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You searched for subject:(Teacher Leaders Building Teacher Leadership Capacity Transform Schools Build Trust Empower Teachers to accomplish shared campus goals). Showing records 1 – 30 of 107731 total matches.

[1] [2] [3] [4] [5] … [3592]

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University of Houston

1. Golden, James Dewitt 1970-. Building Teacher Leaders: Purposefully Increasing Teacher Leadership Capacity.

Degree: Curriculum and Instruction, Department of, 2013, University of Houston

 School principals are required to do more now than ever. High stakes accountability has principals grappling for ways to achieve state and federal standards. Principals… (more)

Subjects/Keywords: Teacher Leaders Building Teacher Leadership Capacity Transform Schools Build Trust Empower Teachers to accomplish shared campus goals; Professional leadership

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

APA (6th Edition):

Golden, J. D. 1. (2013). Building Teacher Leaders: Purposefully Increasing Teacher Leadership Capacity. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1023

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):

Golden, James Dewitt 1970-. “Building Teacher Leaders: Purposefully Increasing Teacher Leadership Capacity.” 2013. Thesis, University of Houston. Accessed October 20, 2019. http://hdl.handle.net/10657/1023.

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

MLA Handbook (7th Edition):

Golden, James Dewitt 1970-. “Building Teacher Leaders: Purposefully Increasing Teacher Leadership Capacity.” 2013. Web. 20 Oct 2019.

Vancouver:

Golden JD1. Building Teacher Leaders: Purposefully Increasing Teacher Leadership Capacity. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10657/1023.

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

Council of Science Editors:

Golden JD1. Building Teacher Leaders: Purposefully Increasing Teacher Leadership Capacity. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1023

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


Temple University

2. May, Janet Marie. Cultivating Teacher Leadership in Public Secondary Schools: Encouraging the Leadership Potential in All Teachers.

Degree: 2017, Temple University

Educational Administration

Ed.D.

Teacher leaders are people who lead by example and, in this school, most are not afraid to speak up even if it… (more)

Subjects/Keywords: Educational leadership; Education; Teacher education;

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APA (6th Edition):

May, J. M. (2017). Cultivating Teacher Leadership in Public Secondary Schools: Encouraging the Leadership Potential in All Teachers. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,464371

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):

May, Janet Marie. “Cultivating Teacher Leadership in Public Secondary Schools: Encouraging the Leadership Potential in All Teachers.” 2017. Thesis, Temple University. Accessed October 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,464371.

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

MLA Handbook (7th Edition):

May, Janet Marie. “Cultivating Teacher Leadership in Public Secondary Schools: Encouraging the Leadership Potential in All Teachers.” 2017. Web. 20 Oct 2019.

Vancouver:

May JM. Cultivating Teacher Leadership in Public Secondary Schools: Encouraging the Leadership Potential in All Teachers. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Oct 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,464371.

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

Council of Science Editors:

May JM. Cultivating Teacher Leadership in Public Secondary Schools: Encouraging the Leadership Potential in All Teachers. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,464371

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


University of South Florida

3. Bauman, Cynthia B. Exploring the ‘Spaces Between’: Teachers’ Perceptions of Teacher Leadership within Professional Networks.

Degree: 2018, University of South Florida

 The enactment of teacher leadership can be challenged by both policy initiatives and school contexts (Anderson & Cohen, 2015; Hargreaves & Fullan, 2012). However, teachers(more)

Subjects/Keywords: leadership capacity; teacher collaboration; teacher leaders; teacher networks; Other Education

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APA (6th Edition):

Bauman, C. B. (2018). Exploring the ‘Spaces Between’: Teachers’ Perceptions of Teacher Leadership within Professional Networks. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7473

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):

Bauman, Cynthia B. “Exploring the ‘Spaces Between’: Teachers’ Perceptions of Teacher Leadership within Professional Networks.” 2018. Thesis, University of South Florida. Accessed October 20, 2019. https://scholarcommons.usf.edu/etd/7473.

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

MLA Handbook (7th Edition):

Bauman, Cynthia B. “Exploring the ‘Spaces Between’: Teachers’ Perceptions of Teacher Leadership within Professional Networks.” 2018. Web. 20 Oct 2019.

Vancouver:

Bauman CB. Exploring the ‘Spaces Between’: Teachers’ Perceptions of Teacher Leadership within Professional Networks. [Internet] [Thesis]. University of South Florida; 2018. [cited 2019 Oct 20]. Available from: https://scholarcommons.usf.edu/etd/7473.

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

Council of Science Editors:

Bauman CB. Exploring the ‘Spaces Between’: Teachers’ Perceptions of Teacher Leadership within Professional Networks. [Thesis]. University of South Florida; 2018. Available from: https://scholarcommons.usf.edu/etd/7473

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


UCLA

4. Artim, Kristin. Teacher Leadership: Exploring What Supports and Sustains Elementary Teachers as Leaders.

Degree: Education, 2015, UCLA

Teachers as leaders may provide additional leadership to build school capacity, but there is minimal understanding of how to cultivate teacher leadership. Twenty-seven elementary teacher(more)

Subjects/Keywords: Educational leadership; Education; elementary teachers; teacher leaders; teacher leadership; teacher supports

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APA (6th Edition):

Artim, K. (2015). Teacher Leadership: Exploring What Supports and Sustains Elementary Teachers as Leaders. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/9pf9k55h

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):

Artim, Kristin. “Teacher Leadership: Exploring What Supports and Sustains Elementary Teachers as Leaders.” 2015. Thesis, UCLA. Accessed October 20, 2019. http://www.escholarship.org/uc/item/9pf9k55h.

