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You searched for subject:(Teacher effectiveness). Showing records 1 – 30 of 414 total matches.

[1] [2] [3] [4] [5] … [14]

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University of Zambia

1. Kapaya, Given. Teachers perceptions of Primary School Head Teachers' instructional leadership behaviour: The case of selected Primary Schools of Mufumbwe District .

Degree: 2014, University of Zambia

 The focus of this study was to explore primary school teachers’ perceptions of their head teachers’ instructional leadership and how these perceptions may be affected… (more)

Subjects/Keywords: Leadership; Teacher effectiveness

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

APA (6th Edition):

Kapaya, G. (2014). Teachers perceptions of Primary School Head Teachers' instructional leadership behaviour: The case of selected Primary Schools of Mufumbwe District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3205

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):

Kapaya, Given. “Teachers perceptions of Primary School Head Teachers' instructional leadership behaviour: The case of selected Primary Schools of Mufumbwe District .” 2014. Thesis, University of Zambia. Accessed April 21, 2019. http://hdl.handle.net/123456789/3205.

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

MLA Handbook (7th Edition):

Kapaya, Given. “Teachers perceptions of Primary School Head Teachers' instructional leadership behaviour: The case of selected Primary Schools of Mufumbwe District .” 2014. Web. 21 Apr 2019.

Vancouver:

Kapaya G. Teachers perceptions of Primary School Head Teachers' instructional leadership behaviour: The case of selected Primary Schools of Mufumbwe District . [Internet] [Thesis]. University of Zambia; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/123456789/3205.

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

Council of Science Editors:

Kapaya G. Teachers perceptions of Primary School Head Teachers' instructional leadership behaviour: The case of selected Primary Schools of Mufumbwe District . [Thesis]. University of Zambia; 2014. Available from: http://hdl.handle.net/123456789/3205

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


Virginia Tech

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Nabors, Autumn Nicole. “Perceptions of How Teacher Evaluations and Feedback Impact Teacher  Professional Growth in a Large Suburban School District in Virginia.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 21, 2019. http://hdl.handle.net/10919/73330.

MLA Handbook (7th Edition):

Nabors, Autumn Nicole. “Perceptions of How Teacher Evaluations and Feedback Impact Teacher  Professional Growth in a Large Suburban School District in Virginia.” 2015. Web. 21 Apr 2019.

Vancouver:

Nabors AN. Perceptions of How Teacher Evaluations and Feedback Impact Teacher  Professional Growth in a Large Suburban School District in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10919/73330.

Council of Science Editors:

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


Vanderbilt University

3. Guthrie, James Edward. Three Studies on the Dynamics of Teacher and School Effectiveness.

Degree: PhD, Leadership and Policy Studies, 2016, Vanderbilt University

 The following dissertation consists of three studies, demarcated as chapters, seeking to advance the use of longitudinal data in the measurement and evaluation of the… (more)

Subjects/Keywords: school effectiveness; teacher effectiveness; Education policy

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

APA (6th Edition):

Guthrie, J. E. (2016). Three Studies on the Dynamics of Teacher and School Effectiveness. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-04192016-171211/ ;

Chicago Manual of Style (16th Edition):

Guthrie, James Edward. “Three Studies on the Dynamics of Teacher and School Effectiveness.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed April 21, 2019. http://etd.library.vanderbilt.edu/available/etd-04192016-171211/ ;.

MLA Handbook (7th Edition):

Guthrie, James Edward. “Three Studies on the Dynamics of Teacher and School Effectiveness.” 2016. Web. 21 Apr 2019.

Vancouver:

Guthrie JE. Three Studies on the Dynamics of Teacher and School Effectiveness. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2019 Apr 21]. Available from: http://etd.library.vanderbilt.edu/available/etd-04192016-171211/ ;.

Council of Science Editors:

Guthrie JE. Three Studies on the Dynamics of Teacher and School Effectiveness. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://etd.library.vanderbilt.edu/available/etd-04192016-171211/ ;

4. Brevik, Loren Harriet. Effectiveness of Teacher Preparation Programs as Perceived by First Year Teachers.

Degree: PhD, Educational Administration and Policy Studies, 2009, U of Denver

  High rates of teacher attrition, particularly among those within their first years of teaching, have prompted studies aimed at identifying issues and recommendations for… (more)

Subjects/Keywords: Effectiveness; Perceptions; Preperation; Program; Teacher

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

APA (6th Edition):

Brevik, L. H. (2009). Effectiveness of Teacher Preparation Programs as Perceived by First Year Teachers. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/769

Chicago Manual of Style (16th Edition):

Brevik, Loren Harriet. “Effectiveness of Teacher Preparation Programs as Perceived by First Year Teachers.” 2009. Doctoral Dissertation, U of Denver. Accessed April 21, 2019. https://digitalcommons.du.edu/etd/769.

MLA Handbook (7th Edition):

Brevik, Loren Harriet. “Effectiveness of Teacher Preparation Programs as Perceived by First Year Teachers.” 2009. Web. 21 Apr 2019.

Vancouver:

Brevik LH. Effectiveness of Teacher Preparation Programs as Perceived by First Year Teachers. [Internet] [Doctoral dissertation]. U of Denver; 2009. [cited 2019 Apr 21]. Available from: https://digitalcommons.du.edu/etd/769.

Council of Science Editors:

Brevik LH. Effectiveness of Teacher Preparation Programs as Perceived by First Year Teachers. [Doctoral Dissertation]. U of Denver; 2009. Available from: https://digitalcommons.du.edu/etd/769


University of KwaZulu-Natal

5. [No author]. An investigation into the factors that help or hinder teacher leadership : case studies of three urban primary schools in the Pietermaritzburg region.

Degree: Education, 2007, University of KwaZulu-Natal

 This study was done in order to determine whether teachers are taking on leadership roles in their schools. The following questions were posed: What factors… (more)

Subjects/Keywords: Teacher effectiveness.; Educational leadership.; Education.

