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You searched for subject:(Teacher Perceptions). Showing records 1 – 30 of 433 total matches.

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Virginia Tech

1. Nabors, Autumn Nicole. Perceptions of How Teacher Evaluations and Feedback Impact Teacher  Professional Growth in a Large Suburban School District in Virginia.

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

Teacher evaluation systems were developed and implemented to increase accountability but also to increase teacher effectiveness. A review of the research and findings of previous… (more)

Subjects/Keywords: Teacher Evaluation; Feedback; Teacher Perceptions; Teacher Effectiveness

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

APA (6th Edition):

Nabors, A. N. (2015). Perceptions of How Teacher Evaluations and Feedback Impact Teacher  Professional Growth in a Large Suburban School District in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73330

Chicago Manual of Style (16th Edition):

Nabors, Autumn Nicole. “Perceptions of How Teacher Evaluations and Feedback Impact Teacher  Professional Growth in a Large Suburban School District in Virginia.” 2015. Doctoral Dissertation, Virginia Tech. Accessed June 06, 2020. http://hdl.handle.net/10919/73330.

MLA Handbook (7th Edition):

Nabors, Autumn Nicole. “Perceptions of How Teacher Evaluations and Feedback Impact Teacher  Professional Growth in a Large Suburban School District in Virginia.” 2015. Web. 06 Jun 2020.

Vancouver:

Nabors AN. Perceptions of How Teacher Evaluations and Feedback Impact Teacher  Professional Growth in a Large Suburban School District in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/10919/73330.

Council of Science Editors:

Nabors AN. Perceptions of How Teacher Evaluations and Feedback Impact Teacher  Professional Growth in a Large Suburban School District in Virginia. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/73330


University of Oklahoma

2. Mickel, Natasha. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.

Degree: PhD, 2015, University of Oklahoma

 This study examined teachers’ autonomy, teachers’ motivation, teachers’ self-efficacy, and teachers’ perceptions of state mandated testing, in the context of NCLB. The research design included… (more)

Subjects/Keywords: Teacher Motivation; Teacher Self Efficacy; Teacher Perceptions

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APA (6th Edition):

Mickel, N. (2015). EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14635

Chicago Manual of Style (16th Edition):

Mickel, Natasha. “EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed June 06, 2020. http://hdl.handle.net/11244/14635.

MLA Handbook (7th Edition):

Mickel, Natasha. “EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.” 2015. Web. 06 Jun 2020.

Vancouver:

Mickel N. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/11244/14635.

Council of Science Editors:

Mickel N. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14635

3. Lopez, Danielle. How do Newly Credentialed Teachers Conceptualize English Learners? .

Degree: 2013, California State University – San Marcos

 Our population and education system is continuing to grow and change. Over a quarter of the students enrolled in California???s public schools are English learners.… (more)

Subjects/Keywords: English Learners; Teacher Perceptions; ELs

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APA (6th Edition):

Lopez, D. (2013). How do Newly Credentialed Teachers Conceptualize English Learners? . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/390

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):

Lopez, Danielle. “How do Newly Credentialed Teachers Conceptualize English Learners? .” 2013. Thesis, California State University – San Marcos. Accessed June 06, 2020. http://hdl.handle.net/10211.8/390.

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

MLA Handbook (7th Edition):

Lopez, Danielle. “How do Newly Credentialed Teachers Conceptualize English Learners? .” 2013. Web. 06 Jun 2020.

Vancouver:

Lopez D. How do Newly Credentialed Teachers Conceptualize English Learners? . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/10211.8/390.

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

Council of Science Editors:

Lopez D. How do Newly Credentialed Teachers Conceptualize English Learners? . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/390

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


University of Louisville

4. Stauble, Karla R. Teacher attitudes toward inclusion and the impact of teacher and school variables.

Degree: PhD, Department of Teaching and Learning, 2009, University of Louisville

 This dissertation is an examination of general education teacher's attitudes toward the inclusion of students with special needs in their classroom and the variables that… (more)

Subjects/Keywords: Teacher attitudes; Inclusion; General education; Teacher perceptions

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APA (6th Edition):

Stauble, K. R. (2009). Teacher attitudes toward inclusion and the impact of teacher and school variables. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1375 ; https://ir.library.louisville.edu/etd/1375

Chicago Manual of Style (16th Edition):

Stauble, Karla R. “Teacher attitudes toward inclusion and the impact of teacher and school variables.” 2009. Doctoral Dissertation, University of Louisville. Accessed June 06, 2020. 10.18297/etd/1375 ; https://ir.library.louisville.edu/etd/1375.

MLA Handbook (7th Edition):

Stauble, Karla R. “Teacher attitudes toward inclusion and the impact of teacher and school variables.” 2009. Web. 06 Jun 2020.

