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You searched for subject:(Teacher collaboration). Showing records 1 – 30 of 292 total matches.

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Virginia Tech

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

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 September 19, 2019. 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. 19 Sep 2019.

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 2019 Sep 19]. 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

2. Erickson, Katie Erin. Collaboration In English Language Learner Teacher Education: Implications For Moving Theory Into Practice.

Degree: PhD, Teaching & Learning, 2017, University of North Dakota

  This qualitative phenomenological study was developed to fill the gap in current research on what extent five teacher educators, from three Midwest and one… (more)

Subjects/Keywords: Collaboration; ELL; Implications; Teacher Education

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APA (6th Edition):

Erickson, K. E. (2017). Collaboration In English Language Learner Teacher Education: Implications For Moving Theory Into Practice. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2109

Chicago Manual of Style (16th Edition):

Erickson, Katie Erin. “Collaboration In English Language Learner Teacher Education: Implications For Moving Theory Into Practice.” 2017. Doctoral Dissertation, University of North Dakota. Accessed September 19, 2019. https://commons.und.edu/theses/2109.

MLA Handbook (7th Edition):

Erickson, Katie Erin. “Collaboration In English Language Learner Teacher Education: Implications For Moving Theory Into Practice.” 2017. Web. 19 Sep 2019.

Vancouver:

Erickson KE. Collaboration In English Language Learner Teacher Education: Implications For Moving Theory Into Practice. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2019 Sep 19]. Available from: https://commons.und.edu/theses/2109.

Council of Science Editors:

Erickson KE. Collaboration In English Language Learner Teacher Education: Implications For Moving Theory Into Practice. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/2109


Northeastern University

3. Nkem, Bernard. Teacher perspective of distributed leadership during disruptive change: the case of a university in Cameroon.

Degree: EdD, School of Education, 2018, Northeastern University

 Current literature on school leadership has shifted away from the traditional and hierarchical top-down model of leadership to a form of leadership that is collaborative… (more)

Subjects/Keywords: collaboration; distributed leadership; teacher leadership

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APA (6th Edition):

Nkem, B. (2018). Teacher perspective of distributed leadership during disruptive change: the case of a university in Cameroon. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20282326

Chicago Manual of Style (16th Edition):

Nkem, Bernard. “Teacher perspective of distributed leadership during disruptive change: the case of a university in Cameroon.” 2018. Doctoral Dissertation, Northeastern University. Accessed September 19, 2019. http://hdl.handle.net/2047/D20282326.

MLA Handbook (7th Edition):

Nkem, Bernard. “Teacher perspective of distributed leadership during disruptive change: the case of a university in Cameroon.” 2018. Web. 19 Sep 2019.

Vancouver:

Nkem B. Teacher perspective of distributed leadership during disruptive change: the case of a university in Cameroon. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2047/D20282326.

Council of Science Editors:

Nkem B. Teacher perspective of distributed leadership during disruptive change: the case of a university in Cameroon. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20282326


University of Sydney

4. Lovat, Amy Kathryn. Perceptions and Practices: What Drives Literacy Instruction? .

Degree: 2015, University of Sydney

 Literacy is a multifaceted skill which is highly valued in modern society. It is considered a fundamental life skill which influences academic, social and vocational… (more)

Subjects/Keywords: language; literacy; collaboration; teacher

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APA (6th Edition):

Lovat, A. K. (2015). Perceptions and Practices: What Drives Literacy Instruction? . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/13988

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):

Lovat, Amy Kathryn. “Perceptions and Practices: What Drives Literacy Instruction? .” 2015. Thesis, University of Sydney. Accessed September 19, 2019. http://hdl.handle.net/2123/13988.

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

MLA Handbook (7th Edition):

Lovat, Amy Kathryn. “Perceptions and Practices: What Drives Literacy Instruction? .” 2015. Web. 19 Sep 2019.

Vancouver:

Lovat AK. Perceptions and Practices: What Drives Literacy Instruction? . [Internet] [Thesis]. University of Sydney; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2123/13988.

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

Council of Science Editors:

Lovat AK. Perceptions and Practices: What Drives Literacy Instruction? . [Thesis]. University of Sydney; 2015. Available from: http://hdl.handle.net/2123/13988

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

5. Cameron, Beth A. Teachers??? Experiences in Collaborative Settings: A Comparison of How Two Teacher Teams Develop Relationships .

Degree: 2014, California State University – San Marcos

 Teachers are central to student learning. Without improving teacher practice, it will be difficult for schools to meet the goals of the Common Core State… (more)

Subjects/Keywords: teacher collaboration; professional learning communities; teacher efficacy

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APA (6th Edition):

Cameron, B. A. (2014). Teachers??? Experiences in Collaborative Settings: A Comparison of How Two Teacher Teams Develop Relationships . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/119085

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):

Cameron, Beth A. “Teachers??? Experiences in Collaborative Settings: A Comparison of How Two Teacher Teams Develop Relationships .” 2014. Thesis, California State University – San Marcos. Accessed September 19, 2019. http://hdl.handle.net/10211.3/119085.

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

MLA Handbook (7th Edition):

Cameron, Beth A. “Teachers??? Experiences in Collaborative Settings: A Comparison of How Two Teacher Teams Develop Relationships .” 2014. Web. 19 Sep 2019.

Vancouver:

Cameron BA. Teachers??? Experiences in Collaborative Settings: A Comparison of How Two Teacher Teams Develop Relationships . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10211.3/119085.

