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You searched for subject:(Teacher Improvement). Showing records 91 – 112 of 112 total matches.

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Virginia Tech

91. Poff, Joni Clayman. Operationalizing the Construct of Shared Leadership: a Delphi Study.

Degree: EdD, Educational Leadership and Policy Studies, 2008, Virginia Tech

 The No Child Left Behind Act of 2001 and the accountability movement that has engulfed education in the last 20 years have put leadership at… (more)

Subjects/Keywords: School Improvement; Shared Leadership; Shared Decision Making; School Reform; Teacher Leader; Principal Leadership; Educational Leadership; Distributed Leadership; Leadership

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APA (6th Edition):

Poff, J. C. (2008). Operationalizing the Construct of Shared Leadership: a Delphi Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26509

Chicago Manual of Style (16th Edition):

Poff, Joni Clayman. “Operationalizing the Construct of Shared Leadership: a Delphi Study.” 2008. Doctoral Dissertation, Virginia Tech. Accessed September 22, 2019. http://hdl.handle.net/10919/26509.

MLA Handbook (7th Edition):

Poff, Joni Clayman. “Operationalizing the Construct of Shared Leadership: a Delphi Study.” 2008. Web. 22 Sep 2019.

Vancouver:

Poff JC. Operationalizing the Construct of Shared Leadership: a Delphi Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10919/26509.

Council of Science Editors:

Poff JC. Operationalizing the Construct of Shared Leadership: a Delphi Study. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/26509


Curtin University of Technology

92. Brownson, Deborah Ann. The use of classroom environment improvement plans in an attempt to change aspects of teacher interpersonal behaviour and the science laboratory learning environment in order to improve student outcomes .

Degree: 2006, Curtin University of Technology

 The learning environment has been the focus of considerable educational research over a long period of time. The study reported in this thesis utilises the… (more)

Subjects/Keywords: secondary school; laboratory learning environment; cognitive and attitudinal outcomes; teacher interpersonal behaviour; junior science; improvement plans; classroom learning environment

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APA (6th Edition):

Brownson, D. A. (2006). The use of classroom environment improvement plans in an attempt to change aspects of teacher interpersonal behaviour and the science laboratory learning environment in order to improve student outcomes . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/1875

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):

Brownson, Deborah Ann. “The use of classroom environment improvement plans in an attempt to change aspects of teacher interpersonal behaviour and the science laboratory learning environment in order to improve student outcomes .” 2006. Thesis, Curtin University of Technology. Accessed September 22, 2019. http://hdl.handle.net/20.500.11937/1875.

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

MLA Handbook (7th Edition):

Brownson, Deborah Ann. “The use of classroom environment improvement plans in an attempt to change aspects of teacher interpersonal behaviour and the science laboratory learning environment in order to improve student outcomes .” 2006. Web. 22 Sep 2019.

Vancouver:

Brownson DA. The use of classroom environment improvement plans in an attempt to change aspects of teacher interpersonal behaviour and the science laboratory learning environment in order to improve student outcomes . [Internet] [Thesis]. Curtin University of Technology; 2006. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/20.500.11937/1875.

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

Council of Science Editors:

Brownson DA. The use of classroom environment improvement plans in an attempt to change aspects of teacher interpersonal behaviour and the science laboratory learning environment in order to improve student outcomes . [Thesis]. Curtin University of Technology; 2006. Available from: http://hdl.handle.net/20.500.11937/1875

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


Stockholm University

93. Söderqvist, Tord. En till en – för alla? : En dator per elev i inkluderande lärmiljöer.

Degree: Special Education, 2016, Stockholm University

Satsningar på en-till-en, det vill säga en dator eller pekplatta per elev, blir allt vanligare i svensk skola, men det finns begränsad forskning om… (more)

Subjects/Keywords: Special Education; ICT; IT; assistive technology; special educational needs; disability; dyslexia; attention deficits; accessibility; participation; inclusive education; school improvement; teacher; junior high school; Specialpedagogik; IKT; IT; alternativa verktyg; kompensatoriska hjälpmedel; funktionsnedsättning; funktionshinder; läs- och skrivsvårigheter; dyslexi; koncentrationssvårigheter; tillgänglighet; delaktighet; inkludering; skolutveckling; lärare; grundskola; Pedagogy; Pedagogik

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APA (6th Edition):

Söderqvist, T. (2016). En till en – för alla? : En dator per elev i inkluderande lärmiljöer. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-139166

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):

Söderqvist, Tord. “En till en – för alla? : En dator per elev i inkluderande lärmiljöer.” 2016. Thesis, Stockholm University. Accessed September 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-139166.

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

MLA Handbook (7th Edition):

Söderqvist, Tord. “En till en – för alla? : En dator per elev i inkluderande lärmiljöer.” 2016. Web. 22 Sep 2019.

Vancouver:

Söderqvist T. En till en – för alla? : En dator per elev i inkluderande lärmiljöer. [Internet] [Thesis]. Stockholm University; 2016. [cited 2019 Sep 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-139166.

