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You searched for subject:(Teacher Preparation). Showing records 1 – 30 of 512 total matches.

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University of Georgia

1. Hayes, Brandilyn. Organizational and professional commitment of alternatively certified teachers.

Degree: EdD, Workforce Education, 2010, University of Georgia

 The requirements in No Child Left Behind have put pressure on states, districts, and schools to attract and retain teachers that are adequately prepared, highly… (more)

Subjects/Keywords: Teacher preparation

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APA (6th Edition):

Hayes, B. (2010). Organizational and professional commitment of alternatively certified teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/hayes_brandilyn_201012_edd

Chicago Manual of Style (16th Edition):

Hayes, Brandilyn. “Organizational and professional commitment of alternatively certified teachers.” 2010. Doctoral Dissertation, University of Georgia. Accessed August 11, 2020. http://purl.galileo.usg.edu/uga_etd/hayes_brandilyn_201012_edd.

MLA Handbook (7th Edition):

Hayes, Brandilyn. “Organizational and professional commitment of alternatively certified teachers.” 2010. Web. 11 Aug 2020.

Vancouver:

Hayes B. Organizational and professional commitment of alternatively certified teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Aug 11]. Available from: http://purl.galileo.usg.edu/uga_etd/hayes_brandilyn_201012_edd.

Council of Science Editors:

Hayes B. Organizational and professional commitment of alternatively certified teachers. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/hayes_brandilyn_201012_edd


University of Georgia

2. Gomez, Carlos Nicolas. Identity formation as a teacher-of-mathematics: the emotional geographies of prospective elementary teachers.

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

Teacher education programs can be perceived as a series of interventions with the goal of modifying, shifting, or constructing beliefs about teaching and learning. This… (more)

Subjects/Keywords: Mathematics Teacher Preparation

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APA (6th Edition):

Gomez, C. N. (2016). Identity formation as a teacher-of-mathematics: the emotional geographies of prospective elementary teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/gomez_carlos_n_201605_phd

Chicago Manual of Style (16th Edition):

Gomez, Carlos Nicolas. “Identity formation as a teacher-of-mathematics: the emotional geographies of prospective elementary teachers.” 2016. Doctoral Dissertation, University of Georgia. Accessed August 11, 2020. http://purl.galileo.usg.edu/uga_etd/gomez_carlos_n_201605_phd.

MLA Handbook (7th Edition):

Gomez, Carlos Nicolas. “Identity formation as a teacher-of-mathematics: the emotional geographies of prospective elementary teachers.” 2016. Web. 11 Aug 2020.

Vancouver:

Gomez CN. Identity formation as a teacher-of-mathematics: the emotional geographies of prospective elementary teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2020 Aug 11]. Available from: http://purl.galileo.usg.edu/uga_etd/gomez_carlos_n_201605_phd.

Council of Science Editors:

Gomez CN. Identity formation as a teacher-of-mathematics: the emotional geographies of prospective elementary teachers. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/gomez_carlos_n_201605_phd


Vanderbilt University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Preston, Courtney Elizabeth. “Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed August 11, 2020. http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;.

MLA Handbook (7th Edition):

Preston, Courtney Elizabeth. “Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.” 2014. Web. 11 Aug 2020.

Vancouver:

Preston CE. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2020 Aug 11]. Available from: http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;.

Council of Science Editors:

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


University of Georgia

4. Moran, Gwen Ann. Job satisfaction, commitment, and teaching status among alternatively certified career and technical education teachers.

Degree: PhD, Education (Occupational Studies), 2005, University of Georgia

 Much research has been done concerning alternative teacher preparationprograms, most often comparing teachers who have completed alternative route programswith those completing 4-year baccalaureate teacher preparation(more)

Subjects/Keywords: Teacher preparation

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APA (6th Edition):

Moran, G. A. (2005). Job satisfaction, commitment, and teaching status among alternatively certified career and technical education teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/moran_gwen_a_200512_phd

Chicago Manual of Style (16th Edition):

Moran, Gwen Ann. “Job satisfaction, commitment, and teaching status among alternatively certified career and technical education teachers.” 2005. Doctoral Dissertation, University of Georgia. Accessed August 11, 2020. http://purl.galileo.usg.edu/uga_etd/moran_gwen_a_200512_phd.

MLA Handbook (7th Edition):

Moran, Gwen Ann. “Job satisfaction, commitment, and teaching status among alternatively certified career and technical education teachers.” 2005. Web. 11 Aug 2020.