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

APA (6th Edition):

author], [. (2007). An investigation into the factors that help or hinder teacher leadership : case studies of three urban primary schools in the Pietermaritzburg region. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/811

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

Chicago Manual of Style (16th Edition):

author], [No. “An investigation into the factors that help or hinder teacher leadership : case studies of three urban primary schools in the Pietermaritzburg region. ” 2007. Thesis, University of KwaZulu-Natal. Accessed April 21, 2019. http://hdl.handle.net/10413/811.

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

MLA Handbook (7th Edition):

author], [No. “An investigation into the factors that help or hinder teacher leadership : case studies of three urban primary schools in the Pietermaritzburg region. ” 2007. Web. 21 Apr 2019.

Vancouver:

author] [. An investigation into the factors that help or hinder teacher leadership : case studies of three urban primary schools in the Pietermaritzburg region. [Internet] [Thesis]. University of KwaZulu-Natal; 2007. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10413/811.

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

Council of Science Editors:

author] [. An investigation into the factors that help or hinder teacher leadership : case studies of three urban primary schools in the Pietermaritzburg region. [Thesis]. University of KwaZulu-Natal; 2007. Available from: http://hdl.handle.net/10413/811

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


University of Kashmir

6. Wangoo, M.L. Teacher personality correlates and scholastic competence as related to effective teaching;.

Degree: 2015, University of Kashmir

In the present research more particularly on the basis of review of researches the investigator felt that there were some missing links in the researches… (more)

Subjects/Keywords: Personality-Effectiveness-Scholastic competence-Teacher

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

APA (6th Edition):

Wangoo, M. L. (2015). Teacher personality correlates and scholastic competence as related to effective teaching;. (Thesis). University of Kashmir. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/33273

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):

Wangoo, M L. “Teacher personality correlates and scholastic competence as related to effective teaching;.” 2015. Thesis, University of Kashmir. Accessed April 21, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/33273.

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

MLA Handbook (7th Edition):

Wangoo, M L. “Teacher personality correlates and scholastic competence as related to effective teaching;.” 2015. Web. 21 Apr 2019.

Vancouver:

Wangoo ML. Teacher personality correlates and scholastic competence as related to effective teaching;. [Internet] [Thesis]. University of Kashmir; 2015. [cited 2019 Apr 21]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/33273.

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

Council of Science Editors:

Wangoo ML. Teacher personality correlates and scholastic competence as related to effective teaching;. [Thesis]. University of Kashmir; 2015. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/33273

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


Brock University

7. Pancucci, Sonya. The expression and development of teachers' capacities within two learning communities : a participant-observer case study .

Degree: Department of Graduate and Undergraduate Studies in Education, 2010, Brock University

 The learning community model has been an integral component of teacher development in Ontarian schools and beyond. This research was conducted to understand how teachers'… (more)

Subjects/Keywords: Teacher effectiveness; Teachers  – Training of

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APA (6th Edition):

Pancucci, S. (2010). The expression and development of teachers' capacities within two learning communities : a participant-observer case study . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/3080

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):

Pancucci, Sonya. “The expression and development of teachers' capacities within two learning communities : a participant-observer case study .” 2010. Thesis, Brock University. Accessed April 21, 2019. http://hdl.handle.net/10464/3080.

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

MLA Handbook (7th Edition):

Pancucci, Sonya. “The expression and development of teachers' capacities within two learning communities : a participant-observer case study .” 2010. Web. 21 Apr 2019.

Vancouver:

Pancucci S. The expression and development of teachers' capacities within two learning communities : a participant-observer case study . [Internet] [Thesis]. Brock University; 2010. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10464/3080.

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

Council of Science Editors:

Pancucci S. The expression and development of teachers' capacities within two learning communities : a participant-observer case study . [Thesis]. Brock University; 2010. Available from: http://hdl.handle.net/10464/3080

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


University of Tasmania

8. Ibrahim, MN. What does good visual art teaching look like? : a case study of the perceptions of four visual art teacher educators in a Malaysian higher education setting.

Degree: 2010, University of Tasmania

 This study explores the perceptions of four visual art teacher educators of what constitutes good visual art teaching in a Malaysian higher education setting. The… (more)

Subjects/Keywords: Art teachers; Teacher educators; Teacher effectiveness; Education

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

APA (6th Edition):

Ibrahim, M. (2010). What does good visual art teaching look like? : a case study of the perceptions of four visual art teacher educators in a Malaysian higher education setting. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/20742/1/whole_IbrahimMdNasir2010_thesis.pdf

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

Chicago Manual of Style (16th Edition):

Ibrahim, MN. “What does good visual art teaching look like? : a case study of the perceptions of four visual art teacher educators in a Malaysian higher education setting.” 2010. Thesis, University of Tasmania. Accessed April 21, 2019. https://eprints.utas.edu.au/20742/1/whole_IbrahimMdNasir2010_thesis.pdf.

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

MLA Handbook (7th Edition):

Ibrahim, MN. “What does good visual art teaching look like? : a case study of the perceptions of four visual art teacher educators in a Malaysian higher education setting.” 2010. Web. 21 Apr 2019.

Vancouver:

Ibrahim M. What does good visual art teaching look like? : a case study of the perceptions of four visual art teacher educators in a Malaysian higher education setting. [Internet] [Thesis]. University of Tasmania; 2010. [cited 2019 Apr 21]. Available from: https://eprints.utas.edu.au/20742/1/whole_IbrahimMdNasir2010_thesis.pdf.

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

Council of Science Editors:

Ibrahim M. What does good visual art teaching look like? : a case study of the perceptions of four visual art teacher educators in a Malaysian higher education setting. [Thesis]. University of Tasmania; 2010. Available from: https://eprints.utas.edu.au/20742/1/whole_IbrahimMdNasir2010_thesis.pdf

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


University of Houston

9. Gomez, Christina. AN EXAMINATION OF TEACHERS’ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS.

Degree: Curriculum and Instruction, Department of, 2014, University of Houston

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Gomez, Christina. “AN EXAMINATION OF TEACHERS’ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS.” 2014. Thesis, University of Houston. Accessed April 21, 2019. http://hdl.handle.net/10657/1677.

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

MLA Handbook (7th Edition):

Gomez, Christina. “AN EXAMINATION OF TEACHERS’ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS.” 2014. Web. 21 Apr 2019.