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

Council of Science Editors:

Cameron BA. Teachers??? Experiences in Collaborative Settings: A Comparison of How Two Teacher Teams Develop Relationships . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/119085

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


University of Houston

6. Kelley, Michaelann. Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection.

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

 In the state of Texas, mandated testing has often led to mandated professional training for teachers and administrators. This has been particularly true for teachers… (more)

Subjects/Keywords: Critical Friends; teacher knowledge; teacher collaboration; reflection

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APA (6th Edition):

Kelley, M. (2012). Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/620

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):

Kelley, Michaelann. “Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection.” 2012. Thesis, University of Houston. Accessed September 19, 2019. http://hdl.handle.net/10657/620.

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

MLA Handbook (7th Edition):

Kelley, Michaelann. “Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection.” 2012. Web. 19 Sep 2019.

Vancouver:

Kelley M. Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10657/620.

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

Council of Science Editors:

Kelley M. Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/620

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


University of Illinois – Urbana-Champaign

7. Kang, Grace. The power of teachers: exploring identity, agency, and collaboration in the context of literacy.

Degree: PhD, Curriculum and Instruction, 2015, University of Illinois – Urbana-Champaign

 This is a time when teachers are not treated as professionals and often are blamed for the state of today’s public education system. Although, there… (more)

Subjects/Keywords: collaboration; teacher agency; teacher identity; teacher practice; professional development; Teacher education

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APA (6th Edition):

Kang, G. (2015). The power of teachers: exploring identity, agency, and collaboration in the context of literacy. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78311

Chicago Manual of Style (16th Edition):

Kang, Grace. “The power of teachers: exploring identity, agency, and collaboration in the context of literacy.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 19, 2019. http://hdl.handle.net/2142/78311.

MLA Handbook (7th Edition):

Kang, Grace. “The power of teachers: exploring identity, agency, and collaboration in the context of literacy.” 2015. Web. 19 Sep 2019.

Vancouver:

Kang G. The power of teachers: exploring identity, agency, and collaboration in the context of literacy. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2142/78311.

Council of Science Editors:

Kang G. The power of teachers: exploring identity, agency, and collaboration in the context of literacy. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78311


University of South Florida

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

Degree: 2018, University of South Florida

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Bauman, Cynthia B. “Exploring the ‘Spaces Between’: Teachers’ Perceptions of Teacher Leadership within Professional Networks.” 2018. Thesis, University of South Florida. Accessed September 19, 2019. https://scholarcommons.usf.edu/etd/7473.

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

MLA Handbook (7th Edition):

Bauman, Cynthia B. “Exploring the ‘Spaces Between’: Teachers’ Perceptions of Teacher Leadership within Professional Networks.” 2018. Web. 19 Sep 2019.

Vancouver:

Bauman CB. Exploring the ‘Spaces Between’: Teachers’ Perceptions of Teacher Leadership within Professional Networks. [Internet] [Thesis]. University of South Florida; 2018. [cited 2019 Sep 19]. Available from: https://scholarcommons.usf.edu/etd/7473.

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

Council of Science Editors:

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

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


George Mason University

9. Sullivan, Laurie J. The Influence of School Culture, School Goals, and Teacher Collaboration on Teachers’ Attitudes Toward Their Professional Development Plans .

Degree: 2010, George Mason University

 The Professional Development Plan (PDP) is a specific professional development model situated within the teacher evaluation system being implemented in the Owen Public Schools (pseudonym).… (more)

Subjects/Keywords: professional development; teacher attitudes; teacher evaluation; school culture; teacher collaboration; reflection

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APA (6th Edition):

Sullivan, L. J. (2010). The Influence of School Culture, School Goals, and Teacher Collaboration on Teachers’ Attitudes Toward Their Professional Development Plans . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/5825

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):

Sullivan, Laurie J. “The Influence of School Culture, School Goals, and Teacher Collaboration on Teachers’ Attitudes Toward Their Professional Development Plans .” 2010. Thesis, George Mason University. Accessed September 19, 2019. http://hdl.handle.net/1920/5825.

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

MLA Handbook (7th Edition):

Sullivan, Laurie J. “The Influence of School Culture, School Goals, and Teacher Collaboration on Teachers’ Attitudes Toward Their Professional Development Plans .” 2010. Web. 19 Sep 2019.

Vancouver:

Sullivan LJ. The Influence of School Culture, School Goals, and Teacher Collaboration on Teachers’ Attitudes Toward Their Professional Development Plans . [Internet] [Thesis]. George Mason University; 2010. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1920/5825.

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

Council of Science Editors:

Sullivan LJ. The Influence of School Culture, School Goals, and Teacher Collaboration on Teachers’ Attitudes Toward Their Professional Development Plans . [Thesis]. George Mason University; 2010. Available from: http://hdl.handle.net/1920/5825

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


California State University – Sacramento

10. Jeske, Dawn Larson. The preschool to kindergarten student profile: improving kindergarten transitions through social-emotional information.