Vancouver:

Stauble KR. Teacher attitudes toward inclusion and the impact of teacher and school variables. [Internet] [Doctoral dissertation]. University of Louisville; 2009. [cited 2020 Jun 06]. Available from: 10.18297/etd/1375 ; https://ir.library.louisville.edu/etd/1375.

Council of Science Editors:

Stauble KR. Teacher attitudes toward inclusion and the impact of teacher and school variables. [Doctoral Dissertation]. University of Louisville; 2009. Available from: 10.18297/etd/1375 ; https://ir.library.louisville.edu/etd/1375


Virginia Tech

5. Covington, Robert Matthew. Integrating Technology in the Classroom: Teacher Perspectives.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech

 The purpose of this study was, given the elimination of a Type I barrier, to investigate how teachers utilized the International Society for Technology in… (more)

Subjects/Keywords: technology; teacher beliefs; teacher perceptions; classroom integration

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

APA (6th Edition):

Covington, R. M. (2012). Integrating Technology in the Classroom: Teacher Perspectives. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77316

Chicago Manual of Style (16th Edition):

Covington, Robert Matthew. “Integrating Technology in the Classroom: Teacher Perspectives.” 2012. Doctoral Dissertation, Virginia Tech. Accessed June 06, 2020. http://hdl.handle.net/10919/77316.

MLA Handbook (7th Edition):

Covington, Robert Matthew. “Integrating Technology in the Classroom: Teacher Perspectives.” 2012. Web. 06 Jun 2020.

Vancouver:

Covington RM. Integrating Technology in the Classroom: Teacher Perspectives. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/10919/77316.

Council of Science Editors:

Covington RM. Integrating Technology in the Classroom: Teacher Perspectives. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77316


University of Houston

6. Gomez, Christina. AN EXAMINATION OF TEACHERS' PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS.

Degree: EdD, Professional Leadership, 2014, University of Houston

 This study focused on teacher effectiveness. This research investigation attempted to determine if a teacher’s perceived ability to teach the Texas Essential Knowledge and Skills… (more)

Subjects/Keywords: Student achievement; Teacher effectiveness; Teacher perceptions

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

APA (6th Edition):

Gomez, C. (2014). AN EXAMINATION OF TEACHERS' PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1677

Chicago Manual of Style (16th Edition):

Gomez, Christina. “AN EXAMINATION OF TEACHERS' PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS.” 2014. Doctoral Dissertation, University of Houston. Accessed June 06, 2020. http://hdl.handle.net/10657/1677.

MLA Handbook (7th Edition):

Gomez, Christina. “AN EXAMINATION OF TEACHERS' PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS.” 2014. Web. 06 Jun 2020.

Vancouver:

Gomez C. AN EXAMINATION OF TEACHERS' PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/10657/1677.

Council of Science Editors:

Gomez C. AN EXAMINATION OF TEACHERS' PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1677


Boise State University

7. Askin, Carol Annabel. Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study.

Degree: 2017, Boise State University

 Although the modern world is one of technology, technology is still minimally integrated and frequently used at lower levels in many schools. Despite the recent… (more)

Subjects/Keywords: Classroom Technology Integration; Teacher Perceptions; Teacher Beliefs; Teacher Attitudes; Educational Methods

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APA (6th Edition):

Askin, C. A. (2017). Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1240

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):

Askin, Carol Annabel. “Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study.” 2017. Thesis, Boise State University. Accessed June 06, 2020. https://scholarworks.boisestate.edu/td/1240.

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

MLA Handbook (7th Edition):

Askin, Carol Annabel. “Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study.” 2017. Web. 06 Jun 2020.

Vancouver:

Askin CA. Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study. [Internet] [Thesis]. Boise State University; 2017. [cited 2020 Jun 06]. Available from: https://scholarworks.boisestate.edu/td/1240.

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

Council of Science Editors:

Askin CA. Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study. [Thesis]. Boise State University; 2017. Available from: https://scholarworks.boisestate.edu/td/1240

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


University of Tasmania

8. Yorke, AJ. Teachers : hands up for CCTV in schools.

Degree: 2010, University of Tasmania

 Closed Circuit Television (CCTV) in public places has become a widely accepted method of surveillance for the purpose of public safety and crime management (Moran,… (more)

Subjects/Keywords: Education; surveillance; technology; CCTV; teacher perceptions

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APA (6th Edition):

Yorke, A. (2010). Teachers : hands up for CCTV in schools. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/23421/1/Yorke_whole_Hons_thesis.pdf

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

Chicago Manual of Style (16th Edition):

Yorke, AJ. “Teachers : hands up for CCTV in schools.” 2010. Thesis, University of Tasmania. Accessed June 06, 2020. https://eprints.utas.edu.au/23421/1/Yorke_whole_Hons_thesis.pdf.

