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You searched for subject:(Teacher Improvement). Showing records 1 – 30 of 113 total matches.

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Oklahoma State University

1. Hunt, Christine A. Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School.

Degree: School of Educational Studies, 2012, Oklahoma State University

 The purpose of this study was to investigate the perceptions and beliefs of teachers at a Midwestern suburban middle school about students, student learning, and… (more)

Subjects/Keywords: academic improvement; collective teacher efficacy; teacher behaviors; teacher beliefs

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

APA (6th Edition):

Hunt, C. A. (2012). Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7187

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):

Hunt, Christine A. “Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School.” 2012. Thesis, Oklahoma State University. Accessed August 23, 2019. http://hdl.handle.net/11244/7187.

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

MLA Handbook (7th Edition):

Hunt, Christine A. “Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School.” 2012. Web. 23 Aug 2019.

Vancouver:

Hunt CA. Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/11244/7187.

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

Council of Science Editors:

Hunt CA. Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School. [Thesis]. Oklahoma State University; 2012. Available from: http://hdl.handle.net/11244/7187

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


University of Tasmania

2. O'Kelly, LM. What impact does the implementation of school-wide positive behaviour support have on teachers' preceptions of their efficacy, attribution of problem behaviour and their perceived capacity to influence general school climate?.

Degree: 2010, University of Tasmania

 The aim of this research was to consider the capacity of a particular schoolwide system, Schoolwide Positive Behaviour Support (SWPBS) to challenge and positively influence… (more)

Subjects/Keywords: Teacher effectiveness; School improvement programs; Problem children

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APA (6th Edition):

O'Kelly, L. (2010). What impact does the implementation of school-wide positive behaviour support have on teachers' preceptions of their efficacy, attribution of problem behaviour and their perceived capacity to influence general school climate?. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/21079/1/whole_O%27KellyLouiseMary2010_thesis.pdf

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):

O'Kelly, LM. “What impact does the implementation of school-wide positive behaviour support have on teachers' preceptions of their efficacy, attribution of problem behaviour and their perceived capacity to influence general school climate?.” 2010. Thesis, University of Tasmania. Accessed August 23, 2019. https://eprints.utas.edu.au/21079/1/whole_O%27KellyLouiseMary2010_thesis.pdf.

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

MLA Handbook (7th Edition):

O'Kelly, LM. “What impact does the implementation of school-wide positive behaviour support have on teachers' preceptions of their efficacy, attribution of problem behaviour and their perceived capacity to influence general school climate?.” 2010. Web. 23 Aug 2019.

Vancouver:

O'Kelly L. What impact does the implementation of school-wide positive behaviour support have on teachers' preceptions of their efficacy, attribution of problem behaviour and their perceived capacity to influence general school climate?. [Internet] [Thesis]. University of Tasmania; 2010. [cited 2019 Aug 23]. Available from: https://eprints.utas.edu.au/21079/1/whole_O%27KellyLouiseMary2010_thesis.pdf.

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

Council of Science Editors:

O'Kelly L. What impact does the implementation of school-wide positive behaviour support have on teachers' preceptions of their efficacy, attribution of problem behaviour and their perceived capacity to influence general school climate?. [Thesis]. University of Tasmania; 2010. Available from: https://eprints.utas.edu.au/21079/1/whole_O%27KellyLouiseMary2010_thesis.pdf

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

3. Job, Christine Lynn. What Is Teacher Effectiveness? A Case Study Of Educator Perceptions In A Midwest Elementary School.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, University of North Dakota

  ABSTRACT Research has shown that teacher effectiveness is the most significant school-level factor impacting student achievement (McCaffrey, Koretz, Lockwood, & Hamilton, 2004; Rivkin, Hanushek,… (more)

Subjects/Keywords: effectiveness; evaluation; improvement; principal; school; teacher

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

APA (6th Edition):

Job, C. L. (2017). What Is Teacher Effectiveness? A Case Study Of Educator Perceptions In A Midwest Elementary School. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2240

Chicago Manual of Style (16th Edition):

Job, Christine Lynn. “What Is Teacher Effectiveness? A Case Study Of Educator Perceptions In A Midwest Elementary School.” 2017. Doctoral Dissertation, University of North Dakota. Accessed August 23, 2019. https://commons.und.edu/theses/2240.

MLA Handbook (7th Edition):

Job, Christine Lynn. “What Is Teacher Effectiveness? A Case Study Of Educator Perceptions In A Midwest Elementary School.” 2017. Web. 23 Aug 2019.

Vancouver:

Job CL. What Is Teacher Effectiveness? A Case Study Of Educator Perceptions In A Midwest Elementary School. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2019 Aug 23]. Available from: https://commons.und.edu/theses/2240.

Council of Science Editors:

Job CL. What Is Teacher Effectiveness? A Case Study Of Educator Perceptions In A Midwest Elementary School. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/2240


University of Alberta

4. Kuntz, Jeffrey P. Exploring the Experience of AISI Instructional Teacher Leaders.

Degree: PhD, Department of Secondary Education, 2015, University of Alberta

 Instructional teacher leaders are teachers who are asked to facilitate school improvement through mentorship, collaboration, coaching and professional dialogue. These teachers, who are usually not… (more)

Subjects/Keywords: teacher leadership; instructional leadership; instructional coaching; teacher identity; school improvement

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

APA (6th Edition):

Kuntz, J. P. (2015). Exploring the Experience of AISI Instructional Teacher Leaders. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/41687m37h

Chicago Manual of Style (16th Edition):

Kuntz, Jeffrey P. “Exploring the Experience of AISI Instructional Teacher Leaders.” 2015. Doctoral Dissertation, University of Alberta. Accessed August 23, 2019. https://era.library.ualberta.ca/files/41687m37h.

