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You searched for subject:(Teacher facilitation of learning). Showing records 1 – 30 of 294668 total matches.

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University of Washington

1. Slowinski, Mary. From the Members' Perspective: Participants' Perception of the Moderator Role in Educator Communities of Practice.

Degree: PhD, 2016, University of Washington

 The community of practice (CoP) social/collaborative learning model has been widely adopted since its introduction by Jean Lave and Entienne Wenger in 1991, with growth… (more)

Subjects/Keywords: Community of Practice; Education; Educator; Facilitation; Moderator; Social learning; Education; Teacher education; Educational psychology; education - seattle

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

APA (6th Edition):

Slowinski, M. (2016). From the Members' Perspective: Participants' Perception of the Moderator Role in Educator Communities of Practice. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/37094

Chicago Manual of Style (16th Edition):

Slowinski, Mary. “From the Members' Perspective: Participants' Perception of the Moderator Role in Educator Communities of Practice.” 2016. Doctoral Dissertation, University of Washington. Accessed August 07, 2020. http://hdl.handle.net/1773/37094.

MLA Handbook (7th Edition):

Slowinski, Mary. “From the Members' Perspective: Participants' Perception of the Moderator Role in Educator Communities of Practice.” 2016. Web. 07 Aug 2020.

Vancouver:

Slowinski M. From the Members' Perspective: Participants' Perception of the Moderator Role in Educator Communities of Practice. [Internet] [Doctoral dissertation]. University of Washington; 2016. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1773/37094.

Council of Science Editors:

Slowinski M. From the Members' Perspective: Participants' Perception of the Moderator Role in Educator Communities of Practice. [Doctoral Dissertation]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/37094

2. Ribeiro, José Geraldo da Cruz Gomes. As intervenções de facilitação nos processos de aprendizagem.

Degree: 2007, Universidade Federal de Alagoas

This work has as objective the interventions of facilitations study in constructionists learning environments, based on studies of Jean Piaget, Vygotsky and Carl Rogers. Therefore… (more)

Subjects/Keywords: Facilitação de aprendizagem; Intervenção do professor facilitador; Construcionismo; Ambientes de aprendizagem; Facilitation of Learning; The intervention of the facilitador teacher; Constructionism; Learning environments; CNPQ::CIENCIAS HUMANAS::EDUCACAO

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APA (6th Edition):

Ribeiro, J. G. d. C. G. (2007). As intervenções de facilitação nos processos de aprendizagem. (Masters Thesis). Universidade Federal de Alagoas. Retrieved from http://www.repositorio.ufal.br/handle/riufal/283

Chicago Manual of Style (16th Edition):

Ribeiro, José Geraldo da Cruz Gomes. “As intervenções de facilitação nos processos de aprendizagem.” 2007. Masters Thesis, Universidade Federal de Alagoas. Accessed August 07, 2020. http://www.repositorio.ufal.br/handle/riufal/283.

MLA Handbook (7th Edition):

Ribeiro, José Geraldo da Cruz Gomes. “As intervenções de facilitação nos processos de aprendizagem.” 2007. Web. 07 Aug 2020.

Vancouver:

Ribeiro JGdCG. As intervenções de facilitação nos processos de aprendizagem. [Internet] [Masters thesis]. Universidade Federal de Alagoas; 2007. [cited 2020 Aug 07]. Available from: http://www.repositorio.ufal.br/handle/riufal/283.

Council of Science Editors:

Ribeiro JGdCG. As intervenções de facilitação nos processos de aprendizagem. [Masters Thesis]. Universidade Federal de Alagoas; 2007. Available from: http://www.repositorio.ufal.br/handle/riufal/283


Universiteit Utrecht

3. Coenders, M.J.J. Leerarchitectuur : Een exploratief onderzoek naar de relatie tussen ruimte en leren in werksituaties en het ontwerpen voor leren dichtbij de praktijk.