Vancouver:

Moran GA. Job satisfaction, commitment, and teaching status among alternatively certified career and technical education teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2020 Aug 11]. Available from: http://purl.galileo.usg.edu/uga_etd/moran_gwen_a_200512_phd.

Council of Science Editors:

Moran GA. Job satisfaction, commitment, and teaching status among alternatively certified career and technical education teachers. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/moran_gwen_a_200512_phd


Virginia Tech

5. Brinkmann, Jodie Lynn. Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching.

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

 The need for more collaboration and co-teaching emerged from the standards-based and accountability movement as a result of the No Child Left Behind (NCLB) and… (more)

Subjects/Keywords: co-teaching; teacher preparation; collaboration

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APA (6th Edition):

Brinkmann, J. L. (2012). Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77317

Chicago Manual of Style (16th Edition):

Brinkmann, Jodie Lynn. “Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching.” 2012. Doctoral Dissertation, Virginia Tech. Accessed August 11, 2020. http://hdl.handle.net/10919/77317.

MLA Handbook (7th Edition):

Brinkmann, Jodie Lynn. “Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching.” 2012. Web. 11 Aug 2020.

Vancouver:

Brinkmann JL. Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/10919/77317.

Council of Science Editors:

Brinkmann JL. Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77317


University of Houston

6. -6232-5340. Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam.

Degree: EdD, Professional Leadership, 2017, University of Houston

 Background: The current complexity of the global marketplace challenges national education systems around the world to prepare its children with the knowledge and skills needed… (more)

Subjects/Keywords: Teacher preparation; Danang; Vietnam

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APA (6th Edition):

-6232-5340. (2017). Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1875

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

Chicago Manual of Style (16th Edition):

-6232-5340. “Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam.” 2017. Doctoral Dissertation, University of Houston. Accessed August 11, 2020. http://hdl.handle.net/10657/1875.

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

MLA Handbook (7th Edition):

-6232-5340. “Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam.” 2017. Web. 11 Aug 2020.

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

Vancouver:

-6232-5340. Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/10657/1875.

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

Council of Science Editors:

-6232-5340. Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1875

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


University of Oklahoma

7. Groves, Shelley. ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION.

Degree: PhD, 2019, University of Oklahoma

 The standard of excellence in teacher preparation is accreditation by the Council for the Accreditation of Educator Preparation (CAEP). Millions of dollars, untold hours of… (more)

Subjects/Keywords: Accreditation; Teacher preparation; Ethics

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APA (6th Edition):

Groves, S. (2019). ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/320326

Chicago Manual of Style (16th Edition):

Groves, Shelley. “ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed August 11, 2020. http://hdl.handle.net/11244/320326.

MLA Handbook (7th Edition):

Groves, Shelley. “ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION.” 2019. Web. 11 Aug 2020.

Vancouver:

Groves S. ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/11244/320326.

Council of Science Editors:

Groves S. ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/320326


University of Toronto

8. Heredia, Blanca. Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario.

Degree: 2011, University of Toronto

Research evidence suggests that quality teacher preparation sets beginning teachers on the right track for effectively teaching literacy. Given that most of the research has… (more)

Subjects/Keywords: teacher preparation; literacy instruction; 0530

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APA (6th Edition):

Heredia, B. (2011). Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/27582

Chicago Manual of Style (16th Edition):

Heredia, Blanca. “Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario.” 2011. Doctoral Dissertation, University of Toronto. Accessed August 11, 2020. http://hdl.handle.net/1807/27582.

MLA Handbook (7th Edition):

Heredia, Blanca. “Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario.” 2011. Web. 11 Aug 2020.

Vancouver:

Heredia B. Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/1807/27582.

Council of Science Editors:

Heredia B. Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/27582


University of Minnesota

9. Moody, Heather Ann. Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs.

Degree: EdD, Teaching and Learning, 2013, University of Minnesota

 Wisconsin Act 31 was established for the purpose of addressing American Indian history, culture, and sovereignty within K-12 schools as a response to treaty rights… (more)

Subjects/Keywords: Act 31; Teacher preparation; Wisconsin

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APA (6th Edition):

Moody, H. A. (2013). Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/159868

Chicago Manual of Style (16th Edition):

Moody, Heather Ann. “Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs.” 2013. Doctoral Dissertation, University of Minnesota. Accessed August 11, 2020. http://purl.umn.edu/159868.

MLA Handbook (7th Edition):

Moody, Heather Ann. “Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs.” 2013. Web. 11 Aug 2020.