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

MLA Handbook (7th Edition):

Artim, Kristin. “Teacher Leadership: Exploring What Supports and Sustains Elementary Teachers as Leaders.” 2015. Web. 20 Oct 2019.

Vancouver:

Artim K. Teacher Leadership: Exploring What Supports and Sustains Elementary Teachers as Leaders. [Internet] [Thesis]. UCLA; 2015. [cited 2019 Oct 20]. Available from: http://www.escholarship.org/uc/item/9pf9k55h.

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

Council of Science Editors:

Artim K. Teacher Leadership: Exploring What Supports and Sustains Elementary Teachers as Leaders. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/9pf9k55h

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


University of Southern California

5. Flores, Charles. Preparing leaders for the challenges of the urban school.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 The purpose of this research study was to investigate the impact of participation in the Southwest Independent School District’s Principal Coaching Initiative on urban school… (more)

Subjects/Keywords: principal leadership; urban schools; social justice; leadership preparation programs; teacher capacity-building

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

APA (6th Edition):

Flores, C. (2010). Preparing leaders for the challenges of the urban school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/335820/rec/5198

Chicago Manual of Style (16th Edition):

Flores, Charles. “Preparing leaders for the challenges of the urban school.” 2010. Doctoral Dissertation, University of Southern California. Accessed October 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/335820/rec/5198.

MLA Handbook (7th Edition):

Flores, Charles. “Preparing leaders for the challenges of the urban school.” 2010. Web. 20 Oct 2019.

Vancouver:

Flores C. Preparing leaders for the challenges of the urban school. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Oct 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/335820/rec/5198.

Council of Science Editors:

Flores C. Preparing leaders for the challenges of the urban school. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/335820/rec/5198


George Mason University

6. Salim, Zainab. Teachers’ Roles in Shared Decision-Making in a Pakistani Community School .

Degree: 2016, George Mason University

 Over the past two decades, teacher participation in school decision-making has emerged as a significant theme in education reforms, gaining the attention of researchers and… (more)

Subjects/Keywords: Education; Teacher education; Shared decision-making; Teacher education; Teacher leaders; Teachers' perceptions

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

APA (6th Edition):

Salim, Z. (2016). Teachers’ Roles in Shared Decision-Making in a Pakistani Community School . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10434

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):

Salim, Zainab. “Teachers’ Roles in Shared Decision-Making in a Pakistani Community School .” 2016. Thesis, George Mason University. Accessed October 20, 2019. http://hdl.handle.net/1920/10434.

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

MLA Handbook (7th Edition):

Salim, Zainab. “Teachers’ Roles in Shared Decision-Making in a Pakistani Community School .” 2016. Web. 20 Oct 2019.

Vancouver:

Salim Z. Teachers’ Roles in Shared Decision-Making in a Pakistani Community School . [Internet] [Thesis]. George Mason University; 2016. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1920/10434.

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

Council of Science Editors:

Salim Z. Teachers’ Roles in Shared Decision-Making in a Pakistani Community School . [Thesis]. George Mason University; 2016. Available from: http://hdl.handle.net/1920/10434

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


Virginia Tech

7. Harding, Lisa Ann. Building Teacher Leadership Capacity Through School-Level Supports and Professional Development: Teachers' and Principals' Perspectives.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

 The job of principals is demanding and evolving; consequently, they cannot lead alone. Teacher leaders can be a valuable resource if principals know how to… (more)

Subjects/Keywords: teacher leadership; capacity building; professional development

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

APA (6th Edition):

Harding, L. A. (2017). Building Teacher Leadership Capacity Through School-Level Supports and Professional Development: Teachers' and Principals' Perspectives. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85181

Chicago Manual of Style (16th Edition):

Harding, Lisa Ann. “Building Teacher Leadership Capacity Through School-Level Supports and Professional Development: Teachers' and Principals' Perspectives.” 2017. Doctoral Dissertation, Virginia Tech. Accessed October 20, 2019. http://hdl.handle.net/10919/85181.

MLA Handbook (7th Edition):

Harding, Lisa Ann. “Building Teacher Leadership Capacity Through School-Level Supports and Professional Development: Teachers' and Principals' Perspectives.” 2017. Web. 20 Oct 2019.

Vancouver:

Harding LA. Building Teacher Leadership Capacity Through School-Level Supports and Professional Development: Teachers' and Principals' Perspectives. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10919/85181.

Council of Science Editors:

Harding LA. Building Teacher Leadership Capacity Through School-Level Supports and Professional Development: Teachers' and Principals' Perspectives. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85181


Lehigh University

8. Areias, Sean Matthew. Supports for Teacher Leadership: Teachers' Perceptions in American-Sponsored Overseas Schools in Africa.

Degree: EdD, Educational Leadership, 2016, Lehigh University

 A competitive international school market is influential to the increased pressure on American-sponsored overseas schools to recruit and retain high-quality teachers. Teachers who feel they… (more)

Subjects/Keywords: American-sponsored overseas schools; international schools; support; teacher leaders; teacher leadership; Education; Educational Leadership

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

APA (6th Edition):

Areias, S. M. (2016). Supports for Teacher Leadership: Teachers' Perceptions in American-Sponsored Overseas Schools in Africa. (Thesis). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2494

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):

Areias, Sean Matthew. “Supports for Teacher Leadership: Teachers' Perceptions in American-Sponsored Overseas Schools in Africa.” 2016. Thesis, Lehigh University. Accessed October 20, 2019. https://preserve.lehigh.edu/etd/2494.