Degree: 2008, Universiteit Utrecht

 The study develops a spatial perspective on learning which views learning as an intrinsic aspect of practice and the space which contains it. These spaces… (more)

Subjects/Keywords: Algemeen; Organizational Learning; Collective Learning; Communities of Practice; Facilitation; Learning Architecture; Social Learning

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APA (6th Edition):

Coenders, M. J. J. (2008). Leerarchitectuur : Een exploratief onderzoek naar de relatie tussen ruimte en leren in werksituaties en het ontwerpen voor leren dichtbij de praktijk. (Doctoral Dissertation). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/30551

Chicago Manual of Style (16th Edition):

Coenders, M J J. “Leerarchitectuur : Een exploratief onderzoek naar de relatie tussen ruimte en leren in werksituaties en het ontwerpen voor leren dichtbij de praktijk.” 2008. Doctoral Dissertation, Universiteit Utrecht. Accessed August 07, 2020. http://dspace.library.uu.nl:8080/handle/1874/30551.

MLA Handbook (7th Edition):

Coenders, M J J. “Leerarchitectuur : Een exploratief onderzoek naar de relatie tussen ruimte en leren in werksituaties en het ontwerpen voor leren dichtbij de praktijk.” 2008. Web. 07 Aug 2020.

Vancouver:

Coenders MJJ. Leerarchitectuur : Een exploratief onderzoek naar de relatie tussen ruimte en leren in werksituaties en het ontwerpen voor leren dichtbij de praktijk. [Internet] [Doctoral dissertation]. Universiteit Utrecht; 2008. [cited 2020 Aug 07]. Available from: http://dspace.library.uu.nl:8080/handle/1874/30551.

Council of Science Editors:

Coenders MJJ. Leerarchitectuur : Een exploratief onderzoek naar de relatie tussen ruimte en leren in werksituaties en het ontwerpen voor leren dichtbij de praktijk. [Doctoral Dissertation]. Universiteit Utrecht; 2008. Available from: http://dspace.library.uu.nl:8080/handle/1874/30551


University of KwaZulu-Natal

4. Thanduxolo, Rubela. Examining teacher Learning of Grade 12 Life Sciences Teachers in Professional Learning Community Located In The Harry Gwala District.

Degree: 2018, University of KwaZulu-Natal

 A professional learning community is one of the learning centres recommended by the department of education to provide teachers with skills, teaching strategies and solutions… (more)

Subjects/Keywords: Collaborative learning.; Teacher learning.; Teacher Learning Communities of Practice.

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APA (6th Edition):

Thanduxolo, R. (2018). Examining teacher Learning of Grade 12 Life Sciences Teachers in Professional Learning Community Located In The Harry Gwala District. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17772

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):

Thanduxolo, Rubela. “Examining teacher Learning of Grade 12 Life Sciences Teachers in Professional Learning Community Located In The Harry Gwala District.” 2018. Thesis, University of KwaZulu-Natal. Accessed August 07, 2020. https://researchspace.ukzn.ac.za/handle/10413/17772.

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

MLA Handbook (7th Edition):

Thanduxolo, Rubela. “Examining teacher Learning of Grade 12 Life Sciences Teachers in Professional Learning Community Located In The Harry Gwala District.” 2018. Web. 07 Aug 2020.

Vancouver:

Thanduxolo R. Examining teacher Learning of Grade 12 Life Sciences Teachers in Professional Learning Community Located In The Harry Gwala District. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2020 Aug 07]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17772.

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

Council of Science Editors:

Thanduxolo R. Examining teacher Learning of Grade 12 Life Sciences Teachers in Professional Learning Community Located In The Harry Gwala District. [Thesis]. University of KwaZulu-Natal; 2018. Available from: https://researchspace.ukzn.ac.za/handle/10413/17772

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

5. Bakabaka, Benson Ayang. Teacher Perceptions Of Facilitated Video Analysis Of Instruction In Teacher Professional Development.