Degree: MA, Child Development (Applied Settings, 2010, California State University – Sacramento

 The past decade has seen an unprecedented focus on kindergarten readiness aimed at ensuring that children have a successful transition into formal schooling. Most of… (more)

Subjects/Keywords: School readiness; Community collaboration; Teacher communication

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APA (6th Edition):

Jeske, D. L. (2010). The preschool to kindergarten student profile: improving kindergarten transitions through social-emotional information. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/309

Chicago Manual of Style (16th Edition):

Jeske, Dawn Larson. “The preschool to kindergarten student profile: improving kindergarten transitions through social-emotional information.” 2010. Masters Thesis, California State University – Sacramento. Accessed September 19, 2019. http://hdl.handle.net/10211.9/309.

MLA Handbook (7th Edition):

Jeske, Dawn Larson. “The preschool to kindergarten student profile: improving kindergarten transitions through social-emotional information.” 2010. Web. 19 Sep 2019.

Vancouver:

Jeske DL. The preschool to kindergarten student profile: improving kindergarten transitions through social-emotional information. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10211.9/309.

Council of Science Editors:

Jeske DL. The preschool to kindergarten student profile: improving kindergarten transitions through social-emotional information. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/309


University of Hawaii – Manoa

11. Schlaack, Nicole. The Collaborative Residency Project: The Influence of Co-Teaching on Professional Development in Arts Integration.

Degree: 2017, University of Hawaii – Manoa

M.Ed. University of Hawaii at Manoa 2016.

This qualitative case study examined teachers’ professional growth in integrating the arts in an attempt to extend our… (more)

Subjects/Keywords: Professional development; arts integration; teacher collaboration

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APA (6th Edition):

Schlaack, N. (2017). The Collaborative Residency Project: The Influence of Co-Teaching on Professional Development in Arts Integration. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/51302

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):

Schlaack, Nicole. “The Collaborative Residency Project: The Influence of Co-Teaching on Professional Development in Arts Integration.” 2017. Thesis, University of Hawaii – Manoa. Accessed September 19, 2019. http://hdl.handle.net/10125/51302.

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

MLA Handbook (7th Edition):

Schlaack, Nicole. “The Collaborative Residency Project: The Influence of Co-Teaching on Professional Development in Arts Integration.” 2017. Web. 19 Sep 2019.

Vancouver:

Schlaack N. The Collaborative Residency Project: The Influence of Co-Teaching on Professional Development in Arts Integration. [Internet] [Thesis]. University of Hawaii – Manoa; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10125/51302.

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

Council of Science Editors:

Schlaack N. The Collaborative Residency Project: The Influence of Co-Teaching on Professional Development in Arts Integration. [Thesis]. University of Hawaii – Manoa; 2017. Available from: http://hdl.handle.net/10125/51302

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

12. Vogel, Rebecca. Professional Learning Communities and Student Achievement .

Degree: 2012, California State University – San Marcos

 This purpose of this mixed-method case study was to investigate the affects of district mandated Professional Learning Community (PLC) forms on teacher collaboration and student… (more)

Subjects/Keywords: Professional Learning Community,; teacher collaboration; student achievement

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APA (6th Edition):

Vogel, R. (2012). Professional Learning Communities and Student Achievement . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/235

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):

Vogel, Rebecca. “Professional Learning Communities and Student Achievement .” 2012. Thesis, California State University – San Marcos. Accessed September 19, 2019. http://hdl.handle.net/10211.8/235.

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

MLA Handbook (7th Edition):

Vogel, Rebecca. “Professional Learning Communities and Student Achievement .” 2012. Web. 19 Sep 2019.

Vancouver:

Vogel R. Professional Learning Communities and Student Achievement . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10211.8/235.

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

Council of Science Editors:

Vogel R. Professional Learning Communities and Student Achievement . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/235

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


Clemson University

13. Haun, Elizabeth Demastes. Getting Connected: Understanding how digital tools support the collaborative practices of elementary teachers.

Degree: PhD, Education and Human Development, 2017, Clemson University

 This phenomenological study investigated how six elementary teachers are utilizing digital tools and how they perceive these tools can meet their needs for professional collaboration.… (more)

Subjects/Keywords: collaborative technology; elementary teachers; teacher collaboration

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

APA (6th Edition):

Haun, E. D. (2017). Getting Connected: Understanding how digital tools support the collaborative practices of elementary teachers. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2065

Chicago Manual of Style (16th Edition):

Haun, Elizabeth Demastes. “Getting Connected: Understanding how digital tools support the collaborative practices of elementary teachers.” 2017. Doctoral Dissertation, Clemson University. Accessed September 19, 2019. https://tigerprints.clemson.edu/all_dissertations/2065.

MLA Handbook (7th Edition):

Haun, Elizabeth Demastes. “Getting Connected: Understanding how digital tools support the collaborative practices of elementary teachers.” 2017. Web. 19 Sep 2019.

Vancouver:

Haun ED. Getting Connected: Understanding how digital tools support the collaborative practices of elementary teachers. [Internet] [Doctoral dissertation]. Clemson University; 2017. [cited 2019 Sep 19]. Available from: https://tigerprints.clemson.edu/all_dissertations/2065.

Council of Science Editors:

Haun ED. Getting Connected: Understanding how digital tools support the collaborative practices of elementary teachers. [Doctoral Dissertation]. Clemson University; 2017. Available from: https://tigerprints.clemson.edu/all_dissertations/2065


Louisiana State University

14. Hulin, Caroline Lee. The Impact of Responsive Partnership Strategies on the Satisfaction of Co-Teaching Relationships in Early Childhood Classrooms.