Vancouver:

Moody HA. Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2020 Aug 11]. Available from: http://purl.umn.edu/159868.

Council of Science Editors:

Moody HA. Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://purl.umn.edu/159868


University of North Texas

10. Callaway, Stacey E. A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders.

Degree: 2014, University of North Texas

 The purpose of this study is to identify novice teachers’ perception of their preparedness to teach a class designed for students with autism spectrum disorder… (more)

Subjects/Keywords: Autism; qualitative; novice teacher preparation

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APA (6th Edition):

Callaway, S. E. (2014). A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500121/

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):

Callaway, Stacey E. “A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders.” 2014. Thesis, University of North Texas. Accessed August 11, 2020. https://digital.library.unt.edu/ark:/67531/metadc500121/.

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

MLA Handbook (7th Edition):

Callaway, Stacey E. “A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders.” 2014. Web. 11 Aug 2020.

Vancouver:

Callaway SE. A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Aug 11]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500121/.

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

Council of Science Editors:

Callaway SE. A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500121/

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


Montana Tech

11. Kinderwater, William Alexander. The Role of Dispositions in Teacher Candidate Education.

Degree: Doctor of Education (EdD), 2013, Montana Tech

 The Interstate Teacher Assessment and Support Consortium (InTASC) and the Council for the Accreditation of Educator Preparation (CAEP) (formerly NCATE) have stated that teacher preparation(more)

Subjects/Keywords: dispositions; moral education; teacher preparation; teacher training

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APA (6th Edition):

Kinderwater, W. A. (2013). The Role of Dispositions in Teacher Candidate Education. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/1388

Chicago Manual of Style (16th Edition):

Kinderwater, William Alexander. “The Role of Dispositions in Teacher Candidate Education.” 2013. Doctoral Dissertation, Montana Tech. Accessed August 11, 2020. https://scholarworks.umt.edu/etd/1388.

MLA Handbook (7th Edition):

Kinderwater, William Alexander. “The Role of Dispositions in Teacher Candidate Education.” 2013. Web. 11 Aug 2020.

Vancouver:

Kinderwater WA. The Role of Dispositions in Teacher Candidate Education. [Internet] [Doctoral dissertation]. Montana Tech; 2013. [cited 2020 Aug 11]. Available from: https://scholarworks.umt.edu/etd/1388.

Council of Science Editors:

Kinderwater WA. The Role of Dispositions in Teacher Candidate Education. [Doctoral Dissertation]. Montana Tech; 2013. Available from: https://scholarworks.umt.edu/etd/1388


University of North Texas

12. George, Anna Ray Bayless. Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science.

Degree: 2012, University of North Texas

 A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas… (more)

Subjects/Keywords: Teacher preparation; science education; teacher certification

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APA (6th Edition):

George, A. R. B. (2012). Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149592/

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):

George, Anna Ray Bayless. “Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science.” 2012. Thesis, University of North Texas. Accessed August 11, 2020. https://digital.library.unt.edu/ark:/67531/metadc149592/.

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

MLA Handbook (7th Edition):

George, Anna Ray Bayless. “Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science.” 2012. Web. 11 Aug 2020.

Vancouver:

George ARB. Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Aug 11]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149592/.

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

Council of Science Editors:

George ARB. Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149592/

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


Boston College

13. Keefe, Elizabeth Stringer. Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2017, Boston College

 The number of autistic students receiving special education services increased 478% between the years 2000 and 2013 (National Center for Education Statistics, 2016). U.S. schools… (more)

Subjects/Keywords: autism; autism spectrum disorder; special education teacher preparation; teacher education; teacher preparation; teacher preparedness

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APA (6th Edition):

Keefe, E. S. (2017). Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107658

Chicago Manual of Style (16th Edition):

Keefe, Elizabeth Stringer. “Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students.” 2017. Doctoral Dissertation, Boston College. Accessed August 11, 2020. http://dlib.bc.edu/islandora/object/bc-ir:107658.

MLA Handbook (7th Edition):

Keefe, Elizabeth Stringer. “Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students.” 2017. Web. 11 Aug 2020.

Vancouver:

Keefe ES. Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students. [Internet] [Doctoral dissertation]. Boston College; 2017. [cited 2020 Aug 11]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107658.

Council of Science Editors:

Keefe ES. Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students. [Doctoral Dissertation]. Boston College; 2017. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107658


University of Arizona

14. Reinhardt, Kimberly S. Mentor Teachers: Internalization of Role, Externalization of Practices and the Relational Agency of Preparation .