Degree: Doctor of Education (EdD), Teaching & Learning, 2016, University of North Dakota

  ABSTRACT This qualitative study investigated inservice teachers’ perceptions of facilitated video analysis of instruction (FAVAI) on teacher professional development. The study borrows from the… (more)

Subjects/Keywords: Analyzing videos of instruction; Bakabaka Video Pedagogy; Facilitated inservice teacher video analysis; Inservice teacher professional development video; Video facilitation in teacher professional development; Video of instruction and teacher professional development

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APA (6th Edition):

Bakabaka, B. A. (2016). Teacher Perceptions Of Facilitated Video Analysis Of Instruction In Teacher Professional Development. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1989

Chicago Manual of Style (16th Edition):

Bakabaka, Benson Ayang. “Teacher Perceptions Of Facilitated Video Analysis Of Instruction In Teacher Professional Development.” 2016. Doctoral Dissertation, University of North Dakota. Accessed August 07, 2020. https://commons.und.edu/theses/1989.

MLA Handbook (7th Edition):

Bakabaka, Benson Ayang. “Teacher Perceptions Of Facilitated Video Analysis Of Instruction In Teacher Professional Development.” 2016. Web. 07 Aug 2020.

Vancouver:

Bakabaka BA. Teacher Perceptions Of Facilitated Video Analysis Of Instruction In Teacher Professional Development. [Internet] [Doctoral dissertation]. University of North Dakota; 2016. [cited 2020 Aug 07]. Available from: https://commons.und.edu/theses/1989.

Council of Science Editors:

Bakabaka BA. Teacher Perceptions Of Facilitated Video Analysis Of Instruction In Teacher Professional Development. [Doctoral Dissertation]. University of North Dakota; 2016. Available from: https://commons.und.edu/theses/1989


Rochester Institute of Technology

6. Ranganathan, Shyam S. Partnership for lifelong learning: Canadian community colleges & the hospitality industry.

Degree: MS, Hospitality and Tourism Management (CAST), 1994, Rochester Institute of Technology

  Building and nurturing an active partnership between the community college and the hospitality/tourism industry, that will look beyond the scope of currently existing internship… (more)

Subjects/Keywords: Learning facilitation

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APA (6th Edition):

Ranganathan, S. S. (1994). Partnership for lifelong learning: Canadian community colleges & the hospitality industry. (Masters Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/427

Chicago Manual of Style (16th Edition):

Ranganathan, Shyam S. “Partnership for lifelong learning: Canadian community colleges & the hospitality industry.” 1994. Masters Thesis, Rochester Institute of Technology. Accessed August 07, 2020. https://scholarworks.rit.edu/theses/427.

MLA Handbook (7th Edition):

Ranganathan, Shyam S. “Partnership for lifelong learning: Canadian community colleges & the hospitality industry.” 1994. Web. 07 Aug 2020.

Vancouver:

Ranganathan SS. Partnership for lifelong learning: Canadian community colleges & the hospitality industry. [Internet] [Masters thesis]. Rochester Institute of Technology; 1994. [cited 2020 Aug 07]. Available from: https://scholarworks.rit.edu/theses/427.

Council of Science Editors:

Ranganathan SS. Partnership for lifelong learning: Canadian community colleges & the hospitality industry. [Masters Thesis]. Rochester Institute of Technology; 1994. Available from: https://scholarworks.rit.edu/theses/427


RMIT University

7. Inglis, S. Enabling knowledge flow to achieve organizational objectives: facilitating an emergent, collaborative process.

Degree: 2013, RMIT University

  I initiated this research to improve my management consulting practice, in particular, to enhance organisational learning and sharing. The setting was a not-for-profit organization in… (more)

Subjects/Keywords: Fields of Research; knowledge flow; collaboration; emergent; tacit knowledge; facilitation; organisational learning; knowledge network

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APA (6th Edition):

Inglis, S. (2013). Enabling knowledge flow to achieve organizational objectives: facilitating an emergent, collaborative process. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:160358

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):

Inglis, S. “Enabling knowledge flow to achieve organizational objectives: facilitating an emergent, collaborative process.” 2013. Thesis, RMIT University. Accessed August 07, 2020. http://researchbank.rmit.edu.au/view/rmit:160358.

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

MLA Handbook (7th Edition):

Inglis, S. “Enabling knowledge flow to achieve organizational objectives: facilitating an emergent, collaborative process.” 2013. Web. 07 Aug 2020.