Vancouver:

Gomez C. AN EXAMINATION OF TEACHERS’ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10657/1677.

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

Council of Science Editors:

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

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


University of Southern California

10. Duque, Matthew Redmond. The assignment of teachers to classes: efficiency, equity, or expediency?.

Degree: PhD, Education, 2014, University of Southern California

 The research in this dissertation examines three important aspects of the assignment of teachers to classes within schools—the process, inequities, and effects. How teachers are… (more)

Subjects/Keywords: teacher assignment; teacher placement; teacher satisfaction; teacher effectiveness; novice teachers

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APA (6th Edition):

Duque, M. R. (2014). The assignment of teachers to classes: efficiency, equity, or expediency?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/443238/rec/6437

Chicago Manual of Style (16th Edition):

Duque, Matthew Redmond. “The assignment of teachers to classes: efficiency, equity, or expediency?.” 2014. Doctoral Dissertation, University of Southern California. Accessed April 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/443238/rec/6437.

MLA Handbook (7th Edition):

Duque, Matthew Redmond. “The assignment of teachers to classes: efficiency, equity, or expediency?.” 2014. Web. 21 Apr 2019.

Vancouver:

Duque MR. The assignment of teachers to classes: efficiency, equity, or expediency?. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/443238/rec/6437.

Council of Science Editors:

Duque MR. The assignment of teachers to classes: efficiency, equity, or expediency?. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/443238/rec/6437


Virginia Tech

11. Eary, Wesley W. SCHOOL ADMINISTRATORS' IDENTIFICATION OF DESIRABLE DISPOSITIONS IN NEW TEACHER CANDIDATES: A FOCUS GROUP STUDY.

Degree: EdD, Educational Leadership and Policy Studies, 2016, Virginia Tech

 Many new teachers will be hired in the decades to come. A school administrator screening candidates for teaching positions is faced with a decision that… (more)

Subjects/Keywords: teacher dispositions; teacher characteristics; dispositions; teacher employment criteria; teacher effectiveness

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

APA (6th Edition):

Eary, W. W. (2016). SCHOOL ADMINISTRATORS' IDENTIFICATION OF DESIRABLE DISPOSITIONS IN NEW TEACHER CANDIDATES: A FOCUS GROUP STUDY. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/81540

Chicago Manual of Style (16th Edition):

Eary, Wesley W. “SCHOOL ADMINISTRATORS' IDENTIFICATION OF DESIRABLE DISPOSITIONS IN NEW TEACHER CANDIDATES: A FOCUS GROUP STUDY.” 2016. Doctoral Dissertation, Virginia Tech. Accessed April 21, 2019. http://hdl.handle.net/10919/81540.

MLA Handbook (7th Edition):

Eary, Wesley W. “SCHOOL ADMINISTRATORS' IDENTIFICATION OF DESIRABLE DISPOSITIONS IN NEW TEACHER CANDIDATES: A FOCUS GROUP STUDY.” 2016. Web. 21 Apr 2019.

Vancouver:

Eary WW. SCHOOL ADMINISTRATORS' IDENTIFICATION OF DESIRABLE DISPOSITIONS IN NEW TEACHER CANDIDATES: A FOCUS GROUP STUDY. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10919/81540.

Council of Science Editors:

Eary WW. SCHOOL ADMINISTRATORS' IDENTIFICATION OF DESIRABLE DISPOSITIONS IN NEW TEACHER CANDIDATES: A FOCUS GROUP STUDY. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/81540


UCLA

12. MacCalla, Nicole Marie-Gerardi. Evaluating Teacher Effectiveness in a Professional Development Program: Considering Measures for Inclusion in a Comprehensive Teacher Evaluation System.

Degree: Education, 2014, UCLA

 Effective teachers not only affect academic achievement but also a lifetime of success. Equal opportunity to access quality education is recognized as a fundamental constitutional… (more)

Subjects/Keywords: Educational evaluation; Education; Comprehensive Teacher Evaluation System; Evaluating Teacher Effectiveness; Measuring Teacher Effectiveness; Portfolio Evaluation; Professional Development; Teacher Effectiveness

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

APA (6th Edition):

MacCalla, N. M. (2014). Evaluating Teacher Effectiveness in a Professional Development Program: Considering Measures for Inclusion in a Comprehensive Teacher Evaluation System. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/99g3w3tw

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):

MacCalla, Nicole Marie-Gerardi. “Evaluating Teacher Effectiveness in a Professional Development Program: Considering Measures for Inclusion in a Comprehensive Teacher Evaluation System.” 2014. Thesis, UCLA. Accessed April 21, 2019. http://www.escholarship.org/uc/item/99g3w3tw.

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

MLA Handbook (7th Edition):

MacCalla, Nicole Marie-Gerardi. “Evaluating Teacher Effectiveness in a Professional Development Program: Considering Measures for Inclusion in a Comprehensive Teacher Evaluation System.” 2014. Web. 21 Apr 2019.

Vancouver:

MacCalla NM. Evaluating Teacher Effectiveness in a Professional Development Program: Considering Measures for Inclusion in a Comprehensive Teacher Evaluation System. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Apr 21]. Available from: http://www.escholarship.org/uc/item/99g3w3tw.

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

Council of Science Editors:

MacCalla NM. Evaluating Teacher Effectiveness in a Professional Development Program: Considering Measures for Inclusion in a Comprehensive Teacher Evaluation System. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/99g3w3tw

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


University of California – Berkeley

13. Makkonen, Reino. Exploring the Reliability and Validity of Pilot Teacher Ratings in a Large California School District.

Degree: Education, 2013, University of California – Berkeley

 Many states and school districts have recently instituted revamped teacher evaluation policies in response to incentives from the federal government as well as a changing… (more)

Subjects/Keywords: Educational evaluation; measuring teacher practice; teacher effectiveness; teacher evaluation

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

APA (6th Edition):

Makkonen, R. (2013). Exploring the Reliability and Validity of Pilot Teacher Ratings in a Large California School District. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/0b63n98b

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):

Makkonen, Reino. “Exploring the Reliability and Validity of Pilot Teacher Ratings in a Large California School District.” 2013. Thesis, University of California – Berkeley. Accessed April 21, 2019. http://www.escholarship.org/uc/item/0b63n98b.