Degree: MEd, Curriculum and Instruction, 2018, Louisiana State University

  BACKGROUND: Lack of coordinated action between two adults in the classroom can lead to disjointed instruction for young children and teacher stress (Masterson, 2015;… (more)

Subjects/Keywords: coteaching; early childhood education; collaboration; teacher relationships

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APA (6th Edition):

Hulin, C. L. (2018). The Impact of Responsive Partnership Strategies on the Satisfaction of Co-Teaching Relationships in Early Childhood Classrooms. (Masters Thesis). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_theses/4698

Chicago Manual of Style (16th Edition):

Hulin, Caroline Lee. “The Impact of Responsive Partnership Strategies on the Satisfaction of Co-Teaching Relationships in Early Childhood Classrooms.” 2018. Masters Thesis, Louisiana State University. Accessed September 19, 2019. https://digitalcommons.lsu.edu/gradschool_theses/4698.

MLA Handbook (7th Edition):

Hulin, Caroline Lee. “The Impact of Responsive Partnership Strategies on the Satisfaction of Co-Teaching Relationships in Early Childhood Classrooms.” 2018. Web. 19 Sep 2019.

Vancouver:

Hulin CL. The Impact of Responsive Partnership Strategies on the Satisfaction of Co-Teaching Relationships in Early Childhood Classrooms. [Internet] [Masters thesis]. Louisiana State University; 2018. [cited 2019 Sep 19]. Available from: https://digitalcommons.lsu.edu/gradschool_theses/4698.

Council of Science Editors:

Hulin CL. The Impact of Responsive Partnership Strategies on the Satisfaction of Co-Teaching Relationships in Early Childhood Classrooms. [Masters Thesis]. Louisiana State University; 2018. Available from: https://digitalcommons.lsu.edu/gradschool_theses/4698


Vanderbilt University

15. Patrick, Susan Kemper. Working Together: Organizational Conditions, Teacher Teams, and Learning Opportunities Created Through Teacher Collaboration.

Degree: PhD, Leadership and Policy Studies, 2019, Vanderbilt University

 Practitioners and policymakers agree that teachers and students can benefit when teachers spend more time working together. However, the nature and productivity of collaboration actually… (more)

Subjects/Keywords: teacher collaboration; education leadership; schools as organizations

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APA (6th Edition):

Patrick, S. K. (2019). Working Together: Organizational Conditions, Teacher Teams, and Learning Opportunities Created Through Teacher Collaboration. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-08122019-192207/ ;

Chicago Manual of Style (16th Edition):

Patrick, Susan Kemper. “Working Together: Organizational Conditions, Teacher Teams, and Learning Opportunities Created Through Teacher Collaboration.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed September 19, 2019. http://etd.library.vanderbilt.edu/available/etd-08122019-192207/ ;.

MLA Handbook (7th Edition):

Patrick, Susan Kemper. “Working Together: Organizational Conditions, Teacher Teams, and Learning Opportunities Created Through Teacher Collaboration.” 2019. Web. 19 Sep 2019.

Vancouver:

Patrick SK. Working Together: Organizational Conditions, Teacher Teams, and Learning Opportunities Created Through Teacher Collaboration. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2019 Sep 19]. Available from: http://etd.library.vanderbilt.edu/available/etd-08122019-192207/ ;.

Council of Science Editors:

Patrick SK. Working Together: Organizational Conditions, Teacher Teams, and Learning Opportunities Created Through Teacher Collaboration. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://etd.library.vanderbilt.edu/available/etd-08122019-192207/ ;


Arizona State University

16. Brown, Denise Miller. How Preservice Teachers Work in Collaboration: Do Past Experiences and Beliefs Influence the Quality of their Heedful Interrelating.

Degree: Educational Psychology, 2016, Arizona State University

 This research investigated preservice teacher collaboration in the context of an undergraduate teacher preparation program. Small groups of preservice students were examined over five collaborative… (more)

Subjects/Keywords: Teacher education; heedful interrelating; small group collaboration

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

APA (6th Edition):

Brown, D. M. (2016). How Preservice Teachers Work in Collaboration: Do Past Experiences and Beliefs Influence the Quality of their Heedful Interrelating. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/38378

Chicago Manual of Style (16th Edition):

Brown, Denise Miller. “How Preservice Teachers Work in Collaboration: Do Past Experiences and Beliefs Influence the Quality of their Heedful Interrelating.” 2016. Doctoral Dissertation, Arizona State University. Accessed September 19, 2019. http://repository.asu.edu/items/38378.

MLA Handbook (7th Edition):

Brown, Denise Miller. “How Preservice Teachers Work in Collaboration: Do Past Experiences and Beliefs Influence the Quality of their Heedful Interrelating.” 2016. Web. 19 Sep 2019.

Vancouver:

Brown DM. How Preservice Teachers Work in Collaboration: Do Past Experiences and Beliefs Influence the Quality of their Heedful Interrelating. [Internet] [Doctoral dissertation]. Arizona State University; 2016. [cited 2019 Sep 19]. Available from: http://repository.asu.edu/items/38378.

Council of Science Editors:

Brown DM. How Preservice Teachers Work in Collaboration: Do Past Experiences and Beliefs Influence the Quality of their Heedful Interrelating. [Doctoral Dissertation]. Arizona State University; 2016. Available from: http://repository.asu.edu/items/38378


Arizona State University

17. Riskus, Albert Michael. The Contribution of Professional Development to a Middle-School Team's Collaboration and Instructional Learning.