Vancouver:

Inglis S. Enabling knowledge flow to achieve organizational objectives: facilitating an emergent, collaborative process. [Internet] [Thesis]. RMIT University; 2013. [cited 2020 Aug 07]. Available from: http://researchbank.rmit.edu.au/view/rmit:160358.

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

Council of Science Editors:

Inglis S. Enabling knowledge flow to achieve organizational objectives: facilitating an emergent, collaborative process. [Thesis]. RMIT University; 2013. Available from: http://researchbank.rmit.edu.au/view/rmit:160358

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


Royal Roads University

8. Black, Jamie Pauline. The hummingbird approach : a case study of guided discovery learning for children in nature .

Degree: 2017, Royal Roads University

 This case study examines a group of 10-11 year-olds participating in a nature-based educational role-play adventure program called Wild Craft Play. The facilitative approach used… (more)

Subjects/Keywords: Adventure Education; Children in Nature; Facilitation; Guided Discovery Learning; Hummingbird Approach; Indicators of Engagement

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APA (6th Edition):

Black, J. P. (2017). The hummingbird approach : a case study of guided discovery learning for children in nature . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10613/5011

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):

Black, Jamie Pauline. “The hummingbird approach : a case study of guided discovery learning for children in nature .” 2017. Thesis, Royal Roads University. Accessed August 07, 2020. http://hdl.handle.net/10613/5011.

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

MLA Handbook (7th Edition):

Black, Jamie Pauline. “The hummingbird approach : a case study of guided discovery learning for children in nature .” 2017. Web. 07 Aug 2020.

Vancouver:

Black JP. The hummingbird approach : a case study of guided discovery learning for children in nature . [Internet] [Thesis]. Royal Roads University; 2017. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10613/5011.

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

Council of Science Editors:

Black JP. The hummingbird approach : a case study of guided discovery learning for children in nature . [Thesis]. Royal Roads University; 2017. Available from: http://hdl.handle.net/10613/5011

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


Michigan State University

9. Simensky, Steven Geoffrey. The effects of an evaluative audience upon college males' self- efficacy, perceived ability, anxiety, and learning of a novel motor task.

Degree: MA, Department of Physical Education and Exercise Science, 1991, Michigan State University

Subjects/Keywords: Motor learning; Learning, Psychology of; Group facilitation; Self-perception

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APA (6th Edition):

Simensky, S. G. (1991). The effects of an evaluative audience upon college males' self- efficacy, perceived ability, anxiety, and learning of a novel motor task. (Masters Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:23366

Chicago Manual of Style (16th Edition):

Simensky, Steven Geoffrey. “The effects of an evaluative audience upon college males' self- efficacy, perceived ability, anxiety, and learning of a novel motor task.” 1991. Masters Thesis, Michigan State University. Accessed August 07, 2020. http://etd.lib.msu.edu/islandora/object/etd:23366.

MLA Handbook (7th Edition):

Simensky, Steven Geoffrey. “The effects of an evaluative audience upon college males' self- efficacy, perceived ability, anxiety, and learning of a novel motor task.” 1991. Web. 07 Aug 2020.

Vancouver:

Simensky SG. The effects of an evaluative audience upon college males' self- efficacy, perceived ability, anxiety, and learning of a novel motor task. [Internet] [Masters thesis]. Michigan State University; 1991. [cited 2020 Aug 07]. Available from: http://etd.lib.msu.edu/islandora/object/etd:23366.

Council of Science Editors:

Simensky SG. The effects of an evaluative audience upon college males' self- efficacy, perceived ability, anxiety, and learning of a novel motor task. [Masters Thesis]. Michigan State University; 1991. Available from: http://etd.lib.msu.edu/islandora/object/etd:23366


University of Florida

10. Frady, Kristin Kelly. Facilitation Strategies and Tactics for Professional Development Online Learning Communities.

Degree: EdD, Curriculum and Instruction (CCD) - Teaching and Learning, 2012, University of Florida

 Online learning communities supporting educator professional development are increasingly emerging and a growing body of research suggests the potential that these communities may have to… (more)