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

MLA Handbook (7th Edition):

Makkonen, Reino. “Exploring the Reliability and Validity of Pilot Teacher Ratings in a Large California School District.” 2013. Web. 21 Apr 2019.

Vancouver:

Makkonen R. Exploring the Reliability and Validity of Pilot Teacher Ratings in a Large California School District. [Internet] [Thesis]. University of California – Berkeley; 2013. [cited 2019 Apr 21]. Available from: http://www.escholarship.org/uc/item/0b63n98b.

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

Council of Science Editors:

Makkonen R. Exploring the Reliability and Validity of Pilot Teacher Ratings in a Large California School District. [Thesis]. University of California – Berkeley; 2013. Available from: http://www.escholarship.org/uc/item/0b63n98b

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


East Tennessee State University

14. Harrell, Kelley. Teacher Perceptions of the Tennessee Educator Acceleration Model (TEAM).

Degree: EdD (Doctor of Education), Educational Leadership, 2018, East Tennessee State University

  The purpose of this quantitative study was to determine the perceptions of Pre K through 8th grade Tennessee teachers about the impact of Tennessee… (more)

Subjects/Keywords: teacher evaluation; teacher quality; teacher effectiveness; TEAM; Educational Leadership; Elementary Education

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APA (6th Edition):

Harrell, K. (2018). Teacher Perceptions of the Tennessee Educator Acceleration Model (TEAM). (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3374

Chicago Manual of Style (16th Edition):

Harrell, Kelley. “Teacher Perceptions of the Tennessee Educator Acceleration Model (TEAM).” 2018. Doctoral Dissertation, East Tennessee State University. Accessed April 21, 2019. https://dc.etsu.edu/etd/3374.

MLA Handbook (7th Edition):

Harrell, Kelley. “Teacher Perceptions of the Tennessee Educator Acceleration Model (TEAM).” 2018. Web. 21 Apr 2019.

Vancouver:

Harrell K. Teacher Perceptions of the Tennessee Educator Acceleration Model (TEAM). [Internet] [Doctoral dissertation]. East Tennessee State University; 2018. [cited 2019 Apr 21]. Available from: https://dc.etsu.edu/etd/3374.

Council of Science Editors:

Harrell K. Teacher Perceptions of the Tennessee Educator Acceleration Model (TEAM). [Doctoral Dissertation]. East Tennessee State University; 2018. Available from: https://dc.etsu.edu/etd/3374


University of Sydney

15. Kim, Lisa. Teacher Personality and its Relevance to Students .

Degree: 2016, University of Sydney

 This thesis studied the role of teacher Big Five personality domains in student education at secondary and tertiary levels. Chapter 1 provided a literature overview… (more)

Subjects/Keywords: Teacher personality; Teacher Non-Cognitive Characteristics; Teacher Effectiveness

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

APA (6th Edition):

Kim, L. (2016). Teacher Personality and its Relevance to Students . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/15478

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):

Kim, Lisa. “Teacher Personality and its Relevance to Students .” 2016. Thesis, University of Sydney. Accessed April 21, 2019. http://hdl.handle.net/2123/15478.

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

MLA Handbook (7th Edition):

Kim, Lisa. “Teacher Personality and its Relevance to Students .” 2016. Web. 21 Apr 2019.

Vancouver:

Kim L. Teacher Personality and its Relevance to Students . [Internet] [Thesis]. University of Sydney; 2016. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2123/15478.

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

Council of Science Editors:

Kim L. Teacher Personality and its Relevance to Students . [Thesis]. University of Sydney; 2016. Available from: http://hdl.handle.net/2123/15478

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


University of North Texas

16. Wright, Karen K. An Examination of the Relationship Between Teacher Efficacy and Teacher Religiosity.

Degree: 2010, University of North Texas

 The purpose of this study was to examine the relationship between teacher religiosity and teacher self-efficacy. The present study builds upon previous research which has… (more)

Subjects/Keywords: Teacher efficacy; efficacy predictors; teacher religiosity; Teacher effectiveness.; Teachers  – Religious life.

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

APA (6th Edition):

Wright, K. K. (2010). An Examination of the Relationship Between Teacher Efficacy and Teacher Religiosity. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33216/

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):

Wright, Karen K. “An Examination of the Relationship Between Teacher Efficacy and Teacher Religiosity.” 2010. Thesis, University of North Texas. Accessed April 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc33216/.

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

MLA Handbook (7th Edition):

Wright, Karen K. “An Examination of the Relationship Between Teacher Efficacy and Teacher Religiosity.” 2010. Web. 21 Apr 2019.

Vancouver:

Wright KK. An Examination of the Relationship Between Teacher Efficacy and Teacher Religiosity. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Apr 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33216/.

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

Council of Science Editors:

Wright KK. An Examination of the Relationship Between Teacher Efficacy and Teacher Religiosity. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33216/

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


University of Arizona

17. Vorndran, Kenneth R. Zen in the Art of Teaching: Contemplative/Mindfulness Practice in the Professional Development of Teachers .

Degree: 2009, University of Arizona

 This dissertation uses a Zen koan as a foundation for discussing teacher training and development. It suggests that teacher training attends to issues of theory,… (more)

Subjects/Keywords: Contemplative Practice; Intrapersonal; Mindfulness Practice; Teacher Education; Teacher Effectiveness; Teacher Training

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

APA (6th Edition):

Vorndran, K. R. (2009). Zen in the Art of Teaching: Contemplative/Mindfulness Practice in the Professional Development of Teachers . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195071

Chicago Manual of Style (16th Edition):

Vorndran, Kenneth R. “Zen in the Art of Teaching: Contemplative/Mindfulness Practice in the Professional Development of Teachers .” 2009. Doctoral Dissertation, University of Arizona. Accessed April 21, 2019. http://hdl.handle.net/10150/195071.

MLA Handbook (7th Edition):

Vorndran, Kenneth R. “Zen in the Art of Teaching: Contemplative/Mindfulness Practice in the Professional Development of Teachers .” 2009. Web. 21 Apr 2019.