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

MLA Handbook (7th Edition):

Areias, Sean Matthew. “Supports for Teacher Leadership: Teachers' Perceptions in American-Sponsored Overseas Schools in Africa.” 2016. Web. 20 Oct 2019.

Vancouver:

Areias SM. Supports for Teacher Leadership: Teachers' Perceptions in American-Sponsored Overseas Schools in Africa. [Internet] [Thesis]. Lehigh University; 2016. [cited 2019 Oct 20]. Available from: https://preserve.lehigh.edu/etd/2494.

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

Council of Science Editors:

Areias SM. Supports for Teacher Leadership: Teachers' Perceptions in American-Sponsored Overseas Schools in Africa. [Thesis]. Lehigh University; 2016. Available from: https://preserve.lehigh.edu/etd/2494

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


University of South Florida

9. Johnson, William Woodland. Building Capacity and Sustainability through Teachers Leading Teachers.

Degree: 2018, University of South Florida

 This capstone project was part of a group project completed by two principals in elementary schools and a principal coach in Hillsborough County, Florida. Each… (more)

Subjects/Keywords: teacher leadership; teacher empowerment; building capacity; Other Education

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APA (6th Edition):

Johnson, W. W. (2018). Building Capacity and Sustainability through Teachers Leading Teachers. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7529

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):

Johnson, William Woodland. “Building Capacity and Sustainability through Teachers Leading Teachers.” 2018. Thesis, University of South Florida. Accessed October 20, 2019. https://scholarcommons.usf.edu/etd/7529.

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

MLA Handbook (7th Edition):

Johnson, William Woodland. “Building Capacity and Sustainability through Teachers Leading Teachers.” 2018. Web. 20 Oct 2019.

Vancouver:

Johnson WW. Building Capacity and Sustainability through Teachers Leading Teachers. [Internet] [Thesis]. University of South Florida; 2018. [cited 2019 Oct 20]. Available from: https://scholarcommons.usf.edu/etd/7529.

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

Council of Science Editors:

Johnson WW. Building Capacity and Sustainability through Teachers Leading Teachers. [Thesis]. University of South Florida; 2018. Available from: https://scholarcommons.usf.edu/etd/7529

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

10. Granger, Elijah. ENSURING A HOLISTIC AND QUALITY EDUCATION FOR EVERY CHILD: A PHENOMENOLOGICAL INQUIRY OF PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP.

Degree: EdD, Secondary Education and Educational Leadership, 2019, Stephen F. Austin State University

  Researchers have not fully examined how school leaders impact the teaching and learning environment when working toward generating students’ academic success. Balyer (2012) called… (more)

Subjects/Keywords: Transformational Leadership; Transformational Principals; Principal Leadership; Transforming Schools; Transformational Campus Principals; Principal Leaders; Principals' perceptions; Elementary Education; Secondary Education; Teacher Education and Professional Development

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APA (6th Edition):

Granger, E. (2019). ENSURING A HOLISTIC AND QUALITY EDUCATION FOR EVERY CHILD: A PHENOMENOLOGICAL INQUIRY OF PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP. (Doctoral Dissertation). Stephen F. Austin State University. Retrieved from https://scholarworks.sfasu.edu/etds/240

Chicago Manual of Style (16th Edition):

Granger, Elijah. “ENSURING A HOLISTIC AND QUALITY EDUCATION FOR EVERY CHILD: A PHENOMENOLOGICAL INQUIRY OF PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP.” 2019. Doctoral Dissertation, Stephen F. Austin State University. Accessed October 20, 2019. https://scholarworks.sfasu.edu/etds/240.

MLA Handbook (7th Edition):

Granger, Elijah. “ENSURING A HOLISTIC AND QUALITY EDUCATION FOR EVERY CHILD: A PHENOMENOLOGICAL INQUIRY OF PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP.” 2019. Web. 20 Oct 2019.

Vancouver:

Granger E. ENSURING A HOLISTIC AND QUALITY EDUCATION FOR EVERY CHILD: A PHENOMENOLOGICAL INQUIRY OF PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP. [Internet] [Doctoral dissertation]. Stephen F. Austin State University; 2019. [cited 2019 Oct 20]. Available from: https://scholarworks.sfasu.edu/etds/240.

Council of Science Editors:

Granger E. ENSURING A HOLISTIC AND QUALITY EDUCATION FOR EVERY CHILD: A PHENOMENOLOGICAL INQUIRY OF PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP. [Doctoral Dissertation]. Stephen F. Austin State University; 2019. Available from: https://scholarworks.sfasu.edu/etds/240

11. Blowes, Michael. Building Capacity for Leading Learning in Low Socio-Economic Status Catholic Secondary Schools.

Degree: Doctor of Education (EdD), 2017, Australian Catholic University

  The purpose of the research was to explore how leaders and teachers of low socio-economic status (SES) Catholic secondary schools engaged with a system… (more)

Subjects/Keywords: building capacity; school improvement; leadership for learning; low SES schools; middle leaders; reform; Educational Leadership

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APA (6th Edition):

Blowes, M. (2017). Building Capacity for Leading Learning in Low Socio-Economic Status Catholic Secondary Schools. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/667

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):

Blowes, Michael. “Building Capacity for Leading Learning in Low Socio-Economic Status Catholic Secondary Schools.” 2017. Thesis, Australian Catholic University. Accessed October 20, 2019. https://researchbank.acu.edu.au/theses/667.