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

Council of Science Editors:

Söderqvist T. En till en – för alla? : En dator per elev i inkluderande lärmiljöer. [Thesis]. Stockholm University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-139166

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


North-West University

94. Oosthuizen, Roelof Adriaan. Die opvolgonderhoud na klasbesoek as middel tot personeelontwikkeling / Roelof Adriaan Oosthuizen .

Degree: 1996, North-West University

 Classroom observation - particularly the post observation conference - is one of the most important aspects of staff development. The headmaster should create the climate… (more)

Subjects/Keywords: Classroom observation; Supervisory conferences; Teacher improvement; Evaluation; Supervision; Feedback; Professional development; Klasbesoek; Opvolgonderhoud; Personeelontwikkeling; Evaluering; Terugvoer; Personeelontwikkelingsplan; Professionele groei

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APA (6th Edition):

Oosthuizen, R. A. (1996). Die opvolgonderhoud na klasbesoek as middel tot personeelontwikkeling / Roelof Adriaan Oosthuizen . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/8747

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):

Oosthuizen, Roelof Adriaan. “Die opvolgonderhoud na klasbesoek as middel tot personeelontwikkeling / Roelof Adriaan Oosthuizen .” 1996. Thesis, North-West University. Accessed September 22, 2019. http://hdl.handle.net/10394/8747.

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

MLA Handbook (7th Edition):

Oosthuizen, Roelof Adriaan. “Die opvolgonderhoud na klasbesoek as middel tot personeelontwikkeling / Roelof Adriaan Oosthuizen .” 1996. Web. 22 Sep 2019.

Vancouver:

Oosthuizen RA. Die opvolgonderhoud na klasbesoek as middel tot personeelontwikkeling / Roelof Adriaan Oosthuizen . [Internet] [Thesis]. North-West University; 1996. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10394/8747.

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

Council of Science Editors:

Oosthuizen RA. Die opvolgonderhoud na klasbesoek as middel tot personeelontwikkeling / Roelof Adriaan Oosthuizen . [Thesis]. North-West University; 1996. Available from: http://hdl.handle.net/10394/8747

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


University of Oklahoma

95. Knudson, David Paul. School improvement: An analysis of facilitating practices for central office administrators to support decentralized change in public school districts implementing the (I)(D)(E)(A) School Improvement Process.

Degree: PhD, Department of Educational Leadership and Policy Studies, 1997, University of Oklahoma

 The respondents identified sixty-eight important facilitating practices for central office administrators working to support school-based improvement. Additionally, of these practices, forty were identified as most… (more)

Subjects/Keywords: Education, Curriculum and Instruction.; Education, Administration.; School administrators Attitudes.; School improvement programs.; Education, Teacher Training.

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

APA (6th Edition):

Knudson, D. P. (1997). School improvement: An analysis of facilitating practices for central office administrators to support decentralized change in public school districts implementing the (I)(D)(E)(A) School Improvement Process. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/5453

Chicago Manual of Style (16th Edition):

Knudson, David Paul. “School improvement: An analysis of facilitating practices for central office administrators to support decentralized change in public school districts implementing the (I)(D)(E)(A) School Improvement Process.” 1997. Doctoral Dissertation, University of Oklahoma. Accessed September 22, 2019. http://hdl.handle.net/11244/5453.

MLA Handbook (7th Edition):

Knudson, David Paul. “School improvement: An analysis of facilitating practices for central office administrators to support decentralized change in public school districts implementing the (I)(D)(E)(A) School Improvement Process.” 1997. Web. 22 Sep 2019.

Vancouver:

Knudson DP. School improvement: An analysis of facilitating practices for central office administrators to support decentralized change in public school districts implementing the (I)(D)(E)(A) School Improvement Process. [Internet] [Doctoral dissertation]. University of Oklahoma; 1997. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/11244/5453.

Council of Science Editors:

Knudson DP. School improvement: An analysis of facilitating practices for central office administrators to support decentralized change in public school districts implementing the (I)(D)(E)(A) School Improvement Process. [Doctoral Dissertation]. University of Oklahoma; 1997. Available from: http://hdl.handle.net/11244/5453


University of South Florida

96. Finlay, Susan Sparling. Faculty development practices at Florida's public community colleges: Perceptions of academic administrators, faculty development practitioners, and full-time faculty members.

Degree: 2005, University of South Florida

 Faculty development is a means by which institutions can assist faculty in addressing the challenges they face each day in the classroom. Certainly the importance… (more)

Subjects/Keywords: Higher education; Teacher improvement; Effective instruction; Chief academic officer; Inservice; American Studies; Arts and Humanities

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APA (6th Edition):

Finlay, S. S. (2005). Faculty development practices at Florida's public community colleges: Perceptions of academic administrators, faculty development practitioners, and full-time faculty members. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/2881

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):

Finlay, Susan Sparling. “Faculty development practices at Florida's public community colleges: Perceptions of academic administrators, faculty development practitioners, and full-time faculty members.” 2005. Thesis, University of South Florida. Accessed September 22, 2019. https://scholarcommons.usf.edu/etd/2881.