Subjects/Keywords: Academic communities; Communities; Community development; Community structure; Educational research; Group facilitation; Learning; Online communities; Online learning; Professional development; community  – education  – facilitator  – manage  – online  – practice  – role  – strategies  – tactics  – teacher

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APA (6th Edition):

Frady, K. K. (2012). Facilitation Strategies and Tactics for Professional Development Online Learning Communities. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0045018

Chicago Manual of Style (16th Edition):

Frady, Kristin Kelly. “Facilitation Strategies and Tactics for Professional Development Online Learning Communities.” 2012. Doctoral Dissertation, University of Florida. Accessed August 07, 2020. https://ufdc.ufl.edu/UFE0045018.

MLA Handbook (7th Edition):

Frady, Kristin Kelly. “Facilitation Strategies and Tactics for Professional Development Online Learning Communities.” 2012. Web. 07 Aug 2020.

Vancouver:

Frady KK. Facilitation Strategies and Tactics for Professional Development Online Learning Communities. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2020 Aug 07]. Available from: https://ufdc.ufl.edu/UFE0045018.

Council of Science Editors:

Frady KK. Facilitation Strategies and Tactics for Professional Development Online Learning Communities. [Doctoral Dissertation]. University of Florida; 2012. Available from: https://ufdc.ufl.edu/UFE0045018


University of Newcastle

11. binti Wan Muhd Zin, Wan Hamiza. Students' and teachers' perceptions of effective PBL facilitation in engineering education in Malaysia.

Degree: PhD, 2017, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

Problem-based learning (PBL) is becoming widely used in many professional education settings, including in engineering education. PBL, as… (more)

Subjects/Keywords: problem based learning; PBL; PBL facilitation; engineering education; effective PBL facilitation

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APA (6th Edition):

binti Wan Muhd Zin, W. H. (2017). Students' and teachers' perceptions of effective PBL facilitation in engineering education in Malaysia. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1333531

Chicago Manual of Style (16th Edition):

binti Wan Muhd Zin, Wan Hamiza. “Students' and teachers' perceptions of effective PBL facilitation in engineering education in Malaysia.” 2017. Doctoral Dissertation, University of Newcastle. Accessed August 07, 2020. http://hdl.handle.net/1959.13/1333531.

MLA Handbook (7th Edition):

binti Wan Muhd Zin, Wan Hamiza. “Students' and teachers' perceptions of effective PBL facilitation in engineering education in Malaysia.” 2017. Web. 07 Aug 2020.

Vancouver:

binti Wan Muhd Zin WH. Students' and teachers' perceptions of effective PBL facilitation in engineering education in Malaysia. [Internet] [Doctoral dissertation]. University of Newcastle; 2017. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1959.13/1333531.

Council of Science Editors:

binti Wan Muhd Zin WH. Students' and teachers' perceptions of effective PBL facilitation in engineering education in Malaysia. [Doctoral Dissertation]. University of Newcastle; 2017. Available from: http://hdl.handle.net/1959.13/1333531


University of Toronto

12. 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 (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 August 07, 2020. http://hdl.handle.net/1807/69743.

MLA Handbook (7th Edition):

Sheptytsky, Svitlana. “Role and Potential Benefit of Teacher Collaboration in Elementary School.” 2015. Web. 07 Aug 2020.

Vancouver:

Sheptytsky S. Role and Potential Benefit of Teacher Collaboration in Elementary School. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2020 Aug 07]. 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

13. Coenders, M.J.J. Leerarchitectuur : Een exploratief onderzoek naar de relatie tussen ruimte en leren in werksituaties en het ontwerpen voor leren dichtbij de praktijk.