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

MLA Handbook (7th Edition):

Yorke, AJ. “Teachers : hands up for CCTV in schools.” 2010. Web. 06 Jun 2020.

Vancouver:

Yorke A. Teachers : hands up for CCTV in schools. [Internet] [Thesis]. University of Tasmania; 2010. [cited 2020 Jun 06]. Available from: https://eprints.utas.edu.au/23421/1/Yorke_whole_Hons_thesis.pdf.

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

Council of Science Editors:

Yorke A. Teachers : hands up for CCTV in schools. [Thesis]. University of Tasmania; 2010. Available from: https://eprints.utas.edu.au/23421/1/Yorke_whole_Hons_thesis.pdf

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


Leiden University

9. Noort, Roxanne van. Matching teacher feedback and student perceptions in a collaborative learning environment.

Degree: 2012, Leiden University

Teacher feedback is an important aspect of social learning. However, the match between teacher feedback and students’ perceptions of this teacher feedback is scarcely studied.… (more)

Subjects/Keywords: teacher feedback; student perceptions; collaborative learning

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APA (6th Edition):

Noort, R. v. (2012). Matching teacher feedback and student perceptions in a collaborative learning environment. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/18630

Chicago Manual of Style (16th Edition):

Noort, Roxanne van. “Matching teacher feedback and student perceptions in a collaborative learning environment.” 2012. Masters Thesis, Leiden University. Accessed June 06, 2020. http://hdl.handle.net/1887/18630.

MLA Handbook (7th Edition):

Noort, Roxanne van. “Matching teacher feedback and student perceptions in a collaborative learning environment.” 2012. Web. 06 Jun 2020.

Vancouver:

Noort Rv. Matching teacher feedback and student perceptions in a collaborative learning environment. [Internet] [Masters thesis]. Leiden University; 2012. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/1887/18630.

Council of Science Editors:

Noort Rv. Matching teacher feedback and student perceptions in a collaborative learning environment. [Masters Thesis]. Leiden University; 2012. Available from: http://hdl.handle.net/1887/18630


Louisiana State University

10. Downs, Jon Oliver. Exploring the Interdependence of Trust and Communication in the Teacher-Principal Relationship.

Degree: PhD, Educational Leadership, 2018, Louisiana State University

  This research explored teacher and principal perceptions of trust and communication in the teacher-principal relationship. Through in-depth interviews, research participants provided perceived characteristics needed… (more)

Subjects/Keywords: Principal; Teacher; perceptions; relationship; trust; communication

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

APA (6th Edition):

Downs, J. O. (2018). Exploring the Interdependence of Trust and Communication in the Teacher-Principal Relationship. (Doctoral Dissertation). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_dissertations/4716

Chicago Manual of Style (16th Edition):

Downs, Jon Oliver. “Exploring the Interdependence of Trust and Communication in the Teacher-Principal Relationship.” 2018. Doctoral Dissertation, Louisiana State University. Accessed June 06, 2020. https://digitalcommons.lsu.edu/gradschool_dissertations/4716.

MLA Handbook (7th Edition):

Downs, Jon Oliver. “Exploring the Interdependence of Trust and Communication in the Teacher-Principal Relationship.” 2018. Web. 06 Jun 2020.

Vancouver:

Downs JO. Exploring the Interdependence of Trust and Communication in the Teacher-Principal Relationship. [Internet] [Doctoral dissertation]. Louisiana State University; 2018. [cited 2020 Jun 06]. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4716.

Council of Science Editors:

Downs JO. Exploring the Interdependence of Trust and Communication in the Teacher-Principal Relationship. [Doctoral Dissertation]. Louisiana State University; 2018. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4716


University of North Texas

11. Owens Luper, Willene DeeAndra. High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders.

Degree: 2011, University of North Texas

 This study examined Texas high school teachers’ perceptions of their principals as culturally proficient leaders, focusing specifically on how teacher-, school-, and principal-related factors impacted… (more)

Subjects/Keywords: Cultural proficiency; teacher perceptions; principals; administrators

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APA (6th Edition):

Owens Luper, W. D. (2011). High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103367/

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):

Owens Luper, Willene DeeAndra. “High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders.” 2011. Thesis, University of North Texas. Accessed June 06, 2020. https://digital.library.unt.edu/ark:/67531/metadc103367/.

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

MLA Handbook (7th Edition):

Owens Luper, Willene DeeAndra. “High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders.” 2011. Web. 06 Jun 2020.

Vancouver:

Owens Luper WD. High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders. [Internet] [Thesis]. University of North Texas; 2011. [cited 2020 Jun 06]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103367/.

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

Council of Science Editors:

Owens Luper WD. High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103367/

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


Georgia State University

12. Stone, Lisa. Opened Eyes, Opened Minds: The Story of a Collaborative Inquiry into Electronic Book Use in the Primary Reading Classroom.

