into the Multicultural Efficacy of Preservice and Beginning Teachers. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/8061

[1] [2] [3] [4] [5] … [308]

.