Degree: 2015, University of Arizona

 This study was an investigation of mentor teachers who work in a Master of Education teacher preparation program. It examined mentors who work with teacher(more)

Subjects/Keywords: mentoring; mentoring role; professional development; relational agency; teacher preparation; Teaching & Teacher Education; clinical teacher preparation

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APA (6th Edition):

Reinhardt, K. S. (2015). Mentor Teachers: Internalization of Role, Externalization of Practices and the Relational Agency of Preparation . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/556960

Chicago Manual of Style (16th Edition):

Reinhardt, Kimberly S. “Mentor Teachers: Internalization of Role, Externalization of Practices and the Relational Agency of Preparation .” 2015. Doctoral Dissertation, University of Arizona. Accessed August 11, 2020. http://hdl.handle.net/10150/556960.

MLA Handbook (7th Edition):

Reinhardt, Kimberly S. “Mentor Teachers: Internalization of Role, Externalization of Practices and the Relational Agency of Preparation .” 2015. Web. 11 Aug 2020.

Vancouver:

Reinhardt KS. Mentor Teachers: Internalization of Role, Externalization of Practices and the Relational Agency of Preparation . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/10150/556960.

Council of Science Editors:

Reinhardt KS. Mentor Teachers: Internalization of Role, Externalization of Practices and the Relational Agency of Preparation . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/556960


Georgia State University

15. Gayles, Pamela L. Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools.

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

  ABSTRACT TITLE I ELEMENTARY SCHOOL PRINCIPALS’ PERSPECTIVES ON TEACHER PREPAREDNESS: UNIVERSITY-BASED ALTERNATIVE TEACHER PREPARATION FOR URBAN SCHOOLS by Pamela L. Gayles Colleges of education… (more)

Subjects/Keywords: Teacher Preparation; Alternative Teacher Preparation; Urban Schools; Urban Teacher Preparation; Educational Policy; Multicultural Education; Education; Education Policy

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APA (6th Edition):

Gayles, P. L. (2011). Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/83

Chicago Manual of Style (16th Edition):

Gayles, Pamela L. “Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools.” 2011. Doctoral Dissertation, Georgia State University. Accessed August 11, 2020. https://scholarworks.gsu.edu/eps_diss/83.

MLA Handbook (7th Edition):

Gayles, Pamela L. “Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools.” 2011. Web. 11 Aug 2020.

Vancouver:

Gayles PL. Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2020 Aug 11]. Available from: https://scholarworks.gsu.edu/eps_diss/83.

Council of Science Editors:

Gayles PL. Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/eps_diss/83


University of California – Irvine

16. Zinger, Doron. The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction.

Degree: Education, 2018, University of California – Irvine

 The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and InstructionByDoron ZingerDoctor of Philosophy in Education University… (more)

Subjects/Keywords: Teacher education; alternative certification; teacher learning; teacher preparation; urban instruction

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APA (6th Edition):

Zinger, D. (2018). The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction. (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/36h6w7ps

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):

Zinger, Doron. “The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction.” 2018. Thesis, University of California – Irvine. Accessed August 11, 2020. http://www.escholarship.org/uc/item/36h6w7ps.

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

MLA Handbook (7th Edition):

Zinger, Doron. “The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction.” 2018. Web. 11 Aug 2020.

Vancouver:

Zinger D. The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction. [Internet] [Thesis]. University of California – Irvine; 2018. [cited 2020 Aug 11]. Available from: http://www.escholarship.org/uc/item/36h6w7ps.

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

Council of Science Editors:

Zinger D. The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction. [Thesis]. University of California – Irvine; 2018. Available from: http://www.escholarship.org/uc/item/36h6w7ps

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


University of Sydney

17. Lo, Wing Yee. The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong .

Degree: 2014, University of Sydney

 In Hong Kong, primary mathematics education underwent curriculum reform in 2000. The revised primary mathematics curriculum places a stronger emphasis on developing students’ higher-order thinking… (more)

Subjects/Keywords: Primary mathematics education; Teacher preparation; Teacher knowledge; Teacher beliefs; Curriculum studies

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APA (6th Edition):

Lo, W. Y. (2014). The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/12471

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):

Lo, Wing Yee. “The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong .” 2014. Thesis, University of Sydney. Accessed August 11, 2020. http://hdl.handle.net/2123/12471.

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

MLA Handbook (7th Edition):

Lo, Wing Yee. “The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong .” 2014. Web. 11 Aug 2020.