Degree: Doctor of Education (EdD), Early Childhood Education, 2017, Georgia State University

  In order to prepare students to be globally competitive, teachers must equip them with the knowledge and skills to be successful in the 21st(more)

Subjects/Keywords: Electronic books; Teacher perceptions; Collaborative inquiry

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

APA (6th Edition):

Stone, L. (2017). Opened Eyes, Opened Minds: The Story of a Collaborative Inquiry into Electronic Book Use in the Primary Reading Classroom. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/36

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):

Stone, Lisa. “Opened Eyes, Opened Minds: The Story of a Collaborative Inquiry into Electronic Book Use in the Primary Reading Classroom.” 2017. Thesis, Georgia State University. Accessed June 06, 2020. https://scholarworks.gsu.edu/ece_diss/36.

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

MLA Handbook (7th Edition):

Stone, Lisa. “Opened Eyes, Opened Minds: The Story of a Collaborative Inquiry into Electronic Book Use in the Primary Reading Classroom.” 2017. Web. 06 Jun 2020.

Vancouver:

Stone L. Opened Eyes, Opened Minds: The Story of a Collaborative Inquiry into Electronic Book Use in the Primary Reading Classroom. [Internet] [Thesis]. Georgia State University; 2017. [cited 2020 Jun 06]. Available from: https://scholarworks.gsu.edu/ece_diss/36.

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

Council of Science Editors:

Stone L. Opened Eyes, Opened Minds: The Story of a Collaborative Inquiry into Electronic Book Use in the Primary Reading Classroom. [Thesis]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/ece_diss/36

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

13. Behan, Greta. Teacher Perceptions on Effective Teaching Strategies for EFL Students.

Degree: MA, English, 2019, St. Cloud State University

  Understanding the effect that educational preparation has on American international teachers’ perception of their effectiveness on delivering curriculum to EFL students abroad has not… (more)

Subjects/Keywords: SIOP; teacher effectiveness; efficacy; international; perceptions

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APA (6th Edition):

Behan, G. (2019). Teacher Perceptions on Effective Teaching Strategies for EFL Students. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/18

Chicago Manual of Style (16th Edition):

Behan, Greta. “Teacher Perceptions on Effective Teaching Strategies for EFL Students.” 2019. Masters Thesis, St. Cloud State University. Accessed June 06, 2020. https://repository.stcloudstate.edu/tesl_etds/18.

MLA Handbook (7th Edition):

Behan, Greta. “Teacher Perceptions on Effective Teaching Strategies for EFL Students.” 2019. Web. 06 Jun 2020.

Vancouver:

Behan G. Teacher Perceptions on Effective Teaching Strategies for EFL Students. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2020 Jun 06]. Available from: https://repository.stcloudstate.edu/tesl_etds/18.

Council of Science Editors:

Behan G. Teacher Perceptions on Effective Teaching Strategies for EFL Students. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/18


University of Southern California

14. Evans, Elizabeth Danielle. Teacher perceptions of instructional practices for long-term English learners.

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

 This dissertation is a case study, which allowed the researcher to explore a program in-depth in order to understand teacher perceptions of instructional practices for… (more)

Subjects/Keywords: English learners; teacher perceptions; instructional practices

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

APA (6th Edition):

Evans, E. D. (2013). Teacher perceptions of instructional practices for long-term English learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6353

Chicago Manual of Style (16th Edition):

Evans, Elizabeth Danielle. “Teacher perceptions of instructional practices for long-term English learners.” 2013. Doctoral Dissertation, University of Southern California. Accessed June 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6353.

MLA Handbook (7th Edition):

Evans, Elizabeth Danielle. “Teacher perceptions of instructional practices for long-term English learners.” 2013. Web. 06 Jun 2020.

Vancouver:

Evans ED. Teacher perceptions of instructional practices for long-term English learners. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jun 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6353.

Council of Science Editors:

Evans ED. Teacher perceptions of instructional practices for long-term English learners. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6353


Duquesne University

15. McGuirk, Lindsay Ann. Parent and Teacher Perceptions of Employment Readiness of Students with Intellectual Disabilities.

Degree: PhD, School Psychology, 2016, Duquesne University

  While growing, the current research field of transition planning and outcomes for students with intellectual disabilities is still lacking, particularly regarding employment. One possible… (more)

Subjects/Keywords: intellectual disability; parent and teacher perceptions; transition

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APA (6th Edition):

McGuirk, L. A. (2016). Parent and Teacher Perceptions of Employment Readiness of Students with Intellectual Disabilities. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/53

Chicago Manual of Style (16th Edition):

McGuirk, Lindsay Ann. “Parent and Teacher Perceptions of Employment Readiness of Students with Intellectual Disabilities.” 2016. Doctoral Dissertation, Duquesne University. Accessed June 06, 2020. https://dsc.duq.edu/etd/53.