Degree: 2008, University Utrecht

 The study develops a spatial perspective on learning which views learning as an intrinsic aspect of practice and the space which contains it. These spaces… (more)

Subjects/Keywords: Organizational Learning; Collective Learning; Communities of Practice; Facilitation; Learning Architecture; Social Learning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Coenders, M. J. J. (2008). Leerarchitectuur : Een exploratief onderzoek naar de relatie tussen ruimte en leren in werksituaties en het ontwerpen voor leren dichtbij de praktijk. (Doctoral Dissertation). University Utrecht. Retrieved from https://dspace.library.uu.nl/handle/1874/30551 ; URN:NBN:NL:UI:10-1874-30551 ; urn:isbn:978-90-5972-266-8 ; URN:NBN:NL:UI:10-1874-30551 ; https://dspace.library.uu.nl/handle/1874/30551

Chicago Manual of Style (16th Edition):

Coenders, M J J. “Leerarchitectuur : Een exploratief onderzoek naar de relatie tussen ruimte en leren in werksituaties en het ontwerpen voor leren dichtbij de praktijk.” 2008. Doctoral Dissertation, University Utrecht. Accessed August 07, 2020. https://dspace.library.uu.nl/handle/1874/30551 ; URN:NBN:NL:UI:10-1874-30551 ; urn:isbn:978-90-5972-266-8 ; URN:NBN:NL:UI:10-1874-30551 ; https://dspace.library.uu.nl/handle/1874/30551.

MLA Handbook (7th Edition):

Coenders, M J J. “Leerarchitectuur : Een exploratief onderzoek naar de relatie tussen ruimte en leren in werksituaties en het ontwerpen voor leren dichtbij de praktijk.” 2008. Web. 07 Aug 2020.

Vancouver:

Coenders MJJ. Leerarchitectuur : Een exploratief onderzoek naar de relatie tussen ruimte en leren in werksituaties en het ontwerpen voor leren dichtbij de praktijk. [Internet] [Doctoral dissertation]. University Utrecht; 2008. [cited 2020 Aug 07]. Available from: https://dspace.library.uu.nl/handle/1874/30551 ; URN:NBN:NL:UI:10-1874-30551 ; urn:isbn:978-90-5972-266-8 ; URN:NBN:NL:UI:10-1874-30551 ; https://dspace.library.uu.nl/handle/1874/30551.

Council of Science Editors:

Coenders MJJ. Leerarchitectuur : Een exploratief onderzoek naar de relatie tussen ruimte en leren in werksituaties en het ontwerpen voor leren dichtbij de praktijk. [Doctoral Dissertation]. University Utrecht; 2008. Available from: https://dspace.library.uu.nl/handle/1874/30551 ; URN:NBN:NL:UI:10-1874-30551 ; urn:isbn:978-90-5972-266-8 ; URN:NBN:NL:UI:10-1874-30551 ; https://dspace.library.uu.nl/handle/1874/30551


Univerzitet u Beogradu

14. Tošić-Radev, Milica N., 1984-. Afektivna uloga nastavnika: konceptualizacija i empirijska provera konstrukta.

Degree: Filozofski fakultet, 2018, Univerzitet u Beogradu

Psihologija - Razvojno-pedagoška psihologija / Psychology - Developmental and educational psychology

Interesovanje istraživača za ulogu emocija u nastavi je novijeg datuma. U klasifikaciji nastavničkih uloga… (more)

Subjects/Keywords: affective role of teacher; active learning; teacher/student interaction

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APA (6th Edition):

Tošić-Radev, Milica N., 1. (2018). Afektivna uloga nastavnika: konceptualizacija i empirijska provera konstrukta. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:15213/bdef:Content/get

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):

Tošić-Radev, Milica N., 1984-. “Afektivna uloga nastavnika: konceptualizacija i empirijska provera konstrukta.” 2018. Thesis, Univerzitet u Beogradu. Accessed August 07, 2020. https://fedorabg.bg.ac.rs/fedora/get/o:15213/bdef:Content/get.

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

MLA Handbook (7th Edition):

Tošić-Radev, Milica N., 1984-. “Afektivna uloga nastavnika: konceptualizacija i empirijska provera konstrukta.” 2018. Web. 07 Aug 2020.

Vancouver:

Tošić-Radev, Milica N. 1. Afektivna uloga nastavnika: konceptualizacija i empirijska provera konstrukta. [Internet] [Thesis]. Univerzitet u Beogradu; 2018. [cited 2020 Aug 07]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:15213/bdef:Content/get.