Vancouver:

Lo WY. The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong . [Internet] [Thesis]. University of Sydney; 2014. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/2123/12471.

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

Council of Science Editors:

Lo WY. The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong . [Thesis]. University of Sydney; 2014. Available from: http://hdl.handle.net/2123/12471

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

18. Gauthier, Leah. CHANGE PLAN FOR THE TEACHER MENTORING AND INDUCTION PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT.

Degree: EdD Doctor of Education, Educational Leadership, 2017, National-Louis University

  The teacher mentoring program is supportive to those new to the profession or new to the school district. The mentoring program is not successful… (more)

Subjects/Keywords: mentoring; teacher retention; teacher preparation; leadership; Teacher Education and Professional Development

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APA (6th Edition):

Gauthier, L. (2017). CHANGE PLAN FOR THE TEACHER MENTORING AND INDUCTION PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/247

Chicago Manual of Style (16th Edition):

Gauthier, Leah. “CHANGE PLAN FOR THE TEACHER MENTORING AND INDUCTION PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT.” 2017. Doctoral Dissertation, National-Louis University. Accessed August 11, 2020. https://digitalcommons.nl.edu/diss/247.

MLA Handbook (7th Edition):

Gauthier, Leah. “CHANGE PLAN FOR THE TEACHER MENTORING AND INDUCTION PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT.” 2017. Web. 11 Aug 2020.

Vancouver:

Gauthier L. CHANGE PLAN FOR THE TEACHER MENTORING AND INDUCTION PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2020 Aug 11]. Available from: https://digitalcommons.nl.edu/diss/247.

Council of Science Editors:

Gauthier L. CHANGE PLAN FOR THE TEACHER MENTORING AND INDUCTION PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/247


University of Cincinnati

19. Bottomley, Amy. Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes.

Degree: EdD, Education, Criminal Justice, and Human Services: Curriculum and Instruction, 2016, University of Cincinnati

 The field of education has recognized the importance of disciplinary literacy in middle and high school classroom instruction. In order to prepare teacher candidates to… (more)

Subjects/Keywords: Teacher Education; disciplinary literacy; teacher preparation; social studies education; teacher education

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APA (6th Edition):

Bottomley, A. (2016). Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622

Chicago Manual of Style (16th Edition):

Bottomley, Amy. “Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes.” 2016. Doctoral Dissertation, University of Cincinnati. Accessed August 11, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622.

MLA Handbook (7th Edition):

Bottomley, Amy. “Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes.” 2016. Web. 11 Aug 2020.

Vancouver:

Bottomley A. Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes. [Internet] [Doctoral dissertation]. University of Cincinnati; 2016. [cited 2020 Aug 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622.

Council of Science Editors:

Bottomley A. Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes. [Doctoral Dissertation]. University of Cincinnati; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622


University of Missouri – Columbia

20. Taylor, Cynthia E. Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes.

Degree: 2011, University of Missouri – Columbia

 Prospective mathematics teachers (PTs) need to develop pedagogical content knowledge (PCK) to improve the teaching and learning of mathematics. Therefore, mathematics teacher educators (MTEs) need… (more)

Subjects/Keywords: pedagogical content knowledge; mathematics teacher educator; prospective teacher; teacher preparation programs

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APA (6th Edition):

Taylor, C. E. (2011). Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15819

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):

Taylor, Cynthia E. “Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes.” 2011. Thesis, University of Missouri – Columbia. Accessed August 11, 2020. http://hdl.handle.net/10355/15819.

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

MLA Handbook (7th Edition):

Taylor, Cynthia E. “Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes.” 2011. Web. 11 Aug 2020.

Vancouver:

Taylor CE. Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/10355/15819.

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

Council of Science Editors:

Taylor CE. Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/15819

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


Texas A&M University

21. Crook, Dena Marie. Using Outcome Measures in the Evaluation of One Educator Preparation Program in Central Texas.

Degree: EdD, Curriculum and Instruction, 2017, Texas A&M University

 Framed in a quantitative methodology, this study focused on the efficacy of an undergraduate elementary educator preparation program (EPP) at a central Texas university. The… (more)

Subjects/Keywords: educator preparation program evaluation; teacher preparation; outcome-based assessment

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APA (6th Edition):

Crook, D. M. (2017). Using Outcome Measures in the Evaluation of One Educator Preparation Program in Central Texas. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169628

Chicago Manual of Style (16th Edition):

Crook, Dena Marie. “Using Outcome Measures in the Evaluation of One Educator Preparation Program in Central Texas.” 2017. Doctoral Dissertation, Texas A&M University. Accessed August 11, 2020. http://hdl.handle.net/1969.1/169628.