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

MLA Handbook (7th Edition):

Finlay, Susan Sparling. “Faculty development practices at Florida's public community colleges: Perceptions of academic administrators, faculty development practitioners, and full-time faculty members.” 2005. Web. 22 Sep 2019.

Vancouver:

Finlay SS. Faculty development practices at Florida's public community colleges: Perceptions of academic administrators, faculty development practitioners, and full-time faculty members. [Internet] [Thesis]. University of South Florida; 2005. [cited 2019 Sep 22]. Available from: https://scholarcommons.usf.edu/etd/2881.

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

Council of Science Editors:

Finlay SS. Faculty development practices at Florida's public community colleges: Perceptions of academic administrators, faculty development practitioners, and full-time faculty members. [Thesis]. University of South Florida; 2005. Available from: https://scholarcommons.usf.edu/etd/2881

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


Simon Fraser University

97. Haylow, Lynda B. Planning for school improvement.

Degree: 1990, Simon Fraser University

Subjects/Keywords: School improvement programs  – British Columbia.; School management and organization  – British Columbia.; Teacher participation in administration  – British Columbia.; Educational planning  – British Columbia.

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APA (6th Edition):

Haylow, L. B. (1990). Planning for school improvement. (Thesis). Simon Fraser University. Retrieved from http://summit.sfu.ca/item/4662

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):

Haylow, Lynda B. “Planning for school improvement.” 1990. Thesis, Simon Fraser University. Accessed September 22, 2019. http://summit.sfu.ca/item/4662.

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

MLA Handbook (7th Edition):

Haylow, Lynda B. “Planning for school improvement.” 1990. Web. 22 Sep 2019.

Vancouver:

Haylow LB. Planning for school improvement. [Internet] [Thesis]. Simon Fraser University; 1990. [cited 2019 Sep 22]. Available from: http://summit.sfu.ca/item/4662.

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

Council of Science Editors:

Haylow LB. Planning for school improvement. [Thesis]. Simon Fraser University; 1990. Available from: http://summit.sfu.ca/item/4662

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


University of Arizona

98. SMITH, DENNIS MICHAEL. MEASURING TEACHER EFFECTIVENESS AS A RESULT OF INTENSIVE TRAINING IN THE ESSENTIAL ELEMENTS OF INSTRUCTION MODEL (MADELINE HUNTER, SUPERVISION, CLINICAL).

Degree: 1985, University of Arizona

 Problem. The purpose of this study was to assess the effectiveness of elementary school teachers who had received intensive training in the Essential Elements of… (more)

Subjects/Keywords: Elementary school teachers  – In-service training  – Evaluation.; Teachers  – Training of  – Evaluation.; Prediction of teacher success.; School improvement programs  – Evaluation.

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APA (6th Edition):

SMITH, D. M. (1985). MEASURING TEACHER EFFECTIVENESS AS A RESULT OF INTENSIVE TRAINING IN THE ESSENTIAL ELEMENTS OF INSTRUCTION MODEL (MADELINE HUNTER, SUPERVISION, CLINICAL). (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/188013

Chicago Manual of Style (16th Edition):

SMITH, DENNIS MICHAEL. “MEASURING TEACHER EFFECTIVENESS AS A RESULT OF INTENSIVE TRAINING IN THE ESSENTIAL ELEMENTS OF INSTRUCTION MODEL (MADELINE HUNTER, SUPERVISION, CLINICAL). ” 1985. Doctoral Dissertation, University of Arizona. Accessed September 22, 2019. http://hdl.handle.net/10150/188013.

MLA Handbook (7th Edition):

SMITH, DENNIS MICHAEL. “MEASURING TEACHER EFFECTIVENESS AS A RESULT OF INTENSIVE TRAINING IN THE ESSENTIAL ELEMENTS OF INSTRUCTION MODEL (MADELINE HUNTER, SUPERVISION, CLINICAL). ” 1985. Web. 22 Sep 2019.

Vancouver:

SMITH DM. MEASURING TEACHER EFFECTIVENESS AS A RESULT OF INTENSIVE TRAINING IN THE ESSENTIAL ELEMENTS OF INSTRUCTION MODEL (MADELINE HUNTER, SUPERVISION, CLINICAL). [Internet] [Doctoral dissertation]. University of Arizona; 1985. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10150/188013.