Vancouver:

Vorndran KR. Zen in the Art of Teaching: Contemplative/Mindfulness Practice in the Professional Development of Teachers . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10150/195071.

Council of Science Editors:

Vorndran KR. Zen in the Art of Teaching: Contemplative/Mindfulness Practice in the Professional Development of Teachers . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/195071


Portland State University

18. Sosanya-Tellez, Carla Ann. Transformative Teacher Evaluation: Self Evaluation for High Performing Teachers.

Degree: Doctor of Education (EdD) in Educational Leadership: Administration, Educational Leadership and Policy, 2010, Portland State University

  Public schools are in crisis, as educators and legislators seek to provide high quality education to diverse students in a measurement-driven environment. The public… (more)

Subjects/Keywords: Teachers  – Rating of; Educational evaluation; Teacher effectiveness

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

APA (6th Edition):

Sosanya-Tellez, C. A. (2010). Transformative Teacher Evaluation: Self Evaluation for High Performing Teachers. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/389

Chicago Manual of Style (16th Edition):

Sosanya-Tellez, Carla Ann. “Transformative Teacher Evaluation: Self Evaluation for High Performing Teachers.” 2010. Doctoral Dissertation, Portland State University. Accessed April 21, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/389.

MLA Handbook (7th Edition):

Sosanya-Tellez, Carla Ann. “Transformative Teacher Evaluation: Self Evaluation for High Performing Teachers.” 2010. Web. 21 Apr 2019.

Vancouver:

Sosanya-Tellez CA. Transformative Teacher Evaluation: Self Evaluation for High Performing Teachers. [Internet] [Doctoral dissertation]. Portland State University; 2010. [cited 2019 Apr 21]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/389.

Council of Science Editors:

Sosanya-Tellez CA. Transformative Teacher Evaluation: Self Evaluation for High Performing Teachers. [Doctoral Dissertation]. Portland State University; 2010. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/389


University of Hong Kong

19. Msonde, Charles Enock. Enhancing teachers' competencies on learner-centred approaches throughlearning study in Tanzanian schools.

Degree: PhD, 2011, University of Hong Kong

 Despite being exposed to the Learner-Centred Approach (LCA) through traditional teacher professional development since 2000, teachers in Tanzania have generally failed to implement LCA in… (more)

Subjects/Keywords: Teacher effectiveness - Tanzania.; Student-centered learning - Tanzania.

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

APA (6th Edition):

Msonde, C. E. (2011). Enhancing teachers' competencies on learner-centred approaches throughlearning study in Tanzanian schools. (Doctoral Dissertation). University of Hong Kong. Retrieved from Msonde, C. E.. (2011). Enhancing teachers' competencies on learner-centred approaches through learning study in Tanzanian schools. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4722985 ; http://dx.doi.org/10.5353/th_b4722985 ; http://hdl.handle.net/10722/146125

Chicago Manual of Style (16th Edition):

Msonde, Charles Enock. “Enhancing teachers' competencies on learner-centred approaches throughlearning study in Tanzanian schools.” 2011. Doctoral Dissertation, University of Hong Kong. Accessed April 21, 2019. Msonde, C. E.. (2011). Enhancing teachers' competencies on learner-centred approaches through learning study in Tanzanian schools. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4722985 ; http://dx.doi.org/10.5353/th_b4722985 ; http://hdl.handle.net/10722/146125.

MLA Handbook (7th Edition):

Msonde, Charles Enock. “Enhancing teachers' competencies on learner-centred approaches throughlearning study in Tanzanian schools.” 2011. Web. 21 Apr 2019.

Vancouver:

Msonde CE. Enhancing teachers' competencies on learner-centred approaches throughlearning study in Tanzanian schools. [Internet] [Doctoral dissertation]. University of Hong Kong; 2011. [cited 2019 Apr 21]. Available from: Msonde, C. E.. (2011). Enhancing teachers' competencies on learner-centred approaches through learning study in Tanzanian schools. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4722985 ; http://dx.doi.org/10.5353/th_b4722985 ; http://hdl.handle.net/10722/146125.

Council of Science Editors:

Msonde CE. Enhancing teachers' competencies on learner-centred approaches throughlearning study in Tanzanian schools. [Doctoral Dissertation]. University of Hong Kong; 2011. Available from: Msonde, C. E.. (2011). Enhancing teachers' competencies on learner-centred approaches through learning study in Tanzanian schools. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4722985 ; http://dx.doi.org/10.5353/th_b4722985 ; http://hdl.handle.net/10722/146125


University of Tasmania

20. O'Kelly, LM. What impact does the implementation of school-wide positive behaviour support have on teachers' preceptions of their efficacy, attribution of problem behaviour and their perceived capacity to influence general school climate?.

Degree: 2010, University of Tasmania

 The aim of this research was to consider the capacity of a particular schoolwide system, Schoolwide Positive Behaviour Support (SWPBS) to challenge and positively influence… (more)

Subjects/Keywords: Teacher effectiveness; School improvement programs; Problem children

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APA (6th Edition):

O'Kelly, L. (2010). What impact does the implementation of school-wide positive behaviour support have on teachers' preceptions of their efficacy, attribution of problem behaviour and their perceived capacity to influence general school climate?. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/21079/1/whole_O%27KellyLouiseMary2010_thesis.pdf

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

Chicago Manual of Style (16th Edition):

O'Kelly, LM. “What impact does the implementation of school-wide positive behaviour support have on teachers' preceptions of their efficacy, attribution of problem behaviour and their perceived capacity to influence general school climate?.” 2010. Thesis, University of Tasmania. Accessed April 21, 2019. https://eprints.utas.edu.au/21079/1/whole_O%27KellyLouiseMary2010_thesis.pdf.

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

MLA Handbook (7th Edition):

O'Kelly, LM. “What impact does the implementation of school-wide positive behaviour support have on teachers' preceptions of their efficacy, attribution of problem behaviour and their perceived capacity to influence general school climate?.” 2010. Web. 21 Apr 2019.