MLA Handbook (7th Edition):

McGuirk, Lindsay Ann. “Parent and Teacher Perceptions of Employment Readiness of Students with Intellectual Disabilities.” 2016. Web. 06 Jun 2020.

Vancouver:

McGuirk LA. Parent and Teacher Perceptions of Employment Readiness of Students with Intellectual Disabilities. [Internet] [Doctoral dissertation]. Duquesne University; 2016. [cited 2020 Jun 06]. Available from: https://dsc.duq.edu/etd/53.

Council of Science Editors:

McGuirk LA. Parent and Teacher Perceptions of Employment Readiness of Students with Intellectual Disabilities. [Doctoral Dissertation]. Duquesne University; 2016. Available from: https://dsc.duq.edu/etd/53


Temple University

16. Garbisch, Amelia Ellen. PEDAGOGICAL PRACTICE IN THE TEACHING OF MUSICIANSHIP TO INSTRUMENTALISTS AND VOCALISTS IN HIGH SCHOOL MUSIC EDUCATION SETTINGS: A COMPARATIVE ANALYSIS.

Degree: PhD, 2014, Temple University

Music Education

The purpose of this study is to compare the ways high school instrumental teachers and high school vocal teachers teach musicianship skills. The… (more)

Subjects/Keywords: Music education; Music;

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APA (6th Edition):

Garbisch, A. E. (2014). PEDAGOGICAL PRACTICE IN THE TEACHING OF MUSICIANSHIP TO INSTRUMENTALISTS AND VOCALISTS IN HIGH SCHOOL MUSIC EDUCATION SETTINGS: A COMPARATIVE ANALYSIS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,262001

Chicago Manual of Style (16th Edition):

Garbisch, Amelia Ellen. “PEDAGOGICAL PRACTICE IN THE TEACHING OF MUSICIANSHIP TO INSTRUMENTALISTS AND VOCALISTS IN HIGH SCHOOL MUSIC EDUCATION SETTINGS: A COMPARATIVE ANALYSIS.” 2014. Doctoral Dissertation, Temple University. Accessed June 06, 2020. http://digital.library.temple.edu/u?/p245801coll10,262001.

MLA Handbook (7th Edition):

Garbisch, Amelia Ellen. “PEDAGOGICAL PRACTICE IN THE TEACHING OF MUSICIANSHIP TO INSTRUMENTALISTS AND VOCALISTS IN HIGH SCHOOL MUSIC EDUCATION SETTINGS: A COMPARATIVE ANALYSIS.” 2014. Web. 06 Jun 2020.

Vancouver:

Garbisch AE. PEDAGOGICAL PRACTICE IN THE TEACHING OF MUSICIANSHIP TO INSTRUMENTALISTS AND VOCALISTS IN HIGH SCHOOL MUSIC EDUCATION SETTINGS: A COMPARATIVE ANALYSIS. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2020 Jun 06]. Available from: http://digital.library.temple.edu/u?/p245801coll10,262001.

Council of Science Editors:

Garbisch AE. PEDAGOGICAL PRACTICE IN THE TEACHING OF MUSICIANSHIP TO INSTRUMENTALISTS AND VOCALISTS IN HIGH SCHOOL MUSIC EDUCATION SETTINGS: A COMPARATIVE ANALYSIS. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,262001


George Mason University

17. Guckert, Mary. Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings .

Degree: 2013, George Mason University

 Cyberbullying is a pervasive problem that puts students at risk of successful academic outcomes and the ability to feel safe in school. As most students… (more)

Subjects/Keywords: Special education; Education; Teacher education; bystander; cyberbullying; inclusive classroom; special education; student perceptions; teacher perceptions

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APA (6th Edition):

Guckert, M. (2013). Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8208

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):

Guckert, Mary. “Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings .” 2013. Thesis, George Mason University. Accessed June 06, 2020. http://hdl.handle.net/1920/8208.

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

MLA Handbook (7th Edition):

Guckert, Mary. “Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings .” 2013. Web. 06 Jun 2020.

Vancouver:

Guckert M. Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings . [Internet] [Thesis]. George Mason University; 2013. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/1920/8208.

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

Council of Science Editors:

Guckert M. Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8208

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

18. Bass, Bryan. The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2017, St. Cloud State University

  Abstract The authorization of federal legislation including the 2001 No Child Left Behind (NCLB) Act (Public Law 107-110) and the United States Department of… (more)

Subjects/Keywords: standards-based teacher evaluation; teacher perceptions; Educational Leadership

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APA (6th Edition):

Bass, B. (2017). The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/33

Chicago Manual of Style (16th Edition):

Bass, Bryan. “The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District.” 2017. Doctoral Dissertation, St. Cloud State University. Accessed June 06, 2020. https://repository.stcloudstate.edu/edad_etds/33.