Council of Science Editors:

SMITH DM. MEASURING TEACHER EFFECTIVENESS AS A RESULT OF INTENSIVE TRAINING IN THE ESSENTIAL ELEMENTS OF INSTRUCTION MODEL (MADELINE HUNTER, SUPERVISION, CLINICAL). [Doctoral Dissertation]. University of Arizona; 1985. Available from: http://hdl.handle.net/10150/188013

99. Skaggs, Walter E, Jr. The Influence of the "Ohio Improvement Process" Requirement on Teacher-Student Relationships/Interactions.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2016, Ohio University

 The purpose of this study was to determine whether or not the state requirement of participation in the Ohio Improvement Process has an impact on… (more)

Subjects/Keywords: Education; Educational Leadership; Secondary Education; Teaching; OIP; teacher-student relationships; school climate; self-efficacy; school improvement; stress; TAOS-S; Appalachia

…over the years; however, it the improvement initiatives were typically teacher-centered… …Improvement Process and one that is not. This chapter discusses teacher/student relationships, and… …8 Teacher-student relationships and student academic success… …59 Measure of Individual Academic Optimism for Secondary Teachers: Teacher Academic… …in the Ohio Improvement Process… 

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APA (6th Edition):

Skaggs, Walter E, J. (2016). The Influence of the "Ohio Improvement Process" Requirement on Teacher-Student Relationships/Interactions. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1468326016

Chicago Manual of Style (16th Edition):

Skaggs, Walter E, Jr. “The Influence of the "Ohio Improvement Process" Requirement on Teacher-Student Relationships/Interactions.” 2016. Doctoral Dissertation, Ohio University. Accessed September 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1468326016.

MLA Handbook (7th Edition):

Skaggs, Walter E, Jr. “The Influence of the "Ohio Improvement Process" Requirement on Teacher-Student Relationships/Interactions.” 2016. Web. 22 Sep 2019.

Vancouver:

Skaggs, Walter E J. The Influence of the "Ohio Improvement Process" Requirement on Teacher-Student Relationships/Interactions. [Internet] [Doctoral dissertation]. Ohio University; 2016. [cited 2019 Sep 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1468326016.

Council of Science Editors:

Skaggs, Walter E J. The Influence of the "Ohio Improvement Process" Requirement on Teacher-Student Relationships/Interactions. [Doctoral Dissertation]. Ohio University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1468326016


Marshall University

100. Monterosso, Anne Marie. The Relationship Between Teacher Planning Time and Eighth Grade Reading Achievement in West Virginia Schools.

Degree: 2014, Marshall University

 Widespread educational research supports the implementation of collaborative teacher planning time or Professional Learning Communities (PLCs) as a means to increase student achievement. However, corresponding… (more)

Subjects/Keywords: Collaboration; Continuous improvement; Planning period; PLC; Professional learning community; Reading achievement; <; p>; Teachers<; strong>; - <; /strong>; In-service training - West Virginia.<; /p>; <; p>; Educational leadership.<; /p>;

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APA (6th Edition):

Monterosso, A. M. (2014). The Relationship Between Teacher Planning Time and Eighth Grade Reading Achievement in West Virginia Schools. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/886

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):

Monterosso, Anne Marie. “The Relationship Between Teacher Planning Time and Eighth Grade Reading Achievement in West Virginia Schools.” 2014. Thesis, Marshall University. Accessed September 22, 2019. http://mds.marshall.edu/etd/886.

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

MLA Handbook (7th Edition):

Monterosso, Anne Marie. “The Relationship Between Teacher Planning Time and Eighth Grade Reading Achievement in West Virginia Schools.” 2014. Web. 22 Sep 2019.

Vancouver:

Monterosso AM. The Relationship Between Teacher Planning Time and Eighth Grade Reading Achievement in West Virginia Schools. [Internet] [Thesis]. Marshall University; 2014. [cited 2019 Sep 22]. Available from: http://mds.marshall.edu/etd/886.

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

Council of Science Editors:

Monterosso AM. The Relationship Between Teacher Planning Time and Eighth Grade Reading Achievement in West Virginia Schools. [Thesis]. Marshall University; 2014. Available from: http://mds.marshall.edu/etd/886

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


Virginia Tech

101. Taylor, Rita Neville. Teachers' perceptions of the effects of their collaborative involvement in the school operating plan : a descriptive case study of three schools.

Degree: EdD, Educational Administration, 1994, Virginia Tech

Subjects/Keywords: Teacher participation in administration United Sta; School improvement programs United States Case stu; School management and organization United States C; LD5655.V856 1994.T395

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APA (6th Edition):

Taylor, R. N. (1994). Teachers' perceptions of the effects of their collaborative involvement in the school operating plan : a descriptive case study of three schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/39597

Chicago Manual of Style (16th Edition):

Taylor, Rita Neville. “Teachers' perceptions of the effects of their collaborative involvement in the school operating plan : a descriptive case study of three schools.” 1994. Doctoral Dissertation, Virginia Tech. Accessed September 22, 2019. http://hdl.handle.net/10919/39597.

MLA Handbook (7th Edition):

Taylor, Rita Neville. “Teachers' perceptions of the effects of their collaborative involvement in the school operating plan : a descriptive case study of three schools.” 1994. Web. 22 Sep 2019.

Vancouver:

Taylor RN. Teachers' perceptions of the effects of their collaborative involvement in the school operating plan : a descriptive case study of three schools. [Internet] [Doctoral dissertation]. Virginia Tech; 1994. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10919/39597.

Council of Science Editors:

Taylor RN. Teachers' perceptions of the effects of their collaborative involvement in the school operating plan : a descriptive case study of three schools. [Doctoral Dissertation]. Virginia Tech; 1994. Available from: http://hdl.handle.net/10919/39597


University of Oklahoma

102. Dodd, Kathy Thomas. It is the process, not the test: A mixed method study of a professional learning community at one elementary school in Oklahoma.