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

Council of Science Editors:

Tošić-Radev, Milica N. 1. Afektivna uloga nastavnika: konceptualizacija i empirijska provera konstrukta. [Thesis]. Univerzitet u Beogradu; 2018. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:15213/bdef:Content/get

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


University of South Africa

15. La Cock, Yolande. Facilitating the self-efficacy of primary school teachers in Mpumalanga : a perspective from lifelong learning .

Degree: 2014, University of South Africa

 The aim of this research was to make recommendations on how to facilitate a healthy sense of Computer Self-Efficacy (CSE) in teachers of a primary… (more)

Subjects/Keywords: Computer self-efficacy; Facilitation of CSE; Adult learning; Motivation; Attribution to success or failure; Professional development

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

APA (6th Edition):

La Cock, Y. (2014). Facilitating the self-efficacy of primary school teachers in Mpumalanga : a perspective from lifelong learning . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/13696

Chicago Manual of Style (16th Edition):

La Cock, Yolande. “Facilitating the self-efficacy of primary school teachers in Mpumalanga : a perspective from lifelong learning .” 2014. Masters Thesis, University of South Africa. Accessed August 07, 2020. http://hdl.handle.net/10500/13696.

MLA Handbook (7th Edition):

La Cock, Yolande. “Facilitating the self-efficacy of primary school teachers in Mpumalanga : a perspective from lifelong learning .” 2014. Web. 07 Aug 2020.

Vancouver:

La Cock Y. Facilitating the self-efficacy of primary school teachers in Mpumalanga : a perspective from lifelong learning . [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10500/13696.

Council of Science Editors:

La Cock Y. Facilitating the self-efficacy of primary school teachers in Mpumalanga : a perspective from lifelong learning . [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/13696


Virginia Tech

16. Munive, Kathleen Brock. Frederick Jackson Turner: A Case Study of an American Historian's Relevance in the Field of Adult Education.

Degree: PhD, Human Development, 2014, Virginia Tech

 Frederick Jackson Turner was a prominent American Historian who lived during America's Progressive Movement of the early twentieth century. Turner's most seminal piece, The Significance… (more)

Subjects/Keywords: Adult Education; Adult Learning; Andragogy; Facilitation of Adults; Frederick Jackson Turner; Frontier Thesis; Postsecondary Teaching Techniques

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APA (6th Edition):

Munive, K. B. (2014). Frederick Jackson Turner: A Case Study of an American Historian's Relevance in the Field of Adult Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51147

Chicago Manual of Style (16th Edition):

Munive, Kathleen Brock. “Frederick Jackson Turner: A Case Study of an American Historian's Relevance in the Field of Adult Education.” 2014. Doctoral Dissertation, Virginia Tech. Accessed August 07, 2020. http://hdl.handle.net/10919/51147.

MLA Handbook (7th Edition):

Munive, Kathleen Brock. “Frederick Jackson Turner: A Case Study of an American Historian's Relevance in the Field of Adult Education.” 2014. Web. 07 Aug 2020.

Vancouver:

Munive KB. Frederick Jackson Turner: A Case Study of an American Historian's Relevance in the Field of Adult Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10919/51147.

Council of Science Editors:

Munive KB. Frederick Jackson Turner: A Case Study of an American Historian's Relevance in the Field of Adult Education. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/51147


University of KwaZulu-Natal

17. Seshea., Nkosinathi Emmanuel. An exploration of out-of-field teacher learning experiences: a case study of secondary school social science teachers at Pholela Circuit, KwaZulu-Natal.

Degree: 2017, University of KwaZulu-Natal

 This study explores the learning experiences of secondary school out-of-field Social Science teachers. Out-of-field teaching is a phenomenon in which qualified teachers teach subjects, learning(more)

Subjects/Keywords: Out-of-field teaching.; Teacher learning.; Teacher knowledge.; Teacher effeciency.; Social science teaching.