Degree: EdD, Leadership and Innovation, 2011, Arizona State University

 ABSTRACT Teachers working in isolation to overcome instructional challenges are left to their own devices, but teachers working together can benefit from others' perspectives. Teacher(more)

Subjects/Keywords: Educational leadership; norms; professional development; teacher collaboration

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APA (6th Edition):

Riskus, A. M. (2011). The Contribution of Professional Development to a Middle-School Team's Collaboration and Instructional Learning. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/9221

Chicago Manual of Style (16th Edition):

Riskus, Albert Michael. “The Contribution of Professional Development to a Middle-School Team's Collaboration and Instructional Learning.” 2011. Doctoral Dissertation, Arizona State University. Accessed September 19, 2019. http://repository.asu.edu/items/9221.

MLA Handbook (7th Edition):

Riskus, Albert Michael. “The Contribution of Professional Development to a Middle-School Team's Collaboration and Instructional Learning.” 2011. Web. 19 Sep 2019.

Vancouver:

Riskus AM. The Contribution of Professional Development to a Middle-School Team's Collaboration and Instructional Learning. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Sep 19]. Available from: http://repository.asu.edu/items/9221.

Council of Science Editors:

Riskus AM. The Contribution of Professional Development to a Middle-School Team's Collaboration and Instructional Learning. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/9221


The Ohio State University

18. Kim, Chankook. Perceptions of collaboration: a comparison of educators and scientists for cosee great lakes.

Degree: PhD, Natural Resources, 2007, The Ohio State University

 The Great Lakes region of North America can provide its 13 million K-12 learners with a relevant context for science learning, unique opportunities for exploring… (more)

Subjects/Keywords: Teacher-scientist collaboration; professional development; interprofessional collaboration; COSEE Great Lakes

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APA (6th Edition):

Kim, C. (2007). Perceptions of collaboration: a comparison of educators and scientists for cosee great lakes. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1196106835

Chicago Manual of Style (16th Edition):

Kim, Chankook. “Perceptions of collaboration: a comparison of educators and scientists for cosee great lakes.” 2007. Doctoral Dissertation, The Ohio State University. Accessed September 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1196106835.

MLA Handbook (7th Edition):

Kim, Chankook. “Perceptions of collaboration: a comparison of educators and scientists for cosee great lakes.” 2007. Web. 19 Sep 2019.

Vancouver:

Kim C. Perceptions of collaboration: a comparison of educators and scientists for cosee great lakes. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2019 Sep 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1196106835.

Council of Science Editors:

Kim C. Perceptions of collaboration: a comparison of educators and scientists for cosee great lakes. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1196106835


University of Toronto

19. Sheptytsky, Svitlana. Role and Potential Benefit of Teacher Collaboration in Elementary School.

Degree: 2015, University of Toronto

This research examines teacher collaboration in elementary school, its role, and potential benefit. Creating a collaborative educational environment can build a community of people who… (more)

Subjects/Keywords: collaborative learning opportunities; goals and benefits of teacher collaboration; school culture; teacher collaboration; teacher learning opportunities; teacher professional development; 0515

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

APA (6th Edition):

Sheptytsky, S. (2015). Role and Potential Benefit of Teacher Collaboration in Elementary School. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/69743

Chicago Manual of Style (16th Edition):

Sheptytsky, Svitlana. “Role and Potential Benefit of Teacher Collaboration in Elementary School.” 2015. Masters Thesis, University of Toronto. Accessed September 19, 2019. http://hdl.handle.net/1807/69743.

MLA Handbook (7th Edition):

Sheptytsky, Svitlana. “Role and Potential Benefit of Teacher Collaboration in Elementary School.” 2015. Web. 19 Sep 2019.

Vancouver:

Sheptytsky S. Role and Potential Benefit of Teacher Collaboration in Elementary School. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1807/69743.

Council of Science Editors:

Sheptytsky S. Role and Potential Benefit of Teacher Collaboration in Elementary School. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/69743


Northeastern University

20. Mayo-Brown, Meg. The lived experiences of principals in urban turnaround schools: an interpretative phenomenological analysis study examining teacher collective efficacy.

Degree: EdD, School of Education, 2018, Northeastern University

 This study set out to explore how five principals experienced collective teacher efficacy in their schools. The uniqueness of this study was the context of… (more)

Subjects/Keywords: principal leadership; teacher collaboration; teacher collective efficacy; teacher networks; teacher social capital

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APA (6th Edition):

Mayo-Brown, M. (2018). The lived experiences of principals in urban turnaround schools: an interpretative phenomenological analysis study examining teacher collective efficacy. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20282256

Chicago Manual of Style (16th Edition):

Mayo-Brown, Meg. “The lived experiences of principals in urban turnaround schools: an interpretative phenomenological analysis study examining teacher collective efficacy.” 2018. Doctoral Dissertation, Northeastern University. Accessed September 19, 2019. http://hdl.handle.net/2047/D20282256.

MLA Handbook (7th Edition):

Mayo-Brown, Meg. “The lived experiences of principals in urban turnaround schools: an interpretative phenomenological analysis study examining teacher collective efficacy.” 2018. Web. 19 Sep 2019.

Vancouver:

Mayo-Brown M. The lived experiences of principals in urban turnaround schools: an interpretative phenomenological analysis study examining teacher collective efficacy. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2047/D20282256.