MLA Handbook (7th Edition):

Kuntz, Jeffrey P. “Exploring the Experience of AISI Instructional Teacher Leaders.” 2015. Web. 23 Aug 2019.

Vancouver:

Kuntz JP. Exploring the Experience of AISI Instructional Teacher Leaders. [Internet] [Doctoral dissertation]. University of Alberta; 2015. [cited 2019 Aug 23]. Available from: https://era.library.ualberta.ca/files/41687m37h.

Council of Science Editors:

Kuntz JP. Exploring the Experience of AISI Instructional Teacher Leaders. [Doctoral Dissertation]. University of Alberta; 2015. Available from: https://era.library.ualberta.ca/files/41687m37h


University of Delaware

5. Reitemeyer, Michael. Promoting productive struggle in middle school math classrooms .

Degree: 2017, University of Delaware

 A problem in my district where I am the math specialist is a lack of student productive struggle around the mathematics in middle school math… (more)

Subjects/Keywords: Education; Changing teacher beliefs; Math education; Productive struggle; Teacher improvement

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APA (6th Edition):

Reitemeyer, M. (2017). Promoting productive struggle in middle school math classrooms . (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/23208

Chicago Manual of Style (16th Edition):

Reitemeyer, Michael. “Promoting productive struggle in middle school math classrooms .” 2017. Doctoral Dissertation, University of Delaware. Accessed August 23, 2019. http://udspace.udel.edu/handle/19716/23208.

MLA Handbook (7th Edition):

Reitemeyer, Michael. “Promoting productive struggle in middle school math classrooms .” 2017. Web. 23 Aug 2019.

Vancouver:

Reitemeyer M. Promoting productive struggle in middle school math classrooms . [Internet] [Doctoral dissertation]. University of Delaware; 2017. [cited 2019 Aug 23]. Available from: http://udspace.udel.edu/handle/19716/23208.

Council of Science Editors:

Reitemeyer M. Promoting productive struggle in middle school math classrooms . [Doctoral Dissertation]. University of Delaware; 2017. Available from: http://udspace.udel.edu/handle/19716/23208


University of Houston

6. Ismayil, Gulmira 1972-. PRE-CONCEPTIONS OF EFFECTIVE TEACHING PRACTICES AND DESIRED PROFESSIONAL QUALITIES FOR NOVICE TEACHERS.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 The call for educational reform that focuses on teachers’ academic and instructional skills and content knowledge has been of great interest for many educational scholars… (more)

Subjects/Keywords: Teacher evaluation Teacher preparation Teacher quality improvement Novice teachers work experienceTeacher evaluation Teacher preparation Teacher quality improvement Novice teachers work experience; Curriculum and instruction

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APA (6th Edition):

Ismayil, G. 1. (2012). PRE-CONCEPTIONS OF EFFECTIVE TEACHING PRACTICES AND DESIRED PROFESSIONAL QUALITIES FOR NOVICE TEACHERS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/795

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):

Ismayil, Gulmira 1972-. “PRE-CONCEPTIONS OF EFFECTIVE TEACHING PRACTICES AND DESIRED PROFESSIONAL QUALITIES FOR NOVICE TEACHERS.” 2012. Thesis, University of Houston. Accessed August 23, 2019. http://hdl.handle.net/10657/795.

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

MLA Handbook (7th Edition):

Ismayil, Gulmira 1972-. “PRE-CONCEPTIONS OF EFFECTIVE TEACHING PRACTICES AND DESIRED PROFESSIONAL QUALITIES FOR NOVICE TEACHERS.” 2012. Web. 23 Aug 2019.

Vancouver:

Ismayil G1. PRE-CONCEPTIONS OF EFFECTIVE TEACHING PRACTICES AND DESIRED PROFESSIONAL QUALITIES FOR NOVICE TEACHERS. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10657/795.

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

Council of Science Editors:

Ismayil G1. PRE-CONCEPTIONS OF EFFECTIVE TEACHING PRACTICES AND DESIRED PROFESSIONAL QUALITIES FOR NOVICE TEACHERS. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/795

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

7. Minney, Tony. A Case Study Of Teachers’ Perceptions On Teacher Leadership As A Model For School Improvement In SIG Schools.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  Developing teacher leadership in a rural, geographical isolated SIG school is a difficult task toward school turnaround. This research explored the impact of teacher(more)

Subjects/Keywords: Teacher leadership model; School improvement; turnaround model; teacher leadership model; SIG school improvement model; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Minney, T. (2016). A Case Study Of Teachers’ Perceptions On Teacher Leadership As A Model For School Improvement In SIG Schools. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/96

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):

Minney, Tony. “A Case Study Of Teachers’ Perceptions On Teacher Leadership As A Model For School Improvement In SIG Schools.” 2016. Thesis, University of New England. Accessed August 23, 2019. https://dune.une.edu/theses/96.

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

MLA Handbook (7th Edition):

Minney, Tony. “A Case Study Of Teachers’ Perceptions On Teacher Leadership As A Model For School Improvement In SIG Schools.” 2016. Web. 23 Aug 2019.

Vancouver:

Minney T. A Case Study Of Teachers’ Perceptions On Teacher Leadership As A Model For School Improvement In SIG Schools. [Internet] [Thesis]. University of New England; 2016. [cited 2019 Aug 23]. Available from: https://dune.une.edu/theses/96.

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

Council of Science Editors:

Minney T. A Case Study Of Teachers’ Perceptions On Teacher Leadership As A Model For School Improvement In SIG Schools. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/96

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


University of Colorado

8. Potvin, Ashley Seidel. Designing for Teacher-Student Relationships: an Investigation into the Emotional and Relational Dimensions of Co-Design.