Vancouver:

O'Kelly L. What impact does the implementation of school-wide positive behaviour support have on teachers' preceptions of their efficacy, attribution of problem behaviour and their perceived capacity to influence general school climate?. [Internet] [Thesis]. University of Tasmania; 2010. [cited 2019 Apr 21]. Available from: https://eprints.utas.edu.au/21079/1/whole_O%27KellyLouiseMary2010_thesis.pdf.

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

Council of Science Editors:

O'Kelly L. What impact does the implementation of school-wide positive behaviour support have on teachers' preceptions of their efficacy, attribution of problem behaviour and their perceived capacity to influence general school climate?. [Thesis]. University of Tasmania; 2010. Available from: https://eprints.utas.edu.au/21079/1/whole_O%27KellyLouiseMary2010_thesis.pdf

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


Penn State University

21. Oliveras, Yanira. The empirical relationship between administrator ratings of teacher effectiveness and student achievement on the State of Texas Assessments of Academic Readiness.

Degree: PhD, Curriculum and Instruction, 2014, Penn State University

 The quality of education and the teachers’ effectiveness impact students’ lives beyond classroom performance (Chetty, Friedman, & Rockoff, 2012) and achievement on standardized tests. Furthermore,… (more)

Subjects/Keywords: administrator ratings; teacher effectiveness; student achievement

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

APA (6th Edition):

Oliveras, Y. (2014). The empirical relationship between administrator ratings of teacher effectiveness and student achievement on the State of Texas Assessments of Academic Readiness. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/21076

Chicago Manual of Style (16th Edition):

Oliveras, Yanira. “The empirical relationship between administrator ratings of teacher effectiveness and student achievement on the State of Texas Assessments of Academic Readiness.” 2014. Doctoral Dissertation, Penn State University. Accessed April 21, 2019. https://etda.libraries.psu.edu/catalog/21076.

MLA Handbook (7th Edition):

Oliveras, Yanira. “The empirical relationship between administrator ratings of teacher effectiveness and student achievement on the State of Texas Assessments of Academic Readiness.” 2014. Web. 21 Apr 2019.

Vancouver:

Oliveras Y. The empirical relationship between administrator ratings of teacher effectiveness and student achievement on the State of Texas Assessments of Academic Readiness. [Internet] [Doctoral dissertation]. Penn State University; 2014. [cited 2019 Apr 21]. Available from: https://etda.libraries.psu.edu/catalog/21076.

Council of Science Editors:

Oliveras Y. The empirical relationship between administrator ratings of teacher effectiveness and student achievement on the State of Texas Assessments of Academic Readiness. [Doctoral Dissertation]. Penn State University; 2014. Available from: https://etda.libraries.psu.edu/catalog/21076


University College London (University of London)

22. Domingos, Ana Maria Roseta Morais Delgado. Social class, pedagogic practice and achievement in science : a study of Secondary Schools in Portugal.

Degree: PhD, 1984, University College London (University of London)

 The thesis is concerned to investigate differential patterns of achievement in the sciences in middle and upper sections of eight Portuguese secondary schools selected according… (more)

Subjects/Keywords: 370; Teacher effectiveness

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APA (6th Edition):

Domingos, A. M. R. M. D. (1984). Social class, pedagogic practice and achievement in science : a study of Secondary Schools in Portugal. (Doctoral Dissertation). University College London (University of London). Retrieved from http://discovery.ucl.ac.uk/10019234/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389889

Chicago Manual of Style (16th Edition):

Domingos, Ana Maria Roseta Morais Delgado. “Social class, pedagogic practice and achievement in science : a study of Secondary Schools in Portugal.” 1984. Doctoral Dissertation, University College London (University of London). Accessed April 21, 2019. http://discovery.ucl.ac.uk/10019234/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389889.

MLA Handbook (7th Edition):

Domingos, Ana Maria Roseta Morais Delgado. “Social class, pedagogic practice and achievement in science : a study of Secondary Schools in Portugal.” 1984. Web. 21 Apr 2019.

Vancouver:

Domingos AMRMD. Social class, pedagogic practice and achievement in science : a study of Secondary Schools in Portugal. [Internet] [Doctoral dissertation]. University College London (University of London); 1984. [cited 2019 Apr 21]. Available from: http://discovery.ucl.ac.uk/10019234/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389889.

Council of Science Editors:

Domingos AMRMD. Social class, pedagogic practice and achievement in science : a study of Secondary Schools in Portugal. [Doctoral Dissertation]. University College London (University of London); 1984. Available from: http://discovery.ucl.ac.uk/10019234/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389889


University of Central Florida

23. Gardner, David. The Effectiveness Of State Certified, Graduate Degreed, And National Board Certified Teachers As Determined By Student Growth In.

Degree: 2010, University of Central Florida

 Federal, state, and local government agencies are promoting merit pay systems that are tied to student achievement. The main problem facing governments, school districts, and… (more)

Subjects/Keywords: merit pay; student achievement; teacher effectiveness; Education

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APA (6th Edition):

Gardner, D. (2010). The Effectiveness Of State Certified, Graduate Degreed, And National Board Certified Teachers As Determined By Student Growth In. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/4188

Chicago Manual of Style (16th Edition):

Gardner, David. “The Effectiveness Of State Certified, Graduate Degreed, And National Board Certified Teachers As Determined By Student Growth In.” 2010. Doctoral Dissertation, University of Central Florida. Accessed April 21, 2019. http://stars.library.ucf.edu/etd/4188.

MLA Handbook (7th Edition):

Gardner, David. “The Effectiveness Of State Certified, Graduate Degreed, And National Board Certified Teachers As Determined By Student Growth In.” 2010. Web. 21 Apr 2019.

Vancouver:

Gardner D. The Effectiveness Of State Certified, Graduate Degreed, And National Board Certified Teachers As Determined By Student Growth In. [Internet] [Doctoral dissertation]. University of Central Florida; 2010. [cited 2019 Apr 21]. Available from: http://stars.library.ucf.edu/etd/4188.