Council of Science Editors:

Mayo-Brown M. The lived experiences of principals in urban turnaround schools: an interpretative phenomenological analysis study examining teacher collective efficacy. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20282256


University of California – San Diego

21. Wersebe, Jeanna. A Journey to Improve Collaboration Efforts Between Stakeholders and Teacher Librarians: A Mixed Method Study.

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

Collaboration between teachers and teacher librarians (TLs) faces fundamental challenges in the high school setting. Studies of professional library organizations have suggested that collaborations between… (more)

Subjects/Keywords: Educational leadership; Library science; high school collaboration; librarian-teacher collaboration; principal-librarian collaboration; school culture; school library programs; Teacher Librarian

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APA (6th Edition):

Wersebe, J. (2018). A Journey to Improve Collaboration Efforts Between Stakeholders and Teacher Librarians: A Mixed Method Study. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/8ks5k08f

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):

Wersebe, Jeanna. “A Journey to Improve Collaboration Efforts Between Stakeholders and Teacher Librarians: A Mixed Method Study.” 2018. Thesis, University of California – San Diego. Accessed September 19, 2019. http://www.escholarship.org/uc/item/8ks5k08f.

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

MLA Handbook (7th Edition):

Wersebe, Jeanna. “A Journey to Improve Collaboration Efforts Between Stakeholders and Teacher Librarians: A Mixed Method Study.” 2018. Web. 19 Sep 2019.

Vancouver:

Wersebe J. A Journey to Improve Collaboration Efforts Between Stakeholders and Teacher Librarians: A Mixed Method Study. [Internet] [Thesis]. University of California – San Diego; 2018. [cited 2019 Sep 19]. Available from: http://www.escholarship.org/uc/item/8ks5k08f.

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

Council of Science Editors:

Wersebe J. A Journey to Improve Collaboration Efforts Between Stakeholders and Teacher Librarians: A Mixed Method Study. [Thesis]. University of California – San Diego; 2018. Available from: http://www.escholarship.org/uc/item/8ks5k08f

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

22. Dawd, Ramina. I samarbete med : En kvalitativ studie av hur samarbetet ser ut mellan klasslärare och specialpedagoger och dess påverkan på elever.

Degree: Lärarutbildningen, 2009, Södertörn University College

  Syftet med detta examensarbete har varit att undersöka hur samarbetet fungerar mellan klasslärare och specialpedagoger på en skola i Stockholmsområdet samt dess påverkan på… (more)

Subjects/Keywords: special education; collaboration; class teacher; teacher within special education

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APA (6th Edition):

Dawd, R. (2009). I samarbete med : En kvalitativ studie av hur samarbetet ser ut mellan klasslärare och specialpedagoger och dess påverkan på elever. (Thesis). Södertörn University College. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3312

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):

Dawd, Ramina. “I samarbete med : En kvalitativ studie av hur samarbetet ser ut mellan klasslärare och specialpedagoger och dess påverkan på elever.” 2009. Thesis, Södertörn University College. Accessed September 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3312.

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

MLA Handbook (7th Edition):

Dawd, Ramina. “I samarbete med : En kvalitativ studie av hur samarbetet ser ut mellan klasslärare och specialpedagoger och dess påverkan på elever.” 2009. Web. 19 Sep 2019.

Vancouver:

Dawd R. I samarbete med : En kvalitativ studie av hur samarbetet ser ut mellan klasslärare och specialpedagoger och dess påverkan på elever. [Internet] [Thesis]. Södertörn University College; 2009. [cited 2019 Sep 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3312.

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

Council of Science Editors:

Dawd R. I samarbete med : En kvalitativ studie av hur samarbetet ser ut mellan klasslärare och specialpedagoger och dess påverkan på elever. [Thesis]. Södertörn University College; 2009. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3312

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


University of California – San Diego

23. Lockton, Marie. Deliberating Instructional Reform: How Teachers Collectively Negotiate Changing Beliefs and Practices.

Degree: Education, 2017, University of California – San Diego

 Under pressure to continually improve student outcomes, teachers are often asked by their schools, districts, and states to implement reforms aimed at changing their instructional… (more)

Subjects/Keywords: Education; school change; social network analysis; teacher beliefs; teacher collaboration

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APA (6th Edition):

Lockton, M. (2017). Deliberating Instructional Reform: How Teachers Collectively Negotiate Changing Beliefs and Practices. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/6zb2899f

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):

Lockton, Marie. “Deliberating Instructional Reform: How Teachers Collectively Negotiate Changing Beliefs and Practices.” 2017. Thesis, University of California – San Diego. Accessed September 19, 2019. http://www.escholarship.org/uc/item/6zb2899f.

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

MLA Handbook (7th Edition):

Lockton, Marie. “Deliberating Instructional Reform: How Teachers Collectively Negotiate Changing Beliefs and Practices.” 2017. Web. 19 Sep 2019.

Vancouver:

Lockton M. Deliberating Instructional Reform: How Teachers Collectively Negotiate Changing Beliefs and Practices. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2019 Sep 19]. Available from: http://www.escholarship.org/uc/item/6zb2899f.

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

Council of Science Editors:

Lockton M. Deliberating Instructional Reform: How Teachers Collectively Negotiate Changing Beliefs and Practices. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/6zb2899f

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

24. Sutton, Paul. Mapping teacher-structured collaborative learning in a context of problem-based learning curriculum redesign.