Degree: PhD, 2018, University of Colorado

 This dissertation examined the emotional and relational aspects of co-design, and how the co-design process for creating caring classrooms supported teacher learning. I drew on… (more)

Subjects/Keywords: data use; design-based implementation research; improvement science; teacher emotions; teacher learning; teacher-student relationships; Education; Teacher Education and Professional Development

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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. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/105

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. Doctoral Dissertation, University of Colorado. Accessed August 23, 2019. https://scholar.colorado.edu/educ_gradetds/105.

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. 23 Aug 2019.

Vancouver:

Potvin AS. Designing for Teacher-Student Relationships: an Investigation into the Emotional and Relational Dimensions of Co-Design. [Internet] [Doctoral dissertation]. University of Colorado; 2018. [cited 2019 Aug 23]. Available from: https://scholar.colorado.edu/educ_gradetds/105.

Council of Science Editors:

Potvin AS. Designing for Teacher-Student Relationships: an Investigation into the Emotional and Relational Dimensions of Co-Design. [Doctoral Dissertation]. University of Colorado; 2018. Available from: https://scholar.colorado.edu/educ_gradetds/105


Duquesne University

9. Durbin, Rebecca. Teacher Professional Development: The Impact of Delivery Structure, Student Physical Presence, and Technology-Enhanced Instruction.

Degree: EdD, Instructional Technology (EdDIT), 2018, Duquesne University

  In an ever-changing labyrinth of standards, accountability, and standardized testing, educators seek ways to improve instruction. Teachers need learning experiences that help them navigate… (more)

Subjects/Keywords: Teacher Professional Development; Teacher Learning; Inservice Teacher Education; Continuous Improvement; Educational Improvement; Elementary Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching; Teacher Education and Professional Development

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

APA (6th Edition):

Durbin, R. (2018). Teacher Professional Development: The Impact of Delivery Structure, Student Physical Presence, and Technology-Enhanced Instruction. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1482

Chicago Manual of Style (16th Edition):

Durbin, Rebecca. “Teacher Professional Development: The Impact of Delivery Structure, Student Physical Presence, and Technology-Enhanced Instruction.” 2018. Doctoral Dissertation, Duquesne University. Accessed August 23, 2019. https://dsc.duq.edu/etd/1482.

MLA Handbook (7th Edition):

Durbin, Rebecca. “Teacher Professional Development: The Impact of Delivery Structure, Student Physical Presence, and Technology-Enhanced Instruction.” 2018. Web. 23 Aug 2019.

Vancouver:

Durbin R. Teacher Professional Development: The Impact of Delivery Structure, Student Physical Presence, and Technology-Enhanced Instruction. [Internet] [Doctoral dissertation]. Duquesne University; 2018. [cited 2019 Aug 23]. Available from: https://dsc.duq.edu/etd/1482.

Council of Science Editors:

Durbin R. Teacher Professional Development: The Impact of Delivery Structure, Student Physical Presence, and Technology-Enhanced Instruction. [Doctoral Dissertation]. Duquesne University; 2018. Available from: https://dsc.duq.edu/etd/1482


University of North Carolina – Greensboro

10. Woods, Jessalyn. More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders.

Degree: 2016, University of North Carolina – Greensboro

 Historically, roles associated with instructional leadership in schools have been the sole responsibility of the school’s principal. Increased accountability has intensified the pressure on school… (more)

Subjects/Keywords: Teacher participation in administration; Educational leadership; Teacher-principal relationships; School improvement programs; Educational change

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APA (6th Edition):

Woods, J. (2016). More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21394

Chicago Manual of Style (16th Edition):

Woods, Jessalyn. “More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed August 23, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21394.

MLA Handbook (7th Edition):

Woods, Jessalyn. “More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders.” 2016. Web. 23 Aug 2019.

Vancouver:

Woods J. More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Aug 23]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21394.

Council of Science Editors:

Woods J. More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21394


Liberty University

11. Simpson, Faith Mims. An Analysis of Factors that Influence Success in a Low Socioeconomic Georgia Middle School.

Degree: 2009, Liberty University

 The purpose of this study was to analyze teacher perceptions as they relate to practices considered critical to success within low socioeconomic middle schools. Teacher(more)

Subjects/Keywords: School Culture; School Improvement; Teacher Perception; Education, Administration

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

APA (6th Edition):

Simpson, F. M. (2009). An Analysis of Factors that Influence Success in a Low Socioeconomic Georgia Middle School. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/143

Chicago Manual of Style (16th Edition):

Simpson, Faith Mims. “An Analysis of Factors that Influence Success in a Low Socioeconomic Georgia Middle School.” 2009. Doctoral Dissertation, Liberty University. Accessed August 23, 2019. http://digitalcommons.liberty.edu/doctoral/143.

MLA Handbook (7th Edition):

Simpson, Faith Mims. “An Analysis of Factors that Influence Success in a Low Socioeconomic Georgia Middle School.” 2009. Web. 23 Aug 2019.

Vancouver:

Simpson FM. An Analysis of Factors that Influence Success in a Low Socioeconomic Georgia Middle School. [Internet] [Doctoral dissertation]. Liberty University; 2009. [cited 2019 Aug 23]. Available from: http://digitalcommons.liberty.edu/doctoral/143.

Council of Science Editors:

Simpson FM. An Analysis of Factors that Influence Success in a Low Socioeconomic Georgia Middle School. [Doctoral Dissertation]. Liberty University; 2009. Available from: http://digitalcommons.liberty.edu/doctoral/143


California State University – Sacramento

12. Romero, Maria T. Teachers' perspectives: school restructuring provides ongoing teacher collaboration.

Degree: MA, Education (Multicultural Education, 2010, California State University – Sacramento

 Federal and state policy have emphasized staff development on underperforming schools to foster professional growth having as its ultimate goal improving student learning. Nonetheless, research… (more)

Subjects/Keywords: No Child Left Behind; Teacher collaboration; Program improvement; Staff development

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APA (6th Edition):

Romero, M. T. (2010). Teachers' perspectives: school restructuring provides ongoing teacher collaboration. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/390

Chicago Manual of Style (16th Edition):

Romero, Maria T. “Teachers' perspectives: school restructuring provides ongoing teacher collaboration.” 2010. Masters Thesis, California State University – Sacramento. Accessed August 23, 2019. http://hdl.handle.net/10211.9/390.