MLA Handbook (7th Edition):

Crook, Dena Marie. “Using Outcome Measures in the Evaluation of One Educator Preparation Program in Central Texas.” 2017. Web. 11 Aug 2020.

Vancouver:

Crook DM. Using Outcome Measures in the Evaluation of One Educator Preparation Program in Central Texas. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/1969.1/169628.

Council of Science Editors:

Crook DM. Using Outcome Measures in the Evaluation of One Educator Preparation Program in Central Texas. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169628


University of Georgia

22. Barnes, Mary Alyssa. The future generation: preparing pre-service teachers for inclusion.

Degree: PhD, Special Education, 2010, University of Georgia

 With the increase of students with special needs participating in regular education classes, general educators are responsible for meeting the needs of a diverse group… (more)

Subjects/Keywords: Teacher preparation; Inclusion; General education; Special education

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APA (6th Edition):

Barnes, M. A. (2010). The future generation: preparing pre-service teachers for inclusion. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/barnes_mary_a_201012_phd

Chicago Manual of Style (16th Edition):

Barnes, Mary Alyssa. “The future generation: preparing pre-service teachers for inclusion.” 2010. Doctoral Dissertation, University of Georgia. Accessed August 11, 2020. http://purl.galileo.usg.edu/uga_etd/barnes_mary_a_201012_phd.

MLA Handbook (7th Edition):

Barnes, Mary Alyssa. “The future generation: preparing pre-service teachers for inclusion.” 2010. Web. 11 Aug 2020.

Vancouver:

Barnes MA. The future generation: preparing pre-service teachers for inclusion. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Aug 11]. Available from: http://purl.galileo.usg.edu/uga_etd/barnes_mary_a_201012_phd.

Council of Science Editors:

Barnes MA. The future generation: preparing pre-service teachers for inclusion. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/barnes_mary_a_201012_phd


Penn State University

23. Schanbacher, Kathleen Ann. An Intergenerational Study of the Mathematics Attitudes of Preservice Women Teachers and Their Mothers.

Degree: PhD, Curriculum and Instruction, 2009, Penn State University

 Math…it’s all around us in everything we do. Numbers, shapes, sizes, prices. With no other subject, it seems, do we experiences the same degree of… (more)

Subjects/Keywords: mathematics; attitudes; women; stereotyping; teacher preparation

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APA (6th Edition):

Schanbacher, K. A. (2009). An Intergenerational Study of the Mathematics Attitudes of Preservice Women Teachers and Their Mothers. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9279

Chicago Manual of Style (16th Edition):

Schanbacher, Kathleen Ann. “An Intergenerational Study of the Mathematics Attitudes of Preservice Women Teachers and Their Mothers.” 2009. Doctoral Dissertation, Penn State University. Accessed August 11, 2020. https://etda.libraries.psu.edu/catalog/9279.

MLA Handbook (7th Edition):

Schanbacher, Kathleen Ann. “An Intergenerational Study of the Mathematics Attitudes of Preservice Women Teachers and Their Mothers.” 2009. Web. 11 Aug 2020.

Vancouver:

Schanbacher KA. An Intergenerational Study of the Mathematics Attitudes of Preservice Women Teachers and Their Mothers. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2020 Aug 11]. Available from: https://etda.libraries.psu.edu/catalog/9279.

Council of Science Editors:

Schanbacher KA. An Intergenerational Study of the Mathematics Attitudes of Preservice Women Teachers and Their Mothers. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/9279


Louisiana State University

24. Emiraliyeva-Pitre, Leylja A. An Examination of Secondary English Pre-Service Teachers’ Perceptions of Field Experiences: Shaping the Understanding of Teaching and Its Challenges before Student Teaching.

Degree: PhD, Education, 2014, Louisiana State University

 In response to the growing demands and pressures on teacher preparation and quality, as well as the call for further research distinguishing the role and… (more)

Subjects/Keywords: teacher preparation; field experiences; pre-service teachers

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APA (6th Edition):

Emiraliyeva-Pitre, L. A. (2014). An Examination of Secondary English Pre-Service Teachers’ Perceptions of Field Experiences: Shaping the Understanding of Teaching and Its Challenges before Student Teaching. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04112014-203515 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2929

Chicago Manual of Style (16th Edition):

Emiraliyeva-Pitre, Leylja A. “An Examination of Secondary English Pre-Service Teachers’ Perceptions of Field Experiences: Shaping the Understanding of Teaching and Its Challenges before Student Teaching.” 2014. Doctoral Dissertation, Louisiana State University. Accessed August 11, 2020. etd-04112014-203515 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2929.