Degree: PhD, Department of Educational Leadership and Policy Studies, 2006, University of Oklahoma

 The study indicated that increased student learning is strongly encouraged by the development of professional learning communities. In this case, the development of the PLC… (more)

Subjects/Keywords: Education, Teacher Training.; School improvement programs Case studies.; Educational change Case studies.; Education, Curriculum and Instruction.; Team learning approach in education Case studies.; Education, Elementary.

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

APA (6th Edition):

Dodd, K. T. (2006). It is the process, not the test: A mixed method study of a professional learning community at one elementary school in Oklahoma. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/1028

Chicago Manual of Style (16th Edition):

Dodd, Kathy Thomas. “It is the process, not the test: A mixed method study of a professional learning community at one elementary school in Oklahoma.” 2006. Doctoral Dissertation, University of Oklahoma. Accessed September 22, 2019. http://hdl.handle.net/11244/1028.

MLA Handbook (7th Edition):

Dodd, Kathy Thomas. “It is the process, not the test: A mixed method study of a professional learning community at one elementary school in Oklahoma.” 2006. Web. 22 Sep 2019.

Vancouver:

Dodd KT. It is the process, not the test: A mixed method study of a professional learning community at one elementary school in Oklahoma. [Internet] [Doctoral dissertation]. University of Oklahoma; 2006. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/11244/1028.

Council of Science Editors:

Dodd KT. It is the process, not the test: A mixed method study of a professional learning community at one elementary school in Oklahoma. [Doctoral Dissertation]. University of Oklahoma; 2006. Available from: http://hdl.handle.net/11244/1028


University of South Africa

103. Lekhetho, Mapheleba. The impact of the education management system on the effectiveness of secondary schools in Lesotho .

Degree: 2003, University of South Africa

 The primary purpose of the study was to investigate the factors that cause most Lesotho secondary schools to perform poorly in the Cambridge Overseas School… (more)

Subjects/Keywords: School effectiveness; Church state-partnership; School-based management; School culture; Proffessional commitment; Teacher absenteeism; Continuous improvement; Parental involvement; Accountability; Prior academic achievement; Admission policy; High performing school

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APA (6th Edition):

Lekhetho, M. (2003). The impact of the education management system on the effectiveness of secondary schools in Lesotho . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/3117

Chicago Manual of Style (16th Edition):

Lekhetho, Mapheleba. “The impact of the education management system on the effectiveness of secondary schools in Lesotho .” 2003. Doctoral Dissertation, University of South Africa. Accessed September 22, 2019. http://hdl.handle.net/10500/3117.

MLA Handbook (7th Edition):

Lekhetho, Mapheleba. “The impact of the education management system on the effectiveness of secondary schools in Lesotho .” 2003. Web. 22 Sep 2019.

Vancouver:

Lekhetho M. The impact of the education management system on the effectiveness of secondary schools in Lesotho . [Internet] [Doctoral dissertation]. University of South Africa; 2003. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10500/3117.

Council of Science Editors:

Lekhetho M. The impact of the education management system on the effectiveness of secondary schools in Lesotho . [Doctoral Dissertation]. University of South Africa; 2003. Available from: http://hdl.handle.net/10500/3117

104. Reeves, Dawn E. The Logistics of Implementing a Field-Based Comprehensive School Reform Initiative.

Degree: PhD, Educational Leadership, Research and Technology, 2014, Western Michigan University

  This research is a qualitative, reflective case study regarding a cohort in the form of a district-university partnership between the Oak Park Schools in… (more)

Subjects/Keywords: School-university partnerships; school improvement; professional learning communities; cohorts; collaboration; Educational Leadership; Higher Education; Teacher Education and Professional Development

…student achievement with politicians professing to have solutions. Improving teacher training… …learning expectations focus organizational effort on teacher performance to increase students… …as the vehicle for teacher professional development” (Marx, 2001, p. 4)… …overarching goal of the partnership was simultaneous teacher preparation, professional development… …most critical involve teacher learning. The first concerns gaps in teachers’ understanding of… 

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APA (6th Edition):

Reeves, D. E. (2014). The Logistics of Implementing a Field-Based Comprehensive School Reform Initiative. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/260

Chicago Manual of Style (16th Edition):

Reeves, Dawn E. “The Logistics of Implementing a Field-Based Comprehensive School Reform Initiative.” 2014. Doctoral Dissertation, Western Michigan University. Accessed September 22, 2019. https://scholarworks.wmich.edu/dissertations/260.

MLA Handbook (7th Edition):

Reeves, Dawn E. “The Logistics of Implementing a Field-Based Comprehensive School Reform Initiative.” 2014. Web. 22 Sep 2019.

Vancouver:

Reeves DE. The Logistics of Implementing a Field-Based Comprehensive School Reform Initiative. [Internet] [Doctoral dissertation]. Western Michigan University; 2014. [cited 2019 Sep 22]. Available from: https://scholarworks.wmich.edu/dissertations/260.