MLA Handbook (7th Edition):

Romero, Maria T. “Teachers' perspectives: school restructuring provides ongoing teacher collaboration.” 2010. Web. 23 Aug 2019.

Vancouver:

Romero MT. Teachers' perspectives: school restructuring provides ongoing teacher collaboration. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10211.9/390.

Council of Science Editors:

Romero MT. Teachers' perspectives: school restructuring provides ongoing teacher collaboration. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/390


Queensland University of Technology

13. Evans, Linda Anne. Professional learning from the inside - teachers as agents of school improvement: a principal's case study.

Degree: 2015, Queensland University of Technology

 This study considered the relationship between professional learning, teacher agency and school improvement. Specifically, it explored the principal's role in supporting teacher agency in their… (more)

Subjects/Keywords: professional learning; teacher agency; school improvement; principal leadership; time

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

APA (6th Edition):

Evans, L. A. (2015). Professional learning from the inside - teachers as agents of school improvement: a principal's case study. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/82028/

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):

Evans, Linda Anne. “Professional learning from the inside - teachers as agents of school improvement: a principal's case study.” 2015. Thesis, Queensland University of Technology. Accessed August 23, 2019. https://eprints.qut.edu.au/82028/.

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

MLA Handbook (7th Edition):

Evans, Linda Anne. “Professional learning from the inside - teachers as agents of school improvement: a principal's case study.” 2015. Web. 23 Aug 2019.

Vancouver:

Evans LA. Professional learning from the inside - teachers as agents of school improvement: a principal's case study. [Internet] [Thesis]. Queensland University of Technology; 2015. [cited 2019 Aug 23]. Available from: https://eprints.qut.edu.au/82028/.

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

Council of Science Editors:

Evans LA. Professional learning from the inside - teachers as agents of school improvement: a principal's case study. [Thesis]. Queensland University of Technology; 2015. Available from: https://eprints.qut.edu.au/82028/

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


Virginia Tech

14. Bassett, Stephanie Diane. Examining the Use of Federal School Improvement Grant Funds and Academic Outcomes in Schools Denied Accreditation and Priority Schools within the Commonwealth of Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 The purpose of this study was to examine how federal School Improvement Grant (SIG) funds were allocated and what differences existed between allocation patterns and… (more)

Subjects/Keywords: School reform; teacher quality; leadership; funding; school improvement

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

APA (6th Edition):

Bassett, S. D. (2015). Examining the Use of Federal School Improvement Grant Funds and Academic Outcomes in Schools Denied Accreditation and Priority Schools within the Commonwealth of Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51744

Chicago Manual of Style (16th Edition):

Bassett, Stephanie Diane. “Examining the Use of Federal School Improvement Grant Funds and Academic Outcomes in Schools Denied Accreditation and Priority Schools within the Commonwealth of Virginia.” 2015. Doctoral Dissertation, Virginia Tech. Accessed August 23, 2019. http://hdl.handle.net/10919/51744.

MLA Handbook (7th Edition):

Bassett, Stephanie Diane. “Examining the Use of Federal School Improvement Grant Funds and Academic Outcomes in Schools Denied Accreditation and Priority Schools within the Commonwealth of Virginia.” 2015. Web. 23 Aug 2019.

Vancouver:

Bassett SD. Examining the Use of Federal School Improvement Grant Funds and Academic Outcomes in Schools Denied Accreditation and Priority Schools within the Commonwealth of Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10919/51744.

Council of Science Editors:

Bassett SD. Examining the Use of Federal School Improvement Grant Funds and Academic Outcomes in Schools Denied Accreditation and Priority Schools within the Commonwealth of Virginia. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/51744


SUNY College at Brockport

15. Donofrio, Christina M. A Self-Analysis of a Substitute Teacher.

Degree: MSEd, Education and Human Development, 2015, SUNY College at Brockport

  This self-study investigates the personal growth and depth of knowledge gained from working as a substitute teacher. The ultimate goal of this project was… (more)

Subjects/Keywords: Substitute; Teacher; Methods; Proficient; Improvement; Classroom; Behavior; Students; Communication; Education

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APA (6th Edition):

Donofrio, C. M. (2015). A Self-Analysis of a Substitute Teacher. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/539

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):

Donofrio, Christina M. “A Self-Analysis of a Substitute Teacher.” 2015. Thesis, SUNY College at Brockport. Accessed August 23, 2019. https://digitalcommons.brockport.edu/ehd_theses/539.

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

MLA Handbook (7th Edition):

Donofrio, Christina M. “A Self-Analysis of a Substitute Teacher.” 2015. Web. 23 Aug 2019.

Vancouver:

Donofrio CM. A Self-Analysis of a Substitute Teacher. [Internet] [Thesis]. SUNY College at Brockport; 2015. [cited 2019 Aug 23]. Available from: https://digitalcommons.brockport.edu/ehd_theses/539.

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

Council of Science Editors:

Donofrio CM. A Self-Analysis of a Substitute Teacher. [Thesis]. SUNY College at Brockport; 2015. Available from: https://digitalcommons.brockport.edu/ehd_theses/539

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


Vanderbilt University

16. Torre, Daniela. How Classroom Context Impacts the Academic Achievement of English Learners in a New Immigrant Destination.