Council of Science Editors:

Gardner D. The Effectiveness Of State Certified, Graduate Degreed, And National Board Certified Teachers As Determined By Student Growth In. [Doctoral Dissertation]. University of Central Florida; 2010. Available from: http://stars.library.ucf.edu/etd/4188

24. Bird, Douglas Oliver. Relationship between teacher effectiveness and student achievement : an investigation of teacher quality: Teacher quality and student achievement: Title on signature form: Relationship between teacher evaluations and student achievement : an investigation of teacher quality.

Degree: Thesis (D. Ed.), 2017, Ball State University

 Using the teacher evaluation scores and other teacher quality data from three suburban high schools near a large Midwest city, this study investigated the relationship… (more)

Subjects/Keywords: Teachers  – Rating of.; Teacher effectiveness.; Academic achievement.

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APA (6th Edition):

Bird, D. O. (2017). Relationship between teacher effectiveness and student achievement : an investigation of teacher quality: Teacher quality and student achievement: Title on signature form: Relationship between teacher evaluations and student achievement : an investigation of teacher quality. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/200666

Chicago Manual of Style (16th Edition):

Bird, Douglas Oliver. “Relationship between teacher effectiveness and student achievement : an investigation of teacher quality: Teacher quality and student achievement: Title on signature form: Relationship between teacher evaluations and student achievement : an investigation of teacher quality.” 2017. Doctoral Dissertation, Ball State University. Accessed April 21, 2019. http://cardinalscholar.bsu.edu/handle/123456789/200666.

MLA Handbook (7th Edition):

Bird, Douglas Oliver. “Relationship between teacher effectiveness and student achievement : an investigation of teacher quality: Teacher quality and student achievement: Title on signature form: Relationship between teacher evaluations and student achievement : an investigation of teacher quality.” 2017. Web. 21 Apr 2019.

Vancouver:

Bird DO. Relationship between teacher effectiveness and student achievement : an investigation of teacher quality: Teacher quality and student achievement: Title on signature form: Relationship between teacher evaluations and student achievement : an investigation of teacher quality. [Internet] [Doctoral dissertation]. Ball State University; 2017. [cited 2019 Apr 21]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200666.

Council of Science Editors:

Bird DO. Relationship between teacher effectiveness and student achievement : an investigation of teacher quality: Teacher quality and student achievement: Title on signature form: Relationship between teacher evaluations and student achievement : an investigation of teacher quality. [Doctoral Dissertation]. Ball State University; 2017. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200666


Drexel University

25. Ulsh, Felicia Michele. A Mixed Methods Study: Teacher Perceptions of the Pennsylvania Teacher Effectiveness System.

Degree: 2017, Drexel University

The chief goal of the present study was to identify teachers' perceptions of the teacher effectiveness system in Pennsylvania. The purpose of this descriptive study… (more)

Subjects/Keywords: Education; Educational counseling – Administration; Teacher effectiveness

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

APA (6th Edition):

Ulsh, F. M. (2017). A Mixed Methods Study: Teacher Perceptions of the Pennsylvania Teacher Effectiveness System. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7466

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):

Ulsh, Felicia Michele. “A Mixed Methods Study: Teacher Perceptions of the Pennsylvania Teacher Effectiveness System.” 2017. Thesis, Drexel University. Accessed April 21, 2019. http://hdl.handle.net/1860/idea:7466.

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

MLA Handbook (7th Edition):

Ulsh, Felicia Michele. “A Mixed Methods Study: Teacher Perceptions of the Pennsylvania Teacher Effectiveness System.” 2017. Web. 21 Apr 2019.

Vancouver:

Ulsh FM. A Mixed Methods Study: Teacher Perceptions of the Pennsylvania Teacher Effectiveness System. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1860/idea:7466.

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

Council of Science Editors:

Ulsh FM. A Mixed Methods Study: Teacher Perceptions of the Pennsylvania Teacher Effectiveness System. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7466

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


Drexel University

26. Stuart, Charles Edward. A Mixed Methods Case Study: Exploring the Association Between Teachers' Perceived Self-Efficacy and Classroom Management Skills at A Middle School in Central Pennsylvania.

Degree: 2017, Drexel University

Teacher efficacy has been researched for over 30 years, teacher efficacy refers to the beliefs of teachers in their abilities to have an impact on… (more)

Subjects/Keywords: Educational counseling – Administration; Teacher effectiveness; Decision making

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APA (6th Edition):

Stuart, C. E. (2017). A Mixed Methods Case Study: Exploring the Association Between Teachers' Perceived Self-Efficacy and Classroom Management Skills at A Middle School in Central Pennsylvania. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7467

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):

Stuart, Charles Edward. “A Mixed Methods Case Study: Exploring the Association Between Teachers' Perceived Self-Efficacy and Classroom Management Skills at A Middle School in Central Pennsylvania.” 2017. Thesis, Drexel University. Accessed April 21, 2019. http://hdl.handle.net/1860/idea:7467.

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

MLA Handbook (7th Edition):

Stuart, Charles Edward. “A Mixed Methods Case Study: Exploring the Association Between Teachers' Perceived Self-Efficacy and Classroom Management Skills at A Middle School in Central Pennsylvania.” 2017. Web. 21 Apr 2019.

Vancouver:

Stuart CE. A Mixed Methods Case Study: Exploring the Association Between Teachers' Perceived Self-Efficacy and Classroom Management Skills at A Middle School in Central Pennsylvania. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1860/idea:7467.

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

Council of Science Editors:

Stuart CE. A Mixed Methods Case Study: Exploring the Association Between Teachers' Perceived Self-Efficacy and Classroom Management Skills at A Middle School in Central Pennsylvania. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7467

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


University of Louisville

27. Davis, Byron Keith. An examination of school leaders' preferences for teacher applicant characteristics.

Degree: EdD, 2017, University of Louisville

  Teachers are important to student achievement. The selection of teachers in most schools in the United States is the responsibility of the principal. This… (more)

Subjects/Keywords: teacher characteristics; teacher selection; teacher effectiveness; importance of teacher; suburban schools; Education

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APA (6th Edition):

Davis, B. K. (2017). An examination of school leaders' preferences for teacher applicant characteristics. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2873 ; https://ir.library.louisville.edu/etd/2873

Chicago Manual of Style (16th Edition):

Davis, Byron Keith. “An examination of school leaders' preferences for teacher applicant characteristics.” 2017. Doctoral Dissertation, University of Louisville. Accessed April 21, 2019. 10.18297/etd/2873 ; https://ir.library.louisville.edu/etd/2873.