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

MLA Handbook (7th Edition):

Blowes, Michael. “Building Capacity for Leading Learning in Low Socio-Economic Status Catholic Secondary Schools.” 2017. Web. 20 Oct 2019.

Vancouver:

Blowes M. Building Capacity for Leading Learning in Low Socio-Economic Status Catholic Secondary Schools. [Internet] [Thesis]. Australian Catholic University; 2017. [cited 2019 Oct 20]. Available from: https://researchbank.acu.edu.au/theses/667.

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

Council of Science Editors:

Blowes M. Building Capacity for Leading Learning in Low Socio-Economic Status Catholic Secondary Schools. [Thesis]. Australian Catholic University; 2017. Available from: https://researchbank.acu.edu.au/theses/667

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


University of Washington

12. Coryelle, Stephen. "Hanging On With Both Hands": Teacher Leaders and Small School Reform.

Degree: 2010, University of Washington

 Because many schools that are naturally small have experienced successful student outcomes, there has been a recent trend of converting large, comprehensive schools into smaller… (more)

Subjects/Keywords: Small Schools; Teacher Leaders; Teacher Leadership; Small Learning Communities; Small School Reform; Teacher Motivation; Teacher Philosophy

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APA (6th Edition):

Coryelle, S. (2010). "Hanging On With Both Hands": Teacher Leaders and Small School Reform. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/16270

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):

Coryelle, Stephen. “"Hanging On With Both Hands": Teacher Leaders and Small School Reform.” 2010. Thesis, University of Washington. Accessed October 20, 2019. http://hdl.handle.net/1773/16270.

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

MLA Handbook (7th Edition):

Coryelle, Stephen. “"Hanging On With Both Hands": Teacher Leaders and Small School Reform.” 2010. Web. 20 Oct 2019.

Vancouver:

Coryelle S. "Hanging On With Both Hands": Teacher Leaders and Small School Reform. [Internet] [Thesis]. University of Washington; 2010. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1773/16270.

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

Council of Science Editors:

Coryelle S. "Hanging On With Both Hands": Teacher Leaders and Small School Reform. [Thesis]. University of Washington; 2010. Available from: http://hdl.handle.net/1773/16270

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


Arizona State University

13. Gishey, Rhiannon Lee. A Qualitative Study of Urban Elementary School Teachers' Perceptions of Accountability in Their Practice.

Degree: EdD, Educational Administration and Supervision, 2013, Arizona State University

 ABSTRACT Current federal and state education mandates were developed to make schools accountable for student performance with the rationale that schools, teachers, and students will… (more)

Subjects/Keywords: Educational leadership; Teacher education; Teacher Accountability; Teachers'; Perceptions; Urban Schools

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APA (6th Edition):

Gishey, R. L. (2013). A Qualitative Study of Urban Elementary School Teachers' Perceptions of Accountability in Their Practice. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/21031

Chicago Manual of Style (16th Edition):

Gishey, Rhiannon Lee. “A Qualitative Study of Urban Elementary School Teachers' Perceptions of Accountability in Their Practice.” 2013. Doctoral Dissertation, Arizona State University. Accessed October 20, 2019. http://repository.asu.edu/items/21031.

MLA Handbook (7th Edition):

Gishey, Rhiannon Lee. “A Qualitative Study of Urban Elementary School Teachers' Perceptions of Accountability in Their Practice.” 2013. Web. 20 Oct 2019.

Vancouver:

Gishey RL. A Qualitative Study of Urban Elementary School Teachers' Perceptions of Accountability in Their Practice. [Internet] [Doctoral dissertation]. Arizona State University; 2013. [cited 2019 Oct 20]. Available from: http://repository.asu.edu/items/21031.

Council of Science Editors:

Gishey RL. A Qualitative Study of Urban Elementary School Teachers' Perceptions of Accountability in Their Practice. [Doctoral Dissertation]. Arizona State University; 2013. Available from: http://repository.asu.edu/items/21031


Brigham Young University

14. Johnson, Karen Mitterling. District Leadership Building Principal Capacity in Improving Teacher Quality: Implementing Effective Professional Development.

Degree: EdD, 2019, Brigham Young University

 This article focuses on lessons learned from district implementation of Utah Senate Bill 64 passed in 2012, which requires large-scale reform in evaluating teacher quality.… (more)

Subjects/Keywords: collective capacity building; system change; teacher quality; leadership capacity building; system reform; professional development

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

APA (6th Edition):

Johnson, K. M. (2019). District Leadership Building Principal Capacity in Improving Teacher Quality: Implementing Effective Professional Development. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8512&context=etd

Chicago Manual of Style (16th Edition):

Johnson, Karen Mitterling. “District Leadership Building Principal Capacity in Improving Teacher Quality: Implementing Effective Professional Development.” 2019. Doctoral Dissertation, Brigham Young University. Accessed October 20, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8512&context=etd.

MLA Handbook (7th Edition):

Johnson, Karen Mitterling. “District Leadership Building Principal Capacity in Improving Teacher Quality: Implementing Effective Professional Development.” 2019. Web. 20 Oct 2019.

Vancouver:

Johnson KM. District Leadership Building Principal Capacity in Improving Teacher Quality: Implementing Effective Professional Development. [Internet] [Doctoral dissertation]. Brigham Young University; 2019. [cited 2019 Oct 20]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8512&context=etd.