Degree: PhD, Leadership and Policy Studies, 2015, Vanderbilt University

 English learners (Els), defined as students who are identified as needing support learning English in school, are a rapidly growing and underperforming segment of the… (more)

Subjects/Keywords: Peer Effects; Teacher Effectiveness; School Improvement; Education Policy

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

APA (6th Edition):

Torre, D. (2015). How Classroom Context Impacts the Academic Achievement of English Learners in a New Immigrant Destination. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07092015-110345/ ;

Chicago Manual of Style (16th Edition):

Torre, Daniela. “How Classroom Context Impacts the Academic Achievement of English Learners in a New Immigrant Destination.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed August 23, 2019. http://etd.library.vanderbilt.edu/available/etd-07092015-110345/ ;.

MLA Handbook (7th Edition):

Torre, Daniela. “How Classroom Context Impacts the Academic Achievement of English Learners in a New Immigrant Destination.” 2015. Web. 23 Aug 2019.

Vancouver:

Torre D. How Classroom Context Impacts the Academic Achievement of English Learners in a New Immigrant Destination. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2019 Aug 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-07092015-110345/ ;.

Council of Science Editors:

Torre D. How Classroom Context Impacts the Academic Achievement of English Learners in a New Immigrant Destination. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://etd.library.vanderbilt.edu/available/etd-07092015-110345/ ;


Vanderbilt University

17. Dunlap, Charlotte Jean. Examining How School Settings Support Teachersâ Improvement of their Classroom Instruction.

Degree: PhD, Learning, Teaching and Diversity, 2016, Vanderbilt University

 Prior research on teacher learning in the context of large-scale instructional reform suggests that it is important to attend to both school and district factors… (more)

Subjects/Keywords: mathematics education; teacher learning; professional development; school improvement

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

APA (6th Edition):

Dunlap, C. J. (2016). Examining How School Settings Support Teachersâ Improvement of their Classroom Instruction. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07202016-145247/ ;

Chicago Manual of Style (16th Edition):

Dunlap, Charlotte Jean. “Examining How School Settings Support Teachersâ Improvement of their Classroom Instruction.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed August 23, 2019. http://etd.library.vanderbilt.edu/available/etd-07202016-145247/ ;.

MLA Handbook (7th Edition):

Dunlap, Charlotte Jean. “Examining How School Settings Support Teachersâ Improvement of their Classroom Instruction.” 2016. Web. 23 Aug 2019.

Vancouver:

Dunlap CJ. Examining How School Settings Support Teachersâ Improvement of their Classroom Instruction. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2019 Aug 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-07202016-145247/ ;.

Council of Science Editors:

Dunlap CJ. Examining How School Settings Support Teachersâ Improvement of their Classroom Instruction. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://etd.library.vanderbilt.edu/available/etd-07202016-145247/ ;


Brigham Young University

18. Macfarlane, Danielle Jorgensen. Formative Evaluation of Three LDS Videos on Teaching Improvement.

Degree: MS, 2011, Brigham Young University

  The Sunday School General Presidency of the Church of Jesus Christ of Latter-day Saints launched a new effort in 2010 to improve gospel learning… (more)

Subjects/Keywords: evaluation; teacher training; teaching improvement; video training; Educational Psychology

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

APA (6th Edition):

Macfarlane, D. J. (2011). Formative Evaluation of Three LDS Videos on Teaching Improvement. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3603&context=etd

Chicago Manual of Style (16th Edition):

Macfarlane, Danielle Jorgensen. “Formative Evaluation of Three LDS Videos on Teaching Improvement.” 2011. Masters Thesis, Brigham Young University. Accessed August 23, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3603&context=etd.

MLA Handbook (7th Edition):

Macfarlane, Danielle Jorgensen. “Formative Evaluation of Three LDS Videos on Teaching Improvement.” 2011. Web. 23 Aug 2019.

Vancouver:

Macfarlane DJ. Formative Evaluation of Three LDS Videos on Teaching Improvement. [Internet] [Masters thesis]. Brigham Young University; 2011. [cited 2019 Aug 23]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3603&context=etd.

Council of Science Editors:

Macfarlane DJ. Formative Evaluation of Three LDS Videos on Teaching Improvement. [Masters Thesis]. Brigham Young University; 2011. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3603&context=etd


Texas State University – San Marcos

19. Vohl, Aaron J. The Effect of Mandated School Reform Strategies on Teacher Working Conditions and Student Learning in a Secondary School Designated "Improvement Required" By the Texas Education Agency.

Degree: PhD, School Improvement, 2019, Texas State University – San Marcos

 Purpose: This study examined the relationship between mandatory school reform efforts and the impact these efforts have on teacher working conditions and subsequently on student… (more)

Subjects/Keywords: Teacher working conditions; School reform; Sanctions; Student learning; School improvement

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

APA (6th Edition):

Vohl, A. J. (2019). The Effect of Mandated School Reform Strategies on Teacher Working Conditions and Student Learning in a Secondary School Designated "Improvement Required" By the Texas Education Agency. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/8158

Chicago Manual of Style (16th Edition):

Vohl, Aaron J. “The Effect of Mandated School Reform Strategies on Teacher Working Conditions and Student Learning in a Secondary School Designated "Improvement Required" By the Texas Education Agency.” 2019. Doctoral Dissertation, Texas State University – San Marcos. Accessed August 23, 2019. https://digital.library.txstate.edu/handle/10877/8158.

MLA Handbook (7th Edition):

Vohl, Aaron J. “The Effect of Mandated School Reform Strategies on Teacher Working Conditions and Student Learning in a Secondary School Designated "Improvement Required" By the Texas Education Agency.” 2019. Web. 23 Aug 2019.