MLA Handbook (7th Edition):

Emiraliyeva-Pitre, Leylja A. “An Examination of Secondary English Pre-Service Teachers’ Perceptions of Field Experiences: Shaping the Understanding of Teaching and Its Challenges before Student Teaching.” 2014. Web. 11 Aug 2020.

Vancouver:

Emiraliyeva-Pitre LA. An Examination of Secondary English Pre-Service Teachers’ Perceptions of Field Experiences: Shaping the Understanding of Teaching and Its Challenges before Student Teaching. [Internet] [Doctoral dissertation]. Louisiana State University; 2014. [cited 2020 Aug 11]. Available from: etd-04112014-203515 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2929.

Council of Science Editors:

Emiraliyeva-Pitre LA. An Examination of Secondary English Pre-Service Teachers’ Perceptions of Field Experiences: Shaping the Understanding of Teaching and Its Challenges before Student Teaching. [Doctoral Dissertation]. Louisiana State University; 2014. Available from: etd-04112014-203515 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2929


Virginia Commonwealth University

25. Hooper, Belinda. Preparing Early Childhood Special Educators for Inclusive Practice.

Degree: PhD, Education, 2011, Virginia Commonwealth University

 The purpose of this study was to describe experienced practitioners’ beliefs about inclusion and their perceptions of what early childhood special education (ECSE) preservice teachers… (more)

Subjects/Keywords: inclusion; early childhood; teacher preparation; Education

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APA (6th Edition):

Hooper, B. (2011). Preparing Early Childhood Special Educators for Inclusive Practice. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/A8S1-X358 ; https://scholarscompass.vcu.edu/etd/2380

Chicago Manual of Style (16th Edition):

Hooper, Belinda. “Preparing Early Childhood Special Educators for Inclusive Practice.” 2011. Doctoral Dissertation, Virginia Commonwealth University. Accessed August 11, 2020. https://doi.org/10.25772/A8S1-X358 ; https://scholarscompass.vcu.edu/etd/2380.

MLA Handbook (7th Edition):

Hooper, Belinda. “Preparing Early Childhood Special Educators for Inclusive Practice.” 2011. Web. 11 Aug 2020.

Vancouver:

Hooper B. Preparing Early Childhood Special Educators for Inclusive Practice. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2011. [cited 2020 Aug 11]. Available from: https://doi.org/10.25772/A8S1-X358 ; https://scholarscompass.vcu.edu/etd/2380.

Council of Science Editors:

Hooper B. Preparing Early Childhood Special Educators for Inclusive Practice. [Doctoral Dissertation]. Virginia Commonwealth University; 2011. Available from: https://doi.org/10.25772/A8S1-X358 ; https://scholarscompass.vcu.edu/etd/2380


Virginia Tech

26. Banks, Amanda Brooks. Preparing K-12 Educators to Teach Students with Disabilities.

Degree: PhD, Education, Vocational-Technical, 2018, Virginia Tech

 My dissertation is comprised of two manuscripts on preparing educators to address the needs of students with disabilities. The first manuscript is a systematic review… (more)

Subjects/Keywords: preservice preparation; teacher education; special education teachers

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APA (6th Edition):

Banks, A. B. (2018). Preparing K-12 Educators to Teach Students with Disabilities. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83802

Chicago Manual of Style (16th Edition):

Banks, Amanda Brooks. “Preparing K-12 Educators to Teach Students with Disabilities.” 2018. Doctoral Dissertation, Virginia Tech. Accessed August 11, 2020. http://hdl.handle.net/10919/83802.

MLA Handbook (7th Edition):

Banks, Amanda Brooks. “Preparing K-12 Educators to Teach Students with Disabilities.” 2018. Web. 11 Aug 2020.

Vancouver:

Banks AB. Preparing K-12 Educators to Teach Students with Disabilities. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/10919/83802.

Council of Science Editors:

Banks AB. Preparing K-12 Educators to Teach Students with Disabilities. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/83802


Mississippi State University

27. Miller, Nicole C. Online teacher candidates experiences in a virtual world for the preparation to teach middle school.