MLA Handbook (7th Edition):

Bass, Bryan. “The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District.” 2017. Web. 06 Jun 2020.

Vancouver:

Bass B. The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District. [Internet] [Doctoral dissertation]. St. Cloud State University; 2017. [cited 2020 Jun 06]. Available from: https://repository.stcloudstate.edu/edad_etds/33.

Council of Science Editors:

Bass B. The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District. [Doctoral Dissertation]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/edad_etds/33


Texas Tech University

19. -7671-1779. Teacher perceptions regarding the teaching of gifted students in the traditional classroom setting.

Degree: PhD, Curriculum and Instruction, 2016, Texas Tech University

 Gifted education remains a controversial topic across the United States, and, as school districts struggle to meet mandated sanctions, funding for gifted education is not… (more)

Subjects/Keywords: gifted education; giftedness; teacher perceptions; teacher preparation; traditional classroom; identification; characterization

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

APA (6th Edition):

-7671-1779. (2016). Teacher perceptions regarding the teaching of gifted students in the traditional classroom setting. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/72341

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

Chicago Manual of Style (16th Edition):

-7671-1779. “Teacher perceptions regarding the teaching of gifted students in the traditional classroom setting.” 2016. Doctoral Dissertation, Texas Tech University. Accessed June 06, 2020. http://hdl.handle.net/2346/72341.

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

MLA Handbook (7th Edition):

-7671-1779. “Teacher perceptions regarding the teaching of gifted students in the traditional classroom setting.” 2016. Web. 06 Jun 2020.

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

Vancouver:

-7671-1779. Teacher perceptions regarding the teaching of gifted students in the traditional classroom setting. [Internet] [Doctoral dissertation]. Texas Tech University; 2016. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/2346/72341.

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

Council of Science Editors:

-7671-1779. Teacher perceptions regarding the teaching of gifted students in the traditional classroom setting. [Doctoral Dissertation]. Texas Tech University; 2016. Available from: http://hdl.handle.net/2346/72341

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


University of Toronto

20. Carnegie, Antoinette Andrea. Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach.

Degree: 2014, University of Toronto

Teachers' beliefs and perceptions play a significant role in how teachers experience learning and strongly influence what they will, or will not do in their… (more)

Subjects/Keywords: learning; professional development; reflective practice; teacher beliefs; teacher perceptions; 0515

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APA (6th Edition):

Carnegie, A. A. (2014). Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/67881

Chicago Manual of Style (16th Edition):

Carnegie, Antoinette Andrea. “Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach.” 2014. Masters Thesis, University of Toronto. Accessed June 06, 2020. http://hdl.handle.net/1807/67881.

MLA Handbook (7th Edition):

Carnegie, Antoinette Andrea. “Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach.” 2014. Web. 06 Jun 2020.

Vancouver:

Carnegie AA. Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/1807/67881.

Council of Science Editors:

Carnegie AA. Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/67881


Arizona State University

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

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 June 06, 2020. 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. 06 Jun 2020.

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 2020 Jun 06]. 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


Kennesaw State University

22. King, Patricia C. A Mixed Method Study Investigating High School Teacher-Student Perceptions of Teacher-Caring Behaviors.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2013, Kennesaw State University

  The teacher-student relationship, which sociologists believe to be the driving force of change in student learning experiences, has largely been overlooked and underdeveloped. As… (more)

Subjects/Keywords: teacher-student relationships; high school; student perceptions; teacher perceptions; caring-teacher behaviors; mixed method; Special Education and Teaching

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APA (6th Edition):

King, P. C. (2013). A Mixed Method Study Investigating High School Teacher-Student Perceptions of Teacher-Caring Behaviors. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/584

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):

King, Patricia C. “A Mixed Method Study Investigating High School Teacher-Student Perceptions of Teacher-Caring Behaviors.” 2013. Thesis, Kennesaw State University. Accessed June 06, 2020. https://digitalcommons.kennesaw.edu/etd/584.

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

MLA Handbook (7th Edition):

King, Patricia C. “A Mixed Method Study Investigating High School Teacher-Student Perceptions of Teacher-Caring Behaviors.” 2013. Web. 06 Jun 2020.

Vancouver:

King PC. A Mixed Method Study Investigating High School Teacher-Student Perceptions of Teacher-Caring Behaviors. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2020 Jun 06]. Available from: https://digitalcommons.kennesaw.edu/etd/584.