Vancouver:

Vohl AJ. The Effect of Mandated School Reform Strategies on Teacher Working Conditions and Student Learning in a Secondary School Designated "Improvement Required" By the Texas Education Agency. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2019. [cited 2019 Aug 23]. Available from: https://digital.library.txstate.edu/handle/10877/8158.

Council of Science Editors:

Vohl AJ. The Effect of Mandated School Reform Strategies on Teacher Working Conditions and Student Learning in a Secondary School Designated "Improvement Required" By the Texas Education Agency. [Doctoral Dissertation]. Texas State University – San Marcos; 2019. Available from: https://digital.library.txstate.edu/handle/10877/8158

20. Hart, Thomas Henry. Kentucky Principal Preparation Programs: A Contemporary History.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2015, Encompass Digital Archive, Eastern Kentucky University

  In this era of expectation that school principals will lead continuous improvement initiatives in their schools, this study investigates if principals receive instruction in… (more)

Subjects/Keywords: continuous improvement; management skills; process improvement; total quality management; Educational Administration and Supervision; Teacher Education and Professional Development

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

APA (6th Edition):

Hart, T. H. (2015). Kentucky Principal Preparation Programs: A Contemporary History. (Thesis). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/268

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):

Hart, Thomas Henry. “Kentucky Principal Preparation Programs: A Contemporary History.” 2015. Thesis, Encompass Digital Archive, Eastern Kentucky University. Accessed August 23, 2019. https://encompass.eku.edu/etd/268.

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

MLA Handbook (7th Edition):

Hart, Thomas Henry. “Kentucky Principal Preparation Programs: A Contemporary History.” 2015. Web. 23 Aug 2019.

Vancouver:

Hart TH. Kentucky Principal Preparation Programs: A Contemporary History. [Internet] [Thesis]. Encompass Digital Archive, Eastern Kentucky University; 2015. [cited 2019 Aug 23]. Available from: https://encompass.eku.edu/etd/268.

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

Council of Science Editors:

Hart TH. Kentucky Principal Preparation Programs: A Contemporary History. [Thesis]. Encompass Digital Archive, Eastern Kentucky University; 2015. Available from: https://encompass.eku.edu/etd/268

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


Vilnius Pedagogical University

21. Jaurienė, Aneta. Mokytojo vadybinė kompetencija kaip ugdymo proceso tobulinimo veiksnys.

Degree: Master, Educology, 2014, Vilnius Pedagogical University

Šio darbo tikslas išanalizuoti, kas sudaro mokytojo vadybinę kompetenciją bei įvertinti jos svarbą tobulinant ugdymo procesą. Įgyvendinti darbo uždaviniai: 1. Remiantis moksline, pedagogine, psichologine literatūra… (more)

Subjects/Keywords: Mokytojas; Vadybinė kompetencija; Ugdymas; Ugdymo procesas; Tobulinimas; Teacher; Manage; Manageral competency; Educational process; Improvement

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

APA (6th Edition):

Jaurienė, Aneta. (2014). Mokytojo vadybinė kompetencija kaip ugdymo proceso tobulinimo veiksnys. (Masters Thesis). Vilnius Pedagogical University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140722_113006-53249 ;

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

Chicago Manual of Style (16th Edition):

Jaurienė, Aneta. “Mokytojo vadybinė kompetencija kaip ugdymo proceso tobulinimo veiksnys.” 2014. Masters Thesis, Vilnius Pedagogical University. Accessed August 23, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140722_113006-53249 ;.

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

MLA Handbook (7th Edition):

Jaurienė, Aneta. “Mokytojo vadybinė kompetencija kaip ugdymo proceso tobulinimo veiksnys.” 2014. Web. 23 Aug 2019.

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

Vancouver:

Jaurienė, Aneta. Mokytojo vadybinė kompetencija kaip ugdymo proceso tobulinimo veiksnys. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2014. [cited 2019 Aug 23]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140722_113006-53249 ;.

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

Council of Science Editors:

Jaurienė, Aneta. Mokytojo vadybinė kompetencija kaip ugdymo proceso tobulinimo veiksnys. [Masters Thesis]. Vilnius Pedagogical University; 2014. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140722_113006-53249 ;

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


University of California – San Diego

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Sharrock, Daisy. “The Impact of Improvement Science Professional Development on Teacher Agency.” 2018. Thesis, University of California – San Diego. Accessed August 23, 2019. http://www.escholarship.org/uc/item/47t071hx.

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

MLA Handbook (7th Edition):

Sharrock, Daisy. “The Impact of Improvement Science Professional Development on Teacher Agency.” 2018. Web. 23 Aug 2019.

Vancouver:

Sharrock D. The Impact of Improvement Science Professional Development on Teacher Agency. [Internet] [Thesis]. University of California – San Diego; 2018. [cited 2019 Aug 23]. Available from: http://www.escholarship.org/uc/item/47t071hx.

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

Council of Science Editors:

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

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


University of Exeter

23. Al-Nwaiem, Ahmad. An evaluation of the language improvement component in the pre-service ELT programme at a college of education in Kuwait : a case study.

Degree: PhD, 2012, University of Exeter

 The current research study was conducted with the aim of evaluating the basic language skills component (BLSC) in the ELT pre-service programme at a College… (more)

Subjects/Keywords: 428.24; Evaluation : Teacher education : Language programme evaluation : pre-service : Kuwait : English language : ELT : Language improvement

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

APA (6th Edition):

Al-Nwaiem, A. (2012). An evaluation of the language improvement component in the pre-service ELT programme at a college of education in Kuwait : a case study. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/3720

Chicago Manual of Style (16th Edition):

Al-Nwaiem, Ahmad. “An evaluation of the language improvement component in the pre-service ELT programme at a college of education in Kuwait : a case study.” 2012. Doctoral Dissertation, University of Exeter. Accessed August 23, 2019. http://hdl.handle.net/10036/3720.