Council of Science Editors:

Reeves DE. The Logistics of Implementing a Field-Based Comprehensive School Reform Initiative. [Doctoral Dissertation]. Western Michigan University; 2014. Available from: https://scholarworks.wmich.edu/dissertations/260


Brigham Young University

105. Ransom, Whitney. The Scholarship of Teaching: Contributing Factors to Improved Teaching Performance Among University Faculty Members.

Degree: MS, 2008, Brigham Young University

 This thesis brings a much-needed focus on the quality and scholarship of teaching as it pertains to educational and faculty development. The main purpose of… (more)

Subjects/Keywords: teaching; improvement; scholarship; learning; faculty; active learning; teacher/student interactions; learning outcomes; communiites of practice; Brigham Young University; effort; qualitative inquiry; contributing factors; teaching performance; Educational Psychology

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APA (6th Edition):

Ransom, W. (2008). The Scholarship of Teaching: Contributing Factors to Improved Teaching Performance Among University Faculty Members. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2356&context=etd

Chicago Manual of Style (16th Edition):

Ransom, Whitney. “The Scholarship of Teaching: Contributing Factors to Improved Teaching Performance Among University Faculty Members.” 2008. Masters Thesis, Brigham Young University. Accessed September 22, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2356&context=etd.

MLA Handbook (7th Edition):

Ransom, Whitney. “The Scholarship of Teaching: Contributing Factors to Improved Teaching Performance Among University Faculty Members.” 2008. Web. 22 Sep 2019.

Vancouver:

Ransom W. The Scholarship of Teaching: Contributing Factors to Improved Teaching Performance Among University Faculty Members. [Internet] [Masters thesis]. Brigham Young University; 2008. [cited 2019 Sep 22]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2356&context=etd.

Council of Science Editors:

Ransom W. The Scholarship of Teaching: Contributing Factors to Improved Teaching Performance Among University Faculty Members. [Masters Thesis]. Brigham Young University; 2008. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2356&context=etd

106. Perry Hummons, Monica L. Perceptions and Meanings Constructed by Participants in a Four-year Instructional Coaching Project.

Degree: EdD, College of Education, 2012, Ashland University

 This qualitative study was conducted in the Midwestern U.S. It explored the stories of 27 educators who participated in a four-year instructional coaching project in… (more)

Subjects/Keywords: Education; Educational Leadership; Teaching; teacher coaching; teacher professional development; instructional coaching; cognitive coaching; peer coaching; content coaching; instructional improvement; instructional change; coaching models; coaching research

…Figure 4 136 xv 138 LIST OF ACRONYMS ASIP All School Improvement Process ASIP… …CPCS All School Improvement Process Coaching for Perry City Schools CEU Continuing Education… …Service Center RtI Response to Intervention SLT School Leadership Team TAP Teacher… …year school improvement project serving the poorest performing schools in a large mid-western… …investigation was that in spite of perhaps a century of school improvement initiatives and legislation… 

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APA (6th Edition):

Perry Hummons, M. L. (2012). Perceptions and Meanings Constructed by Participants in a Four-year Instructional Coaching Project. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1334159119

Chicago Manual of Style (16th Edition):

Perry Hummons, Monica L. “Perceptions and Meanings Constructed by Participants in a Four-year Instructional Coaching Project.” 2012. Doctoral Dissertation, Ashland University. Accessed September 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1334159119.

MLA Handbook (7th Edition):

Perry Hummons, Monica L. “Perceptions and Meanings Constructed by Participants in a Four-year Instructional Coaching Project.” 2012. Web. 22 Sep 2019.

Vancouver:

Perry Hummons ML. Perceptions and Meanings Constructed by Participants in a Four-year Instructional Coaching Project. [Internet] [Doctoral dissertation]. Ashland University; 2012. [cited 2019 Sep 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1334159119.

Council of Science Editors:

Perry Hummons ML. Perceptions and Meanings Constructed by Participants in a Four-year Instructional Coaching Project. [Doctoral Dissertation]. Ashland University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1334159119


Georgia Southern University

107. Lowery, Lillie R. High School Students' Perceptions of Their High School Experience.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2008, Georgia Southern University

 Perception data are invaluable to school improvement plans. Student perception data, in particular, is useful when determining indicators related to student success or failure. The… (more)

Subjects/Keywords: ETD; High school students; Student perceptions; High school experience; Belongingness; Peer relationships; Instructional strategies; Teacher qualities; School improvement; School; Student-teacher relationships; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Lowery, L. R. (2008). High School Students' Perceptions of Their High School Experience. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/352

Chicago Manual of Style (16th Edition):

Lowery, Lillie R. “High School Students' Perceptions of Their High School Experience.” 2008. Doctoral Dissertation, Georgia Southern University. Accessed September 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/352.

MLA Handbook (7th Edition):

Lowery, Lillie R. “High School Students' Perceptions of Their High School Experience.” 2008. Web. 22 Sep 2019.