Council of Science Editors:

Johnson KM. District Leadership Building Principal Capacity in Improving Teacher Quality: Implementing Effective Professional Development. [Doctoral Dissertation]. Brigham Young University; 2019. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8512&context=etd


University of Oklahoma

15. Stump, Melinda K. Trust, Transformational Leadership, and Collective Teacher Efficacy in an Urban School Setting.

Degree: EdD, 2016, University of Oklahoma

 The purpose of this study is to show how together trust along with transformational leadership moderates the effect of economic disadvantage on instructional capacity, defined… (more)

Subjects/Keywords: trust; transformational leadership; collective teacher efficacy; urban schools

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

APA (6th Edition):

Stump, M. K. (2016). Trust, Transformational Leadership, and Collective Teacher Efficacy in an Urban School Setting. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/47033

Chicago Manual of Style (16th Edition):

Stump, Melinda K. “Trust, Transformational Leadership, and Collective Teacher Efficacy in an Urban School Setting.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed October 20, 2019. http://hdl.handle.net/11244/47033.

MLA Handbook (7th Edition):

Stump, Melinda K. “Trust, Transformational Leadership, and Collective Teacher Efficacy in an Urban School Setting.” 2016. Web. 20 Oct 2019.

Vancouver:

Stump MK. Trust, Transformational Leadership, and Collective Teacher Efficacy in an Urban School Setting. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/11244/47033.

Council of Science Editors:

Stump MK. Trust, Transformational Leadership, and Collective Teacher Efficacy in an Urban School Setting. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/47033


University of Louisville

16. Blackman, Terrie Elizabeth. An examination of individual teacher engagement and school climate characteristics that influence highly effective veteran teachers to remain teaching in low-performing schools.

Degree: EdD, 2018, University of Louisville

  It has been established that attrition of both novice and veteran teachers, but particularly novice teachers, is an ongoing challenge in the United States.… (more)

Subjects/Keywords: teacher retention; teacher engagement; low-performing schools; veteran teachers; highly effective teachers; Educational Leadership

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

APA (6th Edition):

Blackman, T. E. (2018). An examination of individual teacher engagement and school climate characteristics that influence highly effective veteran teachers to remain teaching in low-performing schools. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2929 ; https://ir.library.louisville.edu/etd/2929

Chicago Manual of Style (16th Edition):

Blackman, Terrie Elizabeth. “An examination of individual teacher engagement and school climate characteristics that influence highly effective veteran teachers to remain teaching in low-performing schools.” 2018. Doctoral Dissertation, University of Louisville. Accessed October 20, 2019. 10.18297/etd/2929 ; https://ir.library.louisville.edu/etd/2929.

MLA Handbook (7th Edition):

Blackman, Terrie Elizabeth. “An examination of individual teacher engagement and school climate characteristics that influence highly effective veteran teachers to remain teaching in low-performing schools.” 2018. Web. 20 Oct 2019.

Vancouver:

Blackman TE. An examination of individual teacher engagement and school climate characteristics that influence highly effective veteran teachers to remain teaching in low-performing schools. [Internet] [Doctoral dissertation]. University of Louisville; 2018. [cited 2019 Oct 20]. Available from: 10.18297/etd/2929 ; https://ir.library.louisville.edu/etd/2929.

Council of Science Editors:

Blackman TE. An examination of individual teacher engagement and school climate characteristics that influence highly effective veteran teachers to remain teaching in low-performing schools. [Doctoral Dissertation]. University of Louisville; 2018. Available from: 10.18297/etd/2929 ; https://ir.library.louisville.edu/etd/2929


Virginia Tech

17. Barnett, Felicia Foster. Principal Leadership Practices Influence on Teacher Retention in Urban, Hard-to-Staff Schools.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

Teacher retention is a growing issue that plagues schools across America (Grissom, 2011). Consequently, urban high poverty, high minority schools face even greater challenges as… (more)

Subjects/Keywords: teacher retention; teacher job satisfaction; teacher attrition; urban schools; principal leadership; hard to staff schools; and leadership characteristics

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

APA (6th Edition):

Barnett, F. F. (2017). Principal Leadership Practices Influence on Teacher Retention in Urban, Hard-to-Staff Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85529

Chicago Manual of Style (16th Edition):

Barnett, Felicia Foster. “Principal Leadership Practices Influence on Teacher Retention in Urban, Hard-to-Staff Schools.” 2017. Doctoral Dissertation, Virginia Tech. Accessed October 20, 2019. http://hdl.handle.net/10919/85529.

MLA Handbook (7th Edition):

Barnett, Felicia Foster. “Principal Leadership Practices Influence on Teacher Retention in Urban, Hard-to-Staff Schools.” 2017. Web. 20 Oct 2019.

Vancouver:

Barnett FF. Principal Leadership Practices Influence on Teacher Retention in Urban, Hard-to-Staff Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10919/85529.

Council of Science Editors:

Barnett FF. Principal Leadership Practices Influence on Teacher Retention in Urban, Hard-to-Staff Schools. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85529


University of Texas – Austin

18. -1020-3410. Examining the goal systems of student teachers.