MLA Handbook (7th Edition):

Al-Nwaiem, Ahmad. “An evaluation of the language improvement component in the pre-service ELT programme at a college of education in Kuwait : a case study.” 2012. Web. 23 Aug 2019.

Vancouver:

Al-Nwaiem A. An evaluation of the language improvement component in the pre-service ELT programme at a college of education in Kuwait : a case study. [Internet] [Doctoral dissertation]. University of Exeter; 2012. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10036/3720.

Council of Science Editors:

Al-Nwaiem A. An evaluation of the language improvement component in the pre-service ELT programme at a college of education in Kuwait : a case study. [Doctoral Dissertation]. University of Exeter; 2012. Available from: http://hdl.handle.net/10036/3720


University of Southern California

24. Glazener, Adrianna Kathleen. Reallocating human resources to maximize student achievement: a critical case study of a southern California school district.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This study applied the Evidence-Based Model (Odden & Picus, 2008) as a framework for determining how district leadership could potentially reallocate human resources to maximize… (more)

Subjects/Keywords: human resource allocation; teacher quality; professional development; reallocating resources; educational adequacy; school improvement strategies

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APA (6th Edition):

Glazener, A. K. (2013). Reallocating human resources to maximize student achievement: a critical case study of a southern California school district. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/228349/rec/5427

Chicago Manual of Style (16th Edition):

Glazener, Adrianna Kathleen. “Reallocating human resources to maximize student achievement: a critical case study of a southern California school district.” 2013. Doctoral Dissertation, University of Southern California. Accessed August 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/228349/rec/5427.

MLA Handbook (7th Edition):

Glazener, Adrianna Kathleen. “Reallocating human resources to maximize student achievement: a critical case study of a southern California school district.” 2013. Web. 23 Aug 2019.

Vancouver:

Glazener AK. Reallocating human resources to maximize student achievement: a critical case study of a southern California school district. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Aug 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/228349/rec/5427.

Council of Science Editors:

Glazener AK. Reallocating human resources to maximize student achievement: a critical case study of a southern California school district. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/228349/rec/5427

25. Carlson, Scott. Alignment Of School Improvement Plans With District Professional Learning Plan: A Policy Advocacy Document.

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

  This paper advocates for a local policy connecting a standards-based district professional learning plan to individual school improvement plans for the purpose of improving… (more)

Subjects/Keywords: professional learning; school improvement; policy; Educational Leadership; Other Teacher Education and Professional Development

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

APA (6th Edition):

Carlson, S. (2018). Alignment Of School Improvement Plans With District Professional Learning Plan: A Policy Advocacy Document. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/336

Chicago Manual of Style (16th Edition):

Carlson, Scott. “Alignment Of School Improvement Plans With District Professional Learning Plan: A Policy Advocacy Document.” 2018. Doctoral Dissertation, National-Louis University. Accessed August 23, 2019. https://digitalcommons.nl.edu/diss/336.

MLA Handbook (7th Edition):

Carlson, Scott. “Alignment Of School Improvement Plans With District Professional Learning Plan: A Policy Advocacy Document.” 2018. Web. 23 Aug 2019.

Vancouver:

Carlson S. Alignment Of School Improvement Plans With District Professional Learning Plan: A Policy Advocacy Document. [Internet] [Doctoral dissertation]. National-Louis University; 2018. [cited 2019 Aug 23]. Available from: https://digitalcommons.nl.edu/diss/336.

Council of Science Editors:

Carlson S. Alignment Of School Improvement Plans With District Professional Learning Plan: A Policy Advocacy Document. [Doctoral Dissertation]. National-Louis University; 2018. Available from: https://digitalcommons.nl.edu/diss/336


Queensland University of Technology

26. Hashimoto, Kazuaki. An evaluation framework for educational reform projects for teacher quality improvements in developing countries : a case study of Egyptian education reform.

Degree: 2009, Queensland University of Technology

 The role of the evaluation for Official Development Assistance (ODA) enterprises including educational development has become critical after increasing “aid fatigue” experienced by the international… (more)

Subjects/Keywords: evaluation; educational reform; teacher quality improvement; capacity development; international assistance; developing countries

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

APA (6th Edition):

Hashimoto, K. (2009). An evaluation framework for educational reform projects for teacher quality improvements in developing countries : a case study of Egyptian education reform. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/29387/

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):

Hashimoto, Kazuaki. “An evaluation framework for educational reform projects for teacher quality improvements in developing countries : a case study of Egyptian education reform.” 2009. Thesis, Queensland University of Technology. Accessed August 23, 2019. https://eprints.qut.edu.au/29387/.

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

MLA Handbook (7th Edition):

Hashimoto, Kazuaki. “An evaluation framework for educational reform projects for teacher quality improvements in developing countries : a case study of Egyptian education reform.” 2009. Web. 23 Aug 2019.

Vancouver:

Hashimoto K. An evaluation framework for educational reform projects for teacher quality improvements in developing countries : a case study of Egyptian education reform. [Internet] [Thesis]. Queensland University of Technology; 2009. [cited 2019 Aug 23]. Available from: https://eprints.qut.edu.au/29387/.

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

Council of Science Editors:

Hashimoto K. An evaluation framework for educational reform projects for teacher quality improvements in developing countries : a case study of Egyptian education reform. [Thesis]. Queensland University of Technology; 2009. Available from: https://eprints.qut.edu.au/29387/

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

27. Iles, Lyndsey. Multiple perspectives on the development of a safe school culture within a new educational setting : a case study of cultural change in a Prep to Year 12 school in regional Victoria.