MLA Handbook (7th Edition):

Davis, Byron Keith. “An examination of school leaders' preferences for teacher applicant characteristics.” 2017. Web. 21 Apr 2019.

Vancouver:

Davis BK. An examination of school leaders' preferences for teacher applicant characteristics. [Internet] [Doctoral dissertation]. University of Louisville; 2017. [cited 2019 Apr 21]. Available from: 10.18297/etd/2873 ; https://ir.library.louisville.edu/etd/2873.

Council of Science Editors:

Davis BK. An examination of school leaders' preferences for teacher applicant characteristics. [Doctoral Dissertation]. University of Louisville; 2017. Available from: 10.18297/etd/2873 ; https://ir.library.louisville.edu/etd/2873


University of California – Riverside

28. Lin, Yuting. Teacher Effectiveness in Improving Both Academic Achievement and Social-Emotional Skills.

Degree: Education, 2016, University of California – Riverside

 This study examines associations between teacher effectiveness in improving both students’ academic achievement and social-emotional skills. Using hierarchical linear modeling, a specific set of teacher(more)

Subjects/Keywords: Educational psychology; academic achievement; social-emotional skills; teacher effectiveness; teacher practices

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

APA (6th Edition):

Lin, Y. (2016). Teacher Effectiveness in Improving Both Academic Achievement and Social-Emotional Skills. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/4z33d2b4

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):

Lin, Yuting. “Teacher Effectiveness in Improving Both Academic Achievement and Social-Emotional Skills.” 2016. Thesis, University of California – Riverside. Accessed April 21, 2019. http://www.escholarship.org/uc/item/4z33d2b4.

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

MLA Handbook (7th Edition):

Lin, Yuting. “Teacher Effectiveness in Improving Both Academic Achievement and Social-Emotional Skills.” 2016. Web. 21 Apr 2019.

Vancouver:

Lin Y. Teacher Effectiveness in Improving Both Academic Achievement and Social-Emotional Skills. [Internet] [Thesis]. University of California – Riverside; 2016. [cited 2019 Apr 21]. Available from: http://www.escholarship.org/uc/item/4z33d2b4.

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

Council of Science Editors:

Lin Y. Teacher Effectiveness in Improving Both Academic Achievement and Social-Emotional Skills. [Thesis]. University of California – Riverside; 2016. Available from: http://www.escholarship.org/uc/item/4z33d2b4

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


University of KwaZulu-Natal

29. Donsa, Princess Nonhlanhla. Exploring teachers’ experiences of teaching creative writing in grade 10 : a case of two rural schools at Umbumbulu Circuit.

Degree: 2017, University of KwaZulu-Natal

 This dissertation presents a research study of four Grade ten English First Additional Language (EFAL) teachers. This study was grounded within the interpretive paradigm with… (more)

Subjects/Keywords: Creative Writing.; Rural Schools.; Teacher Effectiveness.; Teacher Experiences.; Theses - Education.

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

APA (6th Edition):

Donsa, P. N. (2017). Exploring teachers’ experiences of teaching creative writing in grade 10 : a case of two rural schools at Umbumbulu Circuit. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15405

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):

Donsa, Princess Nonhlanhla. “Exploring teachers’ experiences of teaching creative writing in grade 10 : a case of two rural schools at Umbumbulu Circuit.” 2017. Thesis, University of KwaZulu-Natal. Accessed April 21, 2019. http://hdl.handle.net/10413/15405.

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

MLA Handbook (7th Edition):

Donsa, Princess Nonhlanhla. “Exploring teachers’ experiences of teaching creative writing in grade 10 : a case of two rural schools at Umbumbulu Circuit.” 2017. Web. 21 Apr 2019.

Vancouver:

Donsa PN. Exploring teachers’ experiences of teaching creative writing in grade 10 : a case of two rural schools at Umbumbulu Circuit. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10413/15405.

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

Council of Science Editors:

Donsa PN. Exploring teachers’ experiences of teaching creative writing in grade 10 : a case of two rural schools at Umbumbulu Circuit. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15405

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


Virginia Tech

30. Tatem, Pamela Michelle. DISPOSITIONS OF EFFECTIVE ELEMENTARY TEACHERS IN AN URBAN DISTRICT IN SOUTHEASTERN VIRGINIA.

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

 In an attempt to staff every classroom with a highly qualified teacher, the No Child Left Behind Act (2001) mandated that only "highly qualified" teachers… (more)

Subjects/Keywords: dispositions; teacher effectiveness; teacher efficacy; urban; at-risk; academic achievement

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

APA (6th Edition):

Tatem, P. M. (2015). DISPOSITIONS OF EFFECTIVE ELEMENTARY TEACHERS IN AN URBAN DISTRICT IN SOUTHEASTERN VIRGINIA. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51848

Chicago Manual of Style (16th Edition):

Tatem, Pamela Michelle. “DISPOSITIONS OF EFFECTIVE ELEMENTARY TEACHERS IN AN URBAN DISTRICT IN SOUTHEASTERN VIRGINIA.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 21, 2019. http://hdl.handle.net/10919/51848.

MLA Handbook (7th Edition):

Tatem, Pamela Michelle. “DISPOSITIONS OF EFFECTIVE ELEMENTARY TEACHERS IN AN URBAN DISTRICT IN SOUTHEASTERN VIRGINIA.” 2015. Web. 21 Apr 2019.

Vancouver:

Tatem PM. DISPOSITIONS OF EFFECTIVE ELEMENTARY TEACHERS IN AN URBAN DISTRICT IN SOUTHEASTERN VIRGINIA. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10919/51848.

Council of Science Editors:

Tatem PM. DISPOSITIONS OF EFFECTIVE ELEMENTARY TEACHERS IN AN URBAN DISTRICT IN SOUTHEASTERN VIRGINIA. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/51848

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