Degree: PhD, Curriculum and Instruction, 2015, University of Texas – Austin

 Understanding why novice science teachers use certain practices and not others upon entering the classroom remains an important question for those conducting research on science… (more)

Subjects/Keywords: Science teachers; Teacher cognition; Teachers' goals

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

APA (6th Edition):

-1020-3410. (2015). Examining the goal systems of student teachers. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31385

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

Chicago Manual of Style (16th Edition):

-1020-3410. “Examining the goal systems of student teachers.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed October 20, 2019. http://hdl.handle.net/2152/31385.

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

MLA Handbook (7th Edition):

-1020-3410. “Examining the goal systems of student teachers.” 2015. Web. 20 Oct 2019.

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

Vancouver:

-1020-3410. Examining the goal systems of student teachers. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2152/31385.

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

Council of Science Editors:

-1020-3410. Examining the goal systems of student teachers. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31385

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


Seton Hall University

19. McKoy, Marnie G. Developing an Internal Leadership Pipeline in Urban Districts: A Pathway to Capacity Building.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2018, Seton Hall University

  The purpose of this qualitative study is to understand how an urban school district designs and implements leadership development programs for internal candidates. The… (more)

Subjects/Keywords: Leadership; urban; capacity building; professional development; mentoring; 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):

McKoy, M. G. (2018). Developing an Internal Leadership Pipeline in Urban Districts: A Pathway to Capacity Building. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2536

Chicago Manual of Style (16th Edition):

McKoy, Marnie G. “Developing an Internal Leadership Pipeline in Urban Districts: A Pathway to Capacity Building.” 2018. Doctoral Dissertation, Seton Hall University. Accessed October 20, 2019. http://scholarship.shu.edu/dissertations/2536.

MLA Handbook (7th Edition):

McKoy, Marnie G. “Developing an Internal Leadership Pipeline in Urban Districts: A Pathway to Capacity Building.” 2018. Web. 20 Oct 2019.

Vancouver:

McKoy MG. Developing an Internal Leadership Pipeline in Urban Districts: A Pathway to Capacity Building. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Oct 20]. Available from: http://scholarship.shu.edu/dissertations/2536.

Council of Science Editors:

McKoy MG. Developing an Internal Leadership Pipeline in Urban Districts: A Pathway to Capacity Building. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2536


University of Kansas

20. Jones, Jarius O'Neil. Persistence and Commitment to Teaching: The Stories of Three Suburban and Three Urban Teachers.

Degree: EdD, Educational Leadership and Policy Studies, 2018, University of Kansas

 Abstract This dissertation examines the topic of teacher retention in K-12 urban and suburban schools and sheds light on why highly qualified educators continue to… (more)

Subjects/Keywords: Educational leadership; Educational administration; suburban schools; suburban teachers; teacher attrition; teacher retention; urban schools; urban teachers

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

APA (6th Edition):

Jones, J. O. (2018). Persistence and Commitment to Teaching: The Stories of Three Suburban and Three Urban Teachers. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/28031

Chicago Manual of Style (16th Edition):

Jones, Jarius O'Neil. “Persistence and Commitment to Teaching: The Stories of Three Suburban and Three Urban Teachers.” 2018. Doctoral Dissertation, University of Kansas. Accessed October 20, 2019. http://hdl.handle.net/1808/28031.

MLA Handbook (7th Edition):

Jones, Jarius O'Neil. “Persistence and Commitment to Teaching: The Stories of Three Suburban and Three Urban Teachers.” 2018. Web. 20 Oct 2019.

Vancouver:

Jones JO. Persistence and Commitment to Teaching: The Stories of Three Suburban and Three Urban Teachers. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1808/28031.

Council of Science Editors:

Jones JO. Persistence and Commitment to Teaching: The Stories of Three Suburban and Three Urban Teachers. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/28031

21. Bush, Nicole Lea. The evolution of a professional learning community in a professional development school.

Degree: EdD, College of Education, 2015, Ashland University

 This study explores whether teacher leaders within a professional development school will take on leadership responsibilities while they are in the midst of learning new… (more)

Subjects/Keywords: Teaching; Teacher Education; Education; teacher leaders; reflective practice; reflection; mentor teachers; professional learning communities; professional development schools; cooperating teacher; university supervisor teacher

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

APA (6th Edition):

Bush, N. L. (2015). The evolution of a professional learning community in a professional development school. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042

Chicago Manual of Style (16th Edition):

Bush, Nicole Lea. “The evolution of a professional learning community in a professional development school.” 2015. Doctoral Dissertation, Ashland University. Accessed October 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042.

MLA Handbook (7th Edition):

Bush, Nicole Lea. “The evolution of a professional learning community in a professional development school.” 2015. Web. 20 Oct 2019.

Vancouver:

Bush NL. The evolution of a professional learning community in a professional development school. [Internet] [Doctoral dissertation]. Ashland University; 2015. [cited 2019 Oct 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042.

Council of Science Editors:

Bush NL. The evolution of a professional learning community in a professional development school. [Doctoral Dissertation]. Ashland University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042


University of Texas – Austin

22. -4251-4117. Novice teachers’ perspectives of what leadership can do to retain teachers.

Degree: EdD, Educational Leadership and Policy, 2018, University of Texas – Austin

 Addressing teacher turnover is costly regarding recruitment, training, and student learning loss to schools and taxpayers. Given such high costs and importance in the growth… (more)

Subjects/Keywords: Teacher perspectives; School leaders; Teacher retention; Novice teachers; Teacher turnover; Teacher attrition; Novice teacher perspectives; Teachers’ perceptions; Novice teacher job satisfaction

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APA (6th Edition):

-4251-4117. (2018). Novice teachers’ perspectives of what leadership can do to retain teachers. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65652

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

Chicago Manual of Style (16th Edition):

-4251-4117. “Novice teachers’ perspectives of what leadership can do to retain teachers.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed October 20, 2019. http://hdl.handle.net/2152/65652.