Degree: PhD, 2015, University of Washington

 This dissertation uses a single and comparative case study to examine the work of several teacher-led and driven collaboration groups, known as design teams, as… (more)

Subjects/Keywords: Collaboration; Problem based learning; Teacher learning; Teacher education; Education; education - seattle

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APA (6th Edition):

Sutton, P. (2015). Mapping teacher-structured collaborative learning in a context of problem-based learning curriculum redesign. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/27460

Chicago Manual of Style (16th Edition):

Sutton, Paul. “Mapping teacher-structured collaborative learning in a context of problem-based learning curriculum redesign.” 2015. Doctoral Dissertation, University of Washington. Accessed September 19, 2019. http://hdl.handle.net/1773/27460.

MLA Handbook (7th Edition):

Sutton, Paul. “Mapping teacher-structured collaborative learning in a context of problem-based learning curriculum redesign.” 2015. Web. 19 Sep 2019.

Vancouver:

Sutton P. Mapping teacher-structured collaborative learning in a context of problem-based learning curriculum redesign. [Internet] [Doctoral dissertation]. University of Washington; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1773/27460.

Council of Science Editors:

Sutton P. Mapping teacher-structured collaborative learning in a context of problem-based learning curriculum redesign. [Doctoral Dissertation]. University of Washington; 2015. Available from: http://hdl.handle.net/1773/27460


Iowa State University

25. Haack, Darin Marcus. Teachers' inquiry stance: Collaboration through data analysis in a professional learning community.

Degree: 2017, Iowa State University

 The purpose of this qualitative case study was to understand how teachers experience a stance toward inquiry through participation in Professional Learning Communities (PLCs). In… (more)

Subjects/Keywords: Professional Learning Communities; Teacher Collaboration; Teacher Inquiry; Educational Administration and Supervision

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APA (6th Edition):

Haack, D. M. (2017). Teachers' inquiry stance: Collaboration through data analysis in a professional learning community. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/16139

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):

Haack, Darin Marcus. “Teachers' inquiry stance: Collaboration through data analysis in a professional learning community.” 2017. Thesis, Iowa State University. Accessed September 19, 2019. https://lib.dr.iastate.edu/etd/16139.

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

MLA Handbook (7th Edition):

Haack, Darin Marcus. “Teachers' inquiry stance: Collaboration through data analysis in a professional learning community.” 2017. Web. 19 Sep 2019.

Vancouver:

Haack DM. Teachers' inquiry stance: Collaboration through data analysis in a professional learning community. [Internet] [Thesis]. Iowa State University; 2017. [cited 2019 Sep 19]. Available from: https://lib.dr.iastate.edu/etd/16139.

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

Council of Science Editors:

Haack DM. Teachers' inquiry stance: Collaboration through data analysis in a professional learning community. [Thesis]. Iowa State University; 2017. Available from: https://lib.dr.iastate.edu/etd/16139

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

26. Brudvik, Laura. Examining Identity Of Novice Teacher Educators: A Self-Study.

Degree: PhD, Teaching & Learning, 2016, University of North Dakota

  Novice teacher educators can provide valuable insight into the question of professional identity and how it informs practice. Collaboration through interviews using self-study highlight… (more)

Subjects/Keywords: collaboration; mentorship; novice teachers; secondary education; teacher educator; teacher identity

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APA (6th Edition):

Brudvik, L. (2016). Examining Identity Of Novice Teacher Educators: A Self-Study. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1998

Chicago Manual of Style (16th Edition):

Brudvik, Laura. “Examining Identity Of Novice Teacher Educators: A Self-Study.” 2016. Doctoral Dissertation, University of North Dakota. Accessed September 19, 2019. https://commons.und.edu/theses/1998.

MLA Handbook (7th Edition):

Brudvik, Laura. “Examining Identity Of Novice Teacher Educators: A Self-Study.” 2016. Web. 19 Sep 2019.

Vancouver:

Brudvik L. Examining Identity Of Novice Teacher Educators: A Self-Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2016. [cited 2019 Sep 19]. Available from: https://commons.und.edu/theses/1998.

Council of Science Editors:

Brudvik L. Examining Identity Of Novice Teacher Educators: A Self-Study. [Doctoral Dissertation]. University of North Dakota; 2016. Available from: https://commons.und.edu/theses/1998


University of South Carolina

27. Barrett, Jesse Leahn. A Little Help from our Friends: The Benefits and Challenges of Mandatory Teacher Collaboration.

Degree: PhD, Instruction and Teacher Education, 2017, University of South Carolina

  The purpose of this study was to explore secondary English teachers’ perceptions of the benefits and challenges of professional learning communities (PLCs), with particular… (more)

Subjects/Keywords: Education; Teacher Education and Professional Development; Teacher Collaboration

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

APA (6th Edition):

Barrett, J. L. (2017). A Little Help from our Friends: The Benefits and Challenges of Mandatory Teacher Collaboration. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4160

Chicago Manual of Style (16th Edition):

Barrett, Jesse Leahn. “A Little Help from our Friends: The Benefits and Challenges of Mandatory Teacher Collaboration.” 2017. Doctoral Dissertation, University of South Carolina. Accessed September 19, 2019. https://scholarcommons.sc.edu/etd/4160.

MLA Handbook (7th Edition):

Barrett, Jesse Leahn. “A Little Help from our Friends: The Benefits and Challenges of Mandatory Teacher Collaboration.” 2017. Web. 19 Sep 2019.