Vancouver:

Lowery LR. High School Students' Perceptions of Their High School Experience. [Internet] [Doctoral dissertation]. Georgia Southern University; 2008. [cited 2019 Sep 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/352.

Council of Science Editors:

Lowery LR. High School Students' Perceptions of Their High School Experience. [Doctoral Dissertation]. Georgia Southern University; 2008. Available from: https://digitalcommons.georgiasouthern.edu/etd/352


Northeastern University

108. Branco, Mark Wallace. Connecting differentiated professional development to school improvement goals.

Degree: EdD, School of Education, 2013, Northeastern University

Subjects/Keywords: Authentic/Job-Embedded Learning; Differentiated Professional Development; Program Evaluation; School Improvement Planning; Teacher Perceptions of Professional Development; Education; Educational Assessment, Evaluation, and Research; Teacher Education and Professional Development

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APA (6th Edition):

Branco, M. W. (2013). Connecting differentiated professional development to school improvement goals. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20003013

Chicago Manual of Style (16th Edition):

Branco, Mark Wallace. “Connecting differentiated professional development to school improvement goals.” 2013. Doctoral Dissertation, Northeastern University. Accessed September 22, 2019. http://hdl.handle.net/2047/d20003013.

MLA Handbook (7th Edition):

Branco, Mark Wallace. “Connecting differentiated professional development to school improvement goals.” 2013. Web. 22 Sep 2019.

Vancouver:

Branco MW. Connecting differentiated professional development to school improvement goals. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2047/d20003013.

Council of Science Editors:

Branco MW. Connecting differentiated professional development to school improvement goals. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20003013


Liberty University

109. Coffey, Peggy Garrett. Continuous Quality Improvement: A Two-Year Analysis of One School’s Achievement During Initial Implementation.

Degree: 2006, Liberty University

 The purpose of this study was to examine two intervention programs to determine if participation in one or both programs affected student achievement. Both programs… (more)

Subjects/Keywords: Achievement; Continuous Quality Improvement; CQI; Criterion Referenced Competency Test; CRCT; Total Quality Management in Education; Education, Administration; Education, Curriculum and Instruction; Education, Teacher Training; Education, Tests and Measurements

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

APA (6th Edition):

Coffey, P. G. (2006). Continuous Quality Improvement: A Two-Year Analysis of One School’s Achievement During Initial Implementation. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/179

Chicago Manual of Style (16th Edition):

Coffey, Peggy Garrett. “Continuous Quality Improvement: A Two-Year Analysis of One School’s Achievement During Initial Implementation.” 2006. Doctoral Dissertation, Liberty University. Accessed September 22, 2019. http://digitalcommons.liberty.edu/doctoral/179.

MLA Handbook (7th Edition):

Coffey, Peggy Garrett. “Continuous Quality Improvement: A Two-Year Analysis of One School’s Achievement During Initial Implementation.” 2006. Web. 22 Sep 2019.

Vancouver:

Coffey PG. Continuous Quality Improvement: A Two-Year Analysis of One School’s Achievement During Initial Implementation. [Internet] [Doctoral dissertation]. Liberty University; 2006. [cited 2019 Sep 22]. Available from: http://digitalcommons.liberty.edu/doctoral/179.

Council of Science Editors:

Coffey PG. Continuous Quality Improvement: A Two-Year Analysis of One School’s Achievement During Initial Implementation. [Doctoral Dissertation]. Liberty University; 2006. Available from: http://digitalcommons.liberty.edu/doctoral/179

110. Rodrigues, Maria Inês Ribas. Aspectos do desenvolvimento profissional dos formadores de professores de ciências no contexto de integração - Universidade, Diretorias Regionais de Ensino e Escolas.

Degree: PhD, Educação, 2006, University of São Paulo

Resumo Sob o enfoque do trabalho colaborativo esta pesquisa qualitativa pretende contribuir, com seus resultados, para ampliar informações com relação ao desenvolvimento profissional do formador… (more)

Subjects/Keywords: Análise de um programa de desenvolvimento profissional; analysis of one program of professional development; Analysis of one program of professional development; collaborative work; Collaborative work; Formação continuada dos formadores; Formação continuada dos professores de ciências; improvement in science education; Improvement in science education; in-service education of the science teachers; In-service education of the science teachers; in-service education of the teacher educators; In-service education of the teacher educators; Melhoria no ensino de ciências; Trabalho colaborativo

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APA (6th Edition):

Rodrigues, M. I. R. (2006). Aspectos do desenvolvimento profissional dos formadores de professores de ciências no contexto de integração - Universidade, Diretorias Regionais de Ensino e Escolas. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-08102007-204729/ ;

Chicago Manual of Style (16th Edition):

Rodrigues, Maria Inês Ribas. “Aspectos do desenvolvimento profissional dos formadores de professores de ciências no contexto de integração - Universidade, Diretorias Regionais de Ensino e Escolas.” 2006. Doctoral Dissertation, University of São Paulo. Accessed September 22, 2019. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-08102007-204729/ ;.