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

MLA Handbook (7th Edition):

-4251-4117. “Novice teachers’ perspectives of what leadership can do to retain teachers.” 2018. Web. 20 Oct 2019.

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

Vancouver:

-4251-4117. Novice teachers’ perspectives of what leadership can do to retain teachers. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2152/65652.

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

Council of Science Editors:

-4251-4117. Novice teachers’ perspectives of what leadership can do to retain teachers. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65652

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

23. Longwell-McKean, Paula Cheree. Restructuring Leadership for 21st Century Schools: How Transformational Leadership and Trust Cultivate Teacher Leadership .

Degree: 2012, California State University – San Marcos

 A growing body of literature on effective leadership styles has emerged as 21st century leaders face higher student expectations, more demands on teachers and lack… (more)

Subjects/Keywords: transformational leadership; trust theory; teacher leadership

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APA (6th Edition):

Longwell-McKean, P. C. (2012). Restructuring Leadership for 21st Century Schools: How Transformational Leadership and Trust Cultivate Teacher Leadership . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/249

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

Chicago Manual of Style (16th Edition):

Longwell-McKean, Paula Cheree. “Restructuring Leadership for 21st Century Schools: How Transformational Leadership and Trust Cultivate Teacher Leadership .” 2012. Thesis, California State University – San Marcos. Accessed October 20, 2019. http://hdl.handle.net/10211.8/249.

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

MLA Handbook (7th Edition):

Longwell-McKean, Paula Cheree. “Restructuring Leadership for 21st Century Schools: How Transformational Leadership and Trust Cultivate Teacher Leadership .” 2012. Web. 20 Oct 2019.

Vancouver:

Longwell-McKean PC. Restructuring Leadership for 21st Century Schools: How Transformational Leadership and Trust Cultivate Teacher Leadership . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10211.8/249.

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

Council of Science Editors:

Longwell-McKean PC. Restructuring Leadership for 21st Century Schools: How Transformational Leadership and Trust Cultivate Teacher Leadership . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/249

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


University of Southern California

24. Hamdan, Kamal. Urban mathematics teacher retention.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 Mathematics teachers are both more difficult to attract and more difficult to retain than social sciences teachers. This fact is not unique to the United… (more)

Subjects/Keywords: teacher retention; mathematics teachers; hard-to-staff schools; high-need urban schools; retention factors

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

APA (6th Edition):

Hamdan, K. (2010). Urban mathematics teacher retention. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/387725/rec/7708

Chicago Manual of Style (16th Edition):

Hamdan, Kamal. “Urban mathematics teacher retention.” 2010. Doctoral Dissertation, University of Southern California. Accessed October 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/387725/rec/7708.

MLA Handbook (7th Edition):

Hamdan, Kamal. “Urban mathematics teacher retention.” 2010. Web. 20 Oct 2019.

Vancouver:

Hamdan K. Urban mathematics teacher retention. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Oct 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/387725/rec/7708.

Council of Science Editors:

Hamdan K. Urban mathematics teacher retention. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/387725/rec/7708

25. Crafton, Corinna. Leaders All: Teacher-Led Participatory Action Research At The Middle School Level.

Degree: Doctor of Education (EdD), Educational Leadership, 2015, University of New England

  Classroom teachers who wish to have voice in decisions that influence their daily practice often confront barriers, causing some to leave the classroom altogether… (more)

Subjects/Keywords: barriers to leadership; teacher marginalization; distributed leadership model; teachers as change agents; Educational Leadership; Teacher Education and Professional Development

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APA (6th Edition):

Crafton, C. (2015). Leaders All: Teacher-Led Participatory Action Research At The Middle School Level. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/22

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):

Crafton, Corinna. “Leaders All: Teacher-Led Participatory Action Research At The Middle School Level.” 2015. Thesis, University of New England. Accessed October 20, 2019. https://dune.une.edu/theses/22.

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

MLA Handbook (7th Edition):

Crafton, Corinna. “Leaders All: Teacher-Led Participatory Action Research At The Middle School Level.” 2015. Web. 20 Oct 2019.

Vancouver:

Crafton C. Leaders All: Teacher-Led Participatory Action Research At The Middle School Level. [Internet] [Thesis]. University of New England; 2015. [cited 2019 Oct 20]. Available from: https://dune.une.edu/theses/22.

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

Council of Science Editors:

Crafton C. Leaders All: Teacher-Led Participatory Action Research At The Middle School Level. [Thesis]. University of New England; 2015. Available from: https://dune.une.edu/theses/22

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


Washington State University

26. [No author]. Engaging Staff in the Development of Distributed Leadership .

Degree: 2011, Washington State University

 During the 2010-11 school-year at Scootney Springs Elementary, an action research project with 8 teachers was initiated to create a culture of distributed leadership in… (more)

Subjects/Keywords: Educational leadership; Culture of Leadership; Distributed Leadership; Shared Leadership; Teacher Leadership

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APA (6th Edition):

author], [. (2011). Engaging Staff in the Development of Distributed Leadership . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/3503

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):

author], [No. “Engaging Staff in the Development of Distributed Leadership .” 2011. Thesis, Washington State University. Accessed October 20, 2019. http://hdl.handle.net/2376/3503.