Degree: EdD, 2014, Federation University Australia

"This thesis explores the impact of the implementation and embedding of the Restorative Practices philosophy and practices into a Year Prep to Year Twelve College… (more)

Subjects/Keywords: Restorative justice; Conflict management; School discipline; Bullying in schools; Teacher-student relationships; School improvement programs

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APA (6th Edition):

Iles, L. (2014). Multiple perspectives on the development of a safe school culture within a new educational setting : a case study of cultural change in a Prep to Year 12 school in regional Victoria. (Doctoral Dissertation). Federation University Australia. Retrieved from http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/164817

Chicago Manual of Style (16th Edition):

Iles, Lyndsey. “Multiple perspectives on the development of a safe school culture within a new educational setting : a case study of cultural change in a Prep to Year 12 school in regional Victoria.” 2014. Doctoral Dissertation, Federation University Australia. Accessed August 23, 2019. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/164817.

MLA Handbook (7th Edition):

Iles, Lyndsey. “Multiple perspectives on the development of a safe school culture within a new educational setting : a case study of cultural change in a Prep to Year 12 school in regional Victoria.” 2014. Web. 23 Aug 2019.

Vancouver:

Iles L. Multiple perspectives on the development of a safe school culture within a new educational setting : a case study of cultural change in a Prep to Year 12 school in regional Victoria. [Internet] [Doctoral dissertation]. Federation University Australia; 2014. [cited 2019 Aug 23]. Available from: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/164817.

Council of Science Editors:

Iles L. Multiple perspectives on the development of a safe school culture within a new educational setting : a case study of cultural change in a Prep to Year 12 school in regional Victoria. [Doctoral Dissertation]. Federation University Australia; 2014. Available from: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/164817


University of New Mexico

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Leonard, Zachary A. “THE INFLUENCE OF JOB-EMBEDDED PROFESSIONAL LEARNING AND LEADERSHIP ON SCHOOL PROFESSIONAL CULTURE.” 2016. Doctoral Dissertation, University of New Mexico. Accessed August 23, 2019. http://hdl.handle.net/1928/32312.

MLA Handbook (7th Edition):

Leonard, Zachary A. “THE INFLUENCE OF JOB-EMBEDDED PROFESSIONAL LEARNING AND LEADERSHIP ON SCHOOL PROFESSIONAL CULTURE.” 2016. Web. 23 Aug 2019.

Vancouver:

Leonard ZA. THE INFLUENCE OF JOB-EMBEDDED PROFESSIONAL LEARNING AND LEADERSHIP ON SCHOOL PROFESSIONAL CULTURE. [Internet] [Doctoral dissertation]. University of New Mexico; 2016. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/1928/32312.

Council of Science Editors:

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


Tampere University

29. Fajriah. Learning journal: improving teaching strategies through students' reflections .

Degree: 2017, Tampere University

 This study concerns how teachers use students reflections to improve their teaching strategies. The purpose of this study was to explore the role of students… (more)

Subjects/Keywords: learning journal; students´ reflections; teaching strategies; teacher´s improvement; pedagogical competence; improving teaching; students´ needs.

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

APA (6th Edition):

Fajriah. (2017). Learning journal: improving teaching strategies through students' reflections . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/101679

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

Chicago Manual of Style (16th Edition):

Fajriah. “Learning journal: improving teaching strategies through students' reflections .” 2017. Masters Thesis, Tampere University. Accessed August 23, 2019. https://trepo.tuni.fi/handle/10024/101679.

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

MLA Handbook (7th Edition):

Fajriah. “Learning journal: improving teaching strategies through students' reflections .” 2017. Web. 23 Aug 2019.

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

Vancouver:

Fajriah. Learning journal: improving teaching strategies through students' reflections . [Internet] [Masters thesis]. Tampere University; 2017. [cited 2019 Aug 23]. Available from: https://trepo.tuni.fi/handle/10024/101679.

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

Council of Science Editors:

Fajriah. Learning journal: improving teaching strategies through students' reflections . [Masters Thesis]. Tampere University; 2017. Available from: https://trepo.tuni.fi/handle/10024/101679

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


UCLA

30. Lozano, Maritza. Learning in Practice: Exploring the Use of Plan-Do-Study-Act Cycles to Support Professional Learning.

Degree: Education, 2017, UCLA

 The current dissertation is an examination of the micro and macro-level processes teachers engage through the course of professional learning. In this research I sought… (more)

Subjects/Keywords: Education; Teacher education; Educational leadership; improvement science; literacy; PDSA; Plan-Do-Study-Act; student learning; teacher learning

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

APA (6th Edition):

Lozano, M. (2017). Learning in Practice: Exploring the Use of Plan-Do-Study-Act Cycles to Support Professional Learning. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/3mn1j51b

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):

Lozano, Maritza. “Learning in Practice: Exploring the Use of Plan-Do-Study-Act Cycles to Support Professional Learning.” 2017. Thesis, UCLA. Accessed August 23, 2019. http://www.escholarship.org/uc/item/3mn1j51b.

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

MLA Handbook (7th Edition):

Lozano, Maritza. “Learning in Practice: Exploring the Use of Plan-Do-Study-Act Cycles to Support Professional Learning.” 2017. Web. 23 Aug 2019.

Vancouver:

Lozano M. Learning in Practice: Exploring the Use of Plan-Do-Study-Act Cycles to Support Professional Learning. [Internet] [Thesis]. UCLA; 2017. [cited 2019 Aug 23]. Available from: http://www.escholarship.org/uc/item/3mn1j51b.

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

Council of Science Editors:

Lozano M. Learning in Practice: Exploring the Use of Plan-Do-Study-Act Cycles to Support Professional Learning. [Thesis]. UCLA; 2017. Available from: http://www.escholarship.org/uc/item/3mn1j51b

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

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