MLA Handbook (7th Edition):

Rodrigues, Maria Inês Ribas. “Aspectos do desenvolvimento profissional dos formadores de professores de ciências no contexto de integração - Universidade, Diretorias Regionais de Ensino e Escolas.” 2006. Web. 22 Sep 2019.

Vancouver:

Rodrigues MIR. Aspectos do desenvolvimento profissional dos formadores de professores de ciências no contexto de integração - Universidade, Diretorias Regionais de Ensino e Escolas. [Internet] [Doctoral dissertation]. University of São Paulo; 2006. [cited 2019 Sep 22]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-08102007-204729/ ;.

Council of Science Editors:

Rodrigues MIR. Aspectos do desenvolvimento profissional dos formadores de professores de ciências no contexto de integração - Universidade, Diretorias Regionais de Ensino e Escolas. [Doctoral Dissertation]. University of São Paulo; 2006. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-08102007-204729/ ;

111. Bitinas, Kelly A. State-mandated change: high school educators' perceptions of school culture and program fidelity in bullying prevention.

Degree: EdD, School of Education, 2016, Northeastern University

 The purpose of this case study was to examine the anti-bullying efforts at one particular high school in southeastern Massachusetts with the aim of identifying… (more)

Subjects/Keywords: bullying; organizational learning; school culture; secondary education; state mandate; teacher perception; Bullying in schools; Prevention; Bullying in schools; Massachusetts; School environment; High schools; Safety measures; School improvement programs; Education and state

…to be successful, the teacher wants to create a meaningful curriculum with high-performing… …administrators to teacher and teacher to teacher, which are open and authentic (Hoy, Smith, and… …study found that teacher-reported support between staff members and among teachers set the… …Teacher collaboration and philosophical coherence. Collaboration can exist between teachers both… …have to witness patterns of student behavior. Other possible teacher-collaborated activities… 

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APA (6th Edition):

Bitinas, K. A. (2016). State-mandated change: high school educators' perceptions of school culture and program fidelity in bullying prevention. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20204874

Chicago Manual of Style (16th Edition):

Bitinas, Kelly A. “State-mandated change: high school educators' perceptions of school culture and program fidelity in bullying prevention.” 2016. Doctoral Dissertation, Northeastern University. Accessed September 22, 2019. http://hdl.handle.net/2047/D20204874.

MLA Handbook (7th Edition):

Bitinas, Kelly A. “State-mandated change: high school educators' perceptions of school culture and program fidelity in bullying prevention.” 2016. Web. 22 Sep 2019.

Vancouver:

Bitinas KA. State-mandated change: high school educators' perceptions of school culture and program fidelity in bullying prevention. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2047/D20204874.

Council of Science Editors:

Bitinas KA. State-mandated change: high school educators' perceptions of school culture and program fidelity in bullying prevention. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20204874

112. Gomez, Jorge. The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies.

Degree: Doctor of Education (EdD), Adult Education and Human Resource Development, 2013, Florida International University

  Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the… (more)

Subjects/Keywords: Career Academies; Educational Technology; Career Technical Education; Teacher Professional Development; Use of Technology in Education; Vocational Education; FCAT Scores; Student Academic Achievement; Student Performance Improvement; Miami-Dade County Public Schools Career Academies; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Curriculum and Social Inquiry; Disability and Equity in Education; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Elementary and Middle and Secondary Education Administration; Instructional Media Design; International and Comparative Education; Liberal Studies; Other Education; Other Teacher Education and Professional Development; Secondary Education and Teaching; Social and Behavioral Sciences; Social and Philosophical Foundations of Education; Special Education Administration; Special Education and Teaching; Urban Education; Urban Studies and Planning

…scales designed to determine teacher technical literacy, attitude toward technology, and their… …the possibility of teacher gender and teacher race/ethnic group differences by research… …not statistically significant group differences in any of the research variables by teacher… …gender or teacher race/ethnicity. Greater student learning gains were associated with greater… …teacher technical expertise integrating computers and technology into the classroom, even after… 

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APA (6th Edition):

Gomez, J. (2013). The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/936 ; 10.25148/etd.FI13080910 ; FI13080910

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):

Gomez, Jorge. “The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies.” 2013. Thesis, Florida International University. Accessed September 22, 2019. http://digitalcommons.fiu.edu/etd/936 ; 10.25148/etd.FI13080910 ; FI13080910.

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

MLA Handbook (7th Edition):

Gomez, Jorge. “The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies.” 2013. Web. 22 Sep 2019.

Vancouver:

Gomez J. The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies. [Internet] [Thesis]. Florida International University; 2013. [cited 2019 Sep 22]. Available from: http://digitalcommons.fiu.edu/etd/936 ; 10.25148/etd.FI13080910 ; FI13080910.

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

Council of Science Editors:

Gomez J. The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies. [Thesis]. Florida International University; 2013. Available from: http://digitalcommons.fiu.edu/etd/936 ; 10.25148/etd.FI13080910 ; FI13080910

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

[1] [2] [3] [4]

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