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

MLA Handbook (7th Edition):

author], [No. “Engaging Staff in the Development of Distributed Leadership .” 2011. Web. 20 Oct 2019.

Vancouver:

author] [. Engaging Staff in the Development of Distributed Leadership . [Internet] [Thesis]. Washington State University; 2011. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2376/3503.

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

Council of Science Editors:

author] [. Engaging Staff in the Development of Distributed Leadership . [Thesis]. Washington State University; 2011. Available from: http://hdl.handle.net/2376/3503

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


University of Arkansas

27. Koonce, Michael John. Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2017, University of Arkansas

  The purpose of this study was to identify factors that served as barriers to principal engagement in the professional development process and identify what… (more)

Subjects/Keywords: Capacity Building; Principal Engagement; Professional Development; Professional Learning; Educational Leadership; Teacher Education and Professional Development

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

APA (6th Edition):

Koonce, M. J. (2017). Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2625

Chicago Manual of Style (16th Edition):

Koonce, Michael John. “Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports.” 2017. Doctoral Dissertation, University of Arkansas. Accessed October 20, 2019. https://scholarworks.uark.edu/etd/2625.

MLA Handbook (7th Edition):

Koonce, Michael John. “Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports.” 2017. Web. 20 Oct 2019.

Vancouver:

Koonce MJ. Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Oct 20]. Available from: https://scholarworks.uark.edu/etd/2625.

Council of Science Editors:

Koonce MJ. Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/2625


University of Toronto

28. Ferreyro Mazieres, Sofia Lorena. Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals.

Degree: 2016, University of Toronto

This study examined how elementary teachers identified and set specific goals to improve their mathematics teaching using the framework of the Ten Dimensions of Mathematics… (more)

Subjects/Keywords: Elementary Teachers; Professional Development; Professional Learning Goals; Teacher Beliefs; Teacher Goals; Teaching Mathematics; 0515

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APA (6th Edition):

Ferreyro Mazieres, S. L. (2016). Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/72685

Chicago Manual of Style (16th Edition):

Ferreyro Mazieres, Sofia Lorena. “Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals.” 2016. Masters Thesis, University of Toronto. Accessed October 20, 2019. http://hdl.handle.net/1807/72685.

MLA Handbook (7th Edition):

Ferreyro Mazieres, Sofia Lorena. “Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals.” 2016. Web. 20 Oct 2019.

Vancouver:

Ferreyro Mazieres SL. Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1807/72685.

Council of Science Editors:

Ferreyro Mazieres SL. Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/72685


University of Exeter

29. Shah, Sayyed Rashid Ali. Teacher leadership : a case study of teacher leaders' professional development in an EFL institute of a Saudi Arabian university.

Degree: Thesis (EdD), 2016, University of Exeter

 The key aims of this case study are to understand the notion of teacher leadership and identify factors that impact the professional development of teacher(more)

Subjects/Keywords: 371.1; Teacher leadership; Professional development of EFL teacher leaders

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APA (6th Edition):

Shah, S. R. A. (2016). Teacher leadership : a case study of teacher leaders' professional development in an EFL institute of a Saudi Arabian university. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/24400

Chicago Manual of Style (16th Edition):

Shah, Sayyed Rashid Ali. “Teacher leadership : a case study of teacher leaders' professional development in an EFL institute of a Saudi Arabian university.” 2016. Doctoral Dissertation, University of Exeter. Accessed October 20, 2019. http://hdl.handle.net/10871/24400.

MLA Handbook (7th Edition):

Shah, Sayyed Rashid Ali. “Teacher leadership : a case study of teacher leaders' professional development in an EFL institute of a Saudi Arabian university.” 2016. Web. 20 Oct 2019.

Vancouver:

Shah SRA. Teacher leadership : a case study of teacher leaders' professional development in an EFL institute of a Saudi Arabian university. [Internet] [Doctoral dissertation]. University of Exeter; 2016. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10871/24400.

Council of Science Editors:

Shah SRA. Teacher leadership : a case study of teacher leaders' professional development in an EFL institute of a Saudi Arabian university. [Doctoral Dissertation]. University of Exeter; 2016. Available from: http://hdl.handle.net/10871/24400


Washington State University

30. [No author]. Teachers Leading in Formal Roles: Positions, Responsibilities and Training .

Degree: 2012, Washington State University

 Scholars of educational leadership have long argued that in order for building and district leaders to meet the challenge of improving schools, the leadership capacity(more)

Subjects/Keywords: Educational leadership; collaborative leadership; democratic leadership; distributed leadership; shared leadership; teacher leadership; transformational leadership

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APA (6th Edition):

author], [. (2012). Teachers Leading in Formal Roles: Positions, Responsibilities and Training . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/4260

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):

author], [No. “Teachers Leading in Formal Roles: Positions, Responsibilities and Training .” 2012. Thesis, Washington State University. Accessed October 20, 2019. http://hdl.handle.net/2376/4260.

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

MLA Handbook (7th Edition):

author], [No. “Teachers Leading in Formal Roles: Positions, Responsibilities and Training .” 2012. Web. 20 Oct 2019.

Vancouver:

author] [. Teachers Leading in Formal Roles: Positions, Responsibilities and Training . [Internet] [Thesis]. Washington State University; 2012. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2376/4260.

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

Council of Science Editors:

author] [. Teachers Leading in Formal Roles: Positions, Responsibilities and Training . [Thesis]. Washington State University; 2012. Available from: http://hdl.handle.net/2376/4260

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

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