Vancouver:

Barrett JL. A Little Help from our Friends: The Benefits and Challenges of Mandatory Teacher Collaboration. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2019 Sep 19]. Available from: https://scholarcommons.sc.edu/etd/4160.

Council of Science Editors:

Barrett JL. A Little Help from our Friends: The Benefits and Challenges of Mandatory Teacher Collaboration. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4160


Brigham Young University

28. Moore, Thomas Owen. Teacher Perceptions of the Benefits of Teacher Collaboration and An Analysis of Indicators of Potential Teacher Attrition.

Degree: MS, 2009, Brigham Young University

Teacher collaboration is being implemented in many schools for a number of reasons with various claimed benefits. Collaboration is being heralded by many as… (more)

Subjects/Keywords: teacher collaboration; teacher attrition; teacher networking; collaboration; mentoring; teacher shortage; collaboration benefits; beginning teachers; teaching career; Educational Assessment, Evaluation, and Research; Educational Methods

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APA (6th Edition):

Moore, T. O. (2009). Teacher Perceptions of the Benefits of Teacher Collaboration and An Analysis of Indicators of Potential Teacher Attrition. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2810&context=etd

Chicago Manual of Style (16th Edition):

Moore, Thomas Owen. “Teacher Perceptions of the Benefits of Teacher Collaboration and An Analysis of Indicators of Potential Teacher Attrition.” 2009. Masters Thesis, Brigham Young University. Accessed September 19, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2810&context=etd.

MLA Handbook (7th Edition):

Moore, Thomas Owen. “Teacher Perceptions of the Benefits of Teacher Collaboration and An Analysis of Indicators of Potential Teacher Attrition.” 2009. Web. 19 Sep 2019.

Vancouver:

Moore TO. Teacher Perceptions of the Benefits of Teacher Collaboration and An Analysis of Indicators of Potential Teacher Attrition. [Internet] [Masters thesis]. Brigham Young University; 2009. [cited 2019 Sep 19]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2810&context=etd.

Council of Science Editors:

Moore TO. Teacher Perceptions of the Benefits of Teacher Collaboration and An Analysis of Indicators of Potential Teacher Attrition. [Masters Thesis]. Brigham Young University; 2009. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2810&context=etd


Georgia State University

29. Stoll, William A., III. The Impact of Collaboration Between Science and Education Faculty Members on Teaching for Conceptual Change: A Phenomenographic Case Study of a Physics Professor.

Degree: PhD, Middle and Secondary Education, 2016, Georgia State University

  This dissertation presents a phenomenographic case study of a senior physics professor during and beyond an extended collaboration with a science education professor from… (more)

Subjects/Keywords: Teaching for Conceptual Change; Teacher learning; Teacher change; Collaboration; Phenomenography; Physics Education Research

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APA (6th Edition):

Stoll, William A., I. (2016). The Impact of Collaboration Between Science and Education Faculty Members on Teaching for Conceptual Change: A Phenomenographic Case Study of a Physics Professor. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/22

Chicago Manual of Style (16th Edition):

Stoll, William A., III. “The Impact of Collaboration Between Science and Education Faculty Members on Teaching for Conceptual Change: A Phenomenographic Case Study of a Physics Professor.” 2016. Doctoral Dissertation, Georgia State University. Accessed September 19, 2019. https://scholarworks.gsu.edu/mse_diss/22.

MLA Handbook (7th Edition):

Stoll, William A., III. “The Impact of Collaboration Between Science and Education Faculty Members on Teaching for Conceptual Change: A Phenomenographic Case Study of a Physics Professor.” 2016. Web. 19 Sep 2019.

Vancouver:

Stoll, William A. I. The Impact of Collaboration Between Science and Education Faculty Members on Teaching for Conceptual Change: A Phenomenographic Case Study of a Physics Professor. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 Sep 19]. Available from: https://scholarworks.gsu.edu/mse_diss/22.

Council of Science Editors:

Stoll, William A. I. The Impact of Collaboration Between Science and Education Faculty Members on Teaching for Conceptual Change: A Phenomenographic Case Study of a Physics Professor. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/22


University of Hawaii – Manoa

30. Galloway, Lisa Maria. How Hawaiʻi teachers' perceptions and behaviors call for change in public education : an action research study.

Degree: 2016, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2012.

This multiple-case qualitative study involved six teachers in Hawaiʻi public schools who participated in a three credit course… (more)

Subjects/Keywords: teacher family collaboration; parent involvement; teacher action research; school community; change agent team

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APA (6th Edition):

Galloway, L. M. (2016). How Hawaiʻi teachers' perceptions and behaviors call for change in public education : an action research study. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101353

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):

Galloway, Lisa Maria. “How Hawaiʻi teachers' perceptions and behaviors call for change in public education : an action research study.” 2016. Thesis, University of Hawaii – Manoa. Accessed September 19, 2019. http://hdl.handle.net/10125/101353.

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

MLA Handbook (7th Edition):

Galloway, Lisa Maria. “How Hawaiʻi teachers' perceptions and behaviors call for change in public education : an action research study.” 2016. Web. 19 Sep 2019.

Vancouver:

Galloway LM. How Hawaiʻi teachers' perceptions and behaviors call for change in public education : an action research study. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10125/101353.

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

Council of Science Editors:

Galloway LM. How Hawaiʻi teachers' perceptions and behaviors call for change in public education : an action research study. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/101353

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

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