Degree: PhD, Curriculum, Instruction and Special Education, 2012, Mississippi State University

  Increasingly virtual worlds are being used to provide new and varied learning opportunities by various educational organizations such as universities, K-12 schools, and museums… (more)

Subjects/Keywords: virtual world; middle level; teacher preparation

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APA (6th Edition):

Miller, N. C. (2012). Online teacher candidates experiences in a virtual world for the preparation to teach middle school. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-10232012-235218/ ;

Chicago Manual of Style (16th Edition):

Miller, Nicole C. “Online teacher candidates experiences in a virtual world for the preparation to teach middle school.” 2012. Doctoral Dissertation, Mississippi State University. Accessed August 11, 2020. http://sun.library.msstate.edu/ETD-db/theses/available/etd-10232012-235218/ ;.

MLA Handbook (7th Edition):

Miller, Nicole C. “Online teacher candidates experiences in a virtual world for the preparation to teach middle school.” 2012. Web. 11 Aug 2020.

Vancouver:

Miller NC. Online teacher candidates experiences in a virtual world for the preparation to teach middle school. [Internet] [Doctoral dissertation]. Mississippi State University; 2012. [cited 2020 Aug 11]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10232012-235218/ ;.

Council of Science Editors:

Miller NC. Online teacher candidates experiences in a virtual world for the preparation to teach middle school. [Doctoral Dissertation]. Mississippi State University; 2012. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10232012-235218/ ;

28. Desutter, Keri Lynne. Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study.

Degree: PhD, Teaching & Learning, 2015, University of North Dakota

  The purpose of this explanatory sequential mixed methods study was to examine novice elementary teachers' perceptions of preparedness and competence for teaching in inclusive… (more)

Subjects/Keywords: Inclusive education; Novice teachers; Teacher preparation

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APA (6th Edition):

Desutter, K. L. (2015). Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1763

Chicago Manual of Style (16th Edition):

Desutter, Keri Lynne. “Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study.” 2015. Doctoral Dissertation, University of North Dakota. Accessed August 11, 2020. https://commons.und.edu/theses/1763.

MLA Handbook (7th Edition):

Desutter, Keri Lynne. “Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study.” 2015. Web. 11 Aug 2020.

Vancouver:

Desutter KL. Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2015. [cited 2020 Aug 11]. Available from: https://commons.und.edu/theses/1763.

Council of Science Editors:

Desutter KL. Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study. [Doctoral Dissertation]. University of North Dakota; 2015. Available from: https://commons.und.edu/theses/1763


University of Illinois – Urbana-Champaign

29. Brewer, Timothy Jameson. An examination of Teach For America's impact on the teaching profession, hiring practices, and educational leadership.

Degree: PhD, Educational Policy Studies, 2016, University of Illinois – Urbana-Champaign

 In the multi-faceted work of examining Teach For America (TFA), an important question that needs more complex consideration is: "What are the actual and potential… (more)

Subjects/Keywords: Teach For America; Teacher Preparation; Neoliberalism

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APA (6th Edition):

Brewer, T. J. (2016). An examination of Teach For America's impact on the teaching profession, hiring practices, and educational leadership. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90541

Chicago Manual of Style (16th Edition):

Brewer, Timothy Jameson. “An examination of Teach For America's impact on the teaching profession, hiring practices, and educational leadership.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed August 11, 2020. http://hdl.handle.net/2142/90541.

MLA Handbook (7th Edition):

Brewer, Timothy Jameson. “An examination of Teach For America's impact on the teaching profession, hiring practices, and educational leadership.” 2016. Web. 11 Aug 2020.

Vancouver:

Brewer TJ. An examination of Teach For America's impact on the teaching profession, hiring practices, and educational leadership. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/2142/90541.

Council of Science Editors:

Brewer TJ. An examination of Teach For America's impact on the teaching profession, hiring practices, and educational leadership. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90541


University of Hawaii – Manoa

30. Silva, Jaydene Rk. Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers.

Degree: 2015, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2014.

Teacher transiency and teacher quality are of utmost concern in Hawaiʻi. For decades, the Hawaiʻi Department of Education… (more)

Subjects/Keywords: teacher preparation; community college; underrepresented students

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APA (6th Edition):

Silva, J. R. (2015). Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101141

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):

Silva, Jaydene Rk. “Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers.” 2015. Thesis, University of Hawaii – Manoa. Accessed August 11, 2020. http://hdl.handle.net/10125/101141.

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

MLA Handbook (7th Edition):

Silva, Jaydene Rk. “Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers.” 2015. Web. 11 Aug 2020.

Vancouver:

Silva JR. Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/10125/101141.

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

Council of Science Editors:

Silva JR. Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers. [Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/101141

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

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