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

Council of Science Editors:

King PC. A Mixed Method Study Investigating High School Teacher-Student Perceptions of Teacher-Caring Behaviors. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/584

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


Louisiana State University

23. Abernathy-Dyer, Joy Rene'. Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools.

Degree: PhD, Education, 2010, Louisiana State University

 Each teacher has a set of beliefs and knowledge as it relates to teaching and learning. In this study, we examine “How do the ways… (more)

Subjects/Keywords: teacher perceptions; teacher beliefs; literacy implementation; reading instruction; instructional practices; teacher practice; elementary reading programs

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APA (6th Edition):

Abernathy-Dyer, J. R. (2010). Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-11052010-115744 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1298

Chicago Manual of Style (16th Edition):

Abernathy-Dyer, Joy Rene'. “Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools.” 2010. Doctoral Dissertation, Louisiana State University. Accessed June 06, 2020. etd-11052010-115744 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1298.

MLA Handbook (7th Edition):

Abernathy-Dyer, Joy Rene'. “Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools.” 2010. Web. 06 Jun 2020.

Vancouver:

Abernathy-Dyer JR. Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools. [Internet] [Doctoral dissertation]. Louisiana State University; 2010. [cited 2020 Jun 06]. Available from: etd-11052010-115744 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1298.

Council of Science Editors:

Abernathy-Dyer JR. Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools. [Doctoral Dissertation]. Louisiana State University; 2010. Available from: etd-11052010-115744 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1298


George Mason University

24. 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 (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 June 06, 2020. 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. 06 Jun 2020.

Vancouver:

Salim Z. Teachers’ Roles in Shared Decision-Making in a Pakistani Community School . [Internet] [Thesis]. George Mason University; 2016. [cited 2020 Jun 06]. 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


Georgia State University

25. Kelley, Jerry D. Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership.

Degree: PhD, Educational Policy Studies, 2011, Georgia State University

 ABSTRACT TEACHERS’ AND TEACHER LEADERS’ PERCEPTIONS OF THE FORMAL ROLE OF TEACHER LEADERSHIP by Jerry Kelley The accountability and responsibilities of schools have intensified greatly… (more)

Subjects/Keywords: Teacher Leadership; Formal Teacher Leadership; Perceptions of Teacher Leadership; Education; Education Policy

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APA (6th Edition):

Kelley, J. D. (2011). Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/70

Chicago Manual of Style (16th Edition):

Kelley, Jerry D. “Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership.” 2011. Doctoral Dissertation, Georgia State University. Accessed June 06, 2020. https://scholarworks.gsu.edu/eps_diss/70.

MLA Handbook (7th Edition):

Kelley, Jerry D. “Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership.” 2011. Web. 06 Jun 2020.

Vancouver:

Kelley JD. Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2020 Jun 06]. Available from: https://scholarworks.gsu.edu/eps_diss/70.

Council of Science Editors:

Kelley JD. Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/eps_diss/70


Bowling Green State University

26. McDonald, Michelle Lynn. Teachers' and Students' Perceptions of Reading Motivation and Observable Classroom Practices: Investigating the Relationships.

Degree: MEd, Reading, 2008, Bowling Green State University

  The purpose of this study was to investigate the possible connects or disconnects between second-grade students and teachers perceptions of motivating classroom reading practices,… (more)

Subjects/Keywords: Education; Literacy; Reading Instruction; Teaching; reading motivation; classroom practices; teacher perceptions; student perceptions

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APA (6th Edition):

McDonald, M. L. (2008). Teachers' and Students' Perceptions of Reading Motivation and Observable Classroom Practices: Investigating the Relationships. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206326891

Chicago Manual of Style (16th Edition):

McDonald, Michelle Lynn. “Teachers' and Students' Perceptions of Reading Motivation and Observable Classroom Practices: Investigating the Relationships.” 2008. Masters Thesis, Bowling Green State University. Accessed June 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206326891.

MLA Handbook (7th Edition):

McDonald, Michelle Lynn. “Teachers' and Students' Perceptions of Reading Motivation and Observable Classroom Practices: Investigating the Relationships.” 2008. Web. 06 Jun 2020.

Vancouver:

McDonald ML. Teachers' and Students' Perceptions of Reading Motivation and Observable Classroom Practices: Investigating the Relationships. [Internet] [Masters thesis]. Bowling Green State University; 2008. [cited 2020 Jun 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206326891.

Council of Science Editors:

McDonald ML. Teachers' and Students' Perceptions of Reading Motivation and Observable Classroom Practices: Investigating the Relationships. [Masters Thesis]. Bowling Green State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206326891


University of Pretoria

27. White, Jenna-Lee Kim. The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school.

Degree: Music, 2012, University of Pretoria

 The aims of this study were to explore parents’ and teachers’ perceptions of what music therapy entails and what value it has for children with… (more)

Subjects/Keywords: Music therapy; Value of music therapy; Teacher perceptions; Parent perceptions; Autism; UCTD

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

APA (6th Edition):

White, J. K. (2012). The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25460

Chicago Manual of Style (16th Edition):

White, Jenna-Lee Kim. “The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school.” 2012. Masters Thesis, University of Pretoria. Accessed June 06, 2020. http://hdl.handle.net/2263/25460.

MLA Handbook (7th Edition):

White, Jenna-Lee Kim. “The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school.” 2012. Web. 06 Jun 2020.

Vancouver:

White JK. The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school. [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/2263/25460.

Council of Science Editors:

White JK. The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school. [Masters Thesis]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/25460


University of Pretoria

28. [No author]. The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school .

Degree: 2012, University of Pretoria

 The aims of this study were to explore parents’ and teachers’ perceptions of what music therapy entails and what value it has for children with… (more)

Subjects/Keywords: Music therapy; Value of music therapy; Teacher perceptions; Parent perceptions; Autism; UCTD

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APA (6th Edition):

author], [. (2012). The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-06112012-190111/

Chicago Manual of Style (16th Edition):

author], [No. “The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school .” 2012. Masters Thesis, University of Pretoria. Accessed June 06, 2020. http://upetd.up.ac.za/thesis/available/etd-06112012-190111/.

MLA Handbook (7th Edition):

author], [No. “The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school .” 2012. Web. 06 Jun 2020.

Vancouver:

author] [. The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school . [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2020 Jun 06]. Available from: http://upetd.up.ac.za/thesis/available/etd-06112012-190111/.

Council of Science Editors:

author] [. The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school . [Masters Thesis]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-06112012-190111/


Liberty University

29. Lainé, Janet Lynn. High School Language Students' and Teachers' Perceptions of Effective Teaching Practices: A Collective Case Study.

Degree: 2019, Liberty University

 The influence of globalization on today’s society has propagated an increasing need for individuals who are able to communicate in languages other than English. However,… (more)

Subjects/Keywords: High School; Student Perceptions; Teacher Perceptions; Effective Language Teaching Practices; Case Study; Education

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

APA (6th Edition):

Lainé, J. L. (2019). High School Language Students' and Teachers' Perceptions of Effective Teaching Practices: A Collective Case Study. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2278

Chicago Manual of Style (16th Edition):

Lainé, Janet Lynn. “High School Language Students' and Teachers' Perceptions of Effective Teaching Practices: A Collective Case Study.” 2019. Doctoral Dissertation, Liberty University. Accessed June 06, 2020. https://digitalcommons.liberty.edu/doctoral/2278.

MLA Handbook (7th Edition):

Lainé, Janet Lynn. “High School Language Students' and Teachers' Perceptions of Effective Teaching Practices: A Collective Case Study.” 2019. Web. 06 Jun 2020.

Vancouver:

Lainé JL. High School Language Students' and Teachers' Perceptions of Effective Teaching Practices: A Collective Case Study. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2020 Jun 06]. Available from: https://digitalcommons.liberty.edu/doctoral/2278.

Council of Science Editors:

Lainé JL. High School Language Students' and Teachers' Perceptions of Effective Teaching Practices: A Collective Case Study. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2278


University of North Texas

30. Allison, Chelsea B. Teaching Outside the Box: Student and Teacher Perceptions of Flexible Learning Environments Outside the 21st Century Classroom.

Degree: 2018, University of North Texas

 The purpose of this study was to ascertain student and teacher perceptions of the environment in which student learning takes place and their perceptions of… (more)

Subjects/Keywords: learning spaces; learning environments; teacher perceptions; student perceptions; flexible spaces; Education, Administration

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

APA (6th Edition):

Allison, C. B. (2018). Teaching Outside the Box: Student and Teacher Perceptions of Flexible Learning Environments Outside the 21st Century Classroom. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1157599/

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):

Allison, Chelsea B. “Teaching Outside the Box: Student and Teacher Perceptions of Flexible Learning Environments Outside the 21st Century Classroom.” 2018. Thesis, University of North Texas. Accessed June 06, 2020. https://digital.library.unt.edu/ark:/67531/metadc1157599/.

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

MLA Handbook (7th Edition):

Allison, Chelsea B. “Teaching Outside the Box: Student and Teacher Perceptions of Flexible Learning Environments Outside the 21st Century Classroom.” 2018. Web. 06 Jun 2020.

Vancouver:

Allison CB. Teaching Outside the Box: Student and Teacher Perceptions of Flexible Learning Environments Outside the 21st Century Classroom. [Internet] [Thesis]. University of North Texas; 2018. [cited 2020 Jun 06]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157599/.

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

Council of Science Editors:

Allison CB. Teaching Outside the Box: Student and Teacher Perceptions of Flexible Learning Environments Outside the 21st Century Classroom. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157599/

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

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