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

APA (6th Edition):

Seshea., N. E. (2017). An exploration of out-of-field teacher learning experiences: a case study of secondary school social science teachers at Pholela Circuit, KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/14508

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):

Seshea., Nkosinathi Emmanuel. “An exploration of out-of-field teacher learning experiences: a case study of secondary school social science teachers at Pholela Circuit, KwaZulu-Natal.” 2017. Thesis, University of KwaZulu-Natal. Accessed August 07, 2020. http://hdl.handle.net/10413/14508.

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

MLA Handbook (7th Edition):

Seshea., Nkosinathi Emmanuel. “An exploration of out-of-field teacher learning experiences: a case study of secondary school social science teachers at Pholela Circuit, KwaZulu-Natal.” 2017. Web. 07 Aug 2020.

Vancouver:

Seshea. NE. An exploration of out-of-field teacher learning experiences: a case study of secondary school social science teachers at Pholela Circuit, KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10413/14508.

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

Council of Science Editors:

Seshea. NE. An exploration of out-of-field teacher learning experiences: a case study of secondary school social science teachers at Pholela Circuit, KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/14508

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


University of Ottawa

18. Paquette, Kyle. Examining Learner-Centered Coach Education .

Degree: 2018, University of Ottawa

 At the center of all coach education initiatives and programming is the coach. Although the study of traditional coach education programs has yielded rather discouraging… (more)

Subjects/Keywords: Coach education; constructivism; facilitation; learner-centered; learning

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APA (6th Edition):

Paquette, K. (2018). Examining Learner-Centered Coach Education . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/37147

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):

Paquette, Kyle. “Examining Learner-Centered Coach Education .” 2018. Thesis, University of Ottawa. Accessed August 07, 2020. http://hdl.handle.net/10393/37147.

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

MLA Handbook (7th Edition):

Paquette, Kyle. “Examining Learner-Centered Coach Education .” 2018. Web. 07 Aug 2020.

Vancouver:

Paquette K. Examining Learner-Centered Coach Education . [Internet] [Thesis]. University of Ottawa; 2018. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10393/37147.

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

Council of Science Editors:

Paquette K. Examining Learner-Centered Coach Education . [Thesis]. University of Ottawa; 2018. Available from: http://hdl.handle.net/10393/37147

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


Virginia Tech

19. Hunter, Deirdre-Annaliese Nicole. Implementing Problem-based Learning in Introductory Engineering Courses: A Qualitative Investigation of Facilitation Strategies.

Degree: PhD, Engineering Education, 2015, Virginia Tech

 Increasing pressure to transform teaching and learning of engineering is supported by mounting research evidence for the value of learner-centered pedagogies. Despite this evidence, engineering… (more)

Subjects/Keywords: problem-based learning; facilitation; introductory engineering

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APA (6th Edition):

Hunter, D. N. (2015). Implementing Problem-based Learning in Introductory Engineering Courses: A Qualitative Investigation of Facilitation Strategies. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56569

Chicago Manual of Style (16th Edition):

Hunter, Deirdre-Annaliese Nicole. “Implementing Problem-based Learning in Introductory Engineering Courses: A Qualitative Investigation of Facilitation Strategies.” 2015. Doctoral Dissertation, Virginia Tech. Accessed August 07, 2020. http://hdl.handle.net/10919/56569.

MLA Handbook (7th Edition):

Hunter, Deirdre-Annaliese Nicole. “Implementing Problem-based Learning in Introductory Engineering Courses: A Qualitative Investigation of Facilitation Strategies.” 2015. Web. 07 Aug 2020.

Vancouver:

Hunter DN. Implementing Problem-based Learning in Introductory Engineering Courses: A Qualitative Investigation of Facilitation Strategies. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10919/56569.

Council of Science Editors:

Hunter DN. Implementing Problem-based Learning in Introductory Engineering Courses: A Qualitative Investigation of Facilitation Strategies. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/56569

20. McCurdy, Kathryn. Supporting Early Career Teacher Learning: An Investigation into Induction Supports and Early Career Teacher Professional Learning in New Hampshire.

Degree: PhD, 2016, University of New Hampshire

  The past 20 years has seen a rise in the number of induction programs for beginning teachers, including those with mentoring. However, the way… (more)

Subjects/Keywords: early career teachers; professional learning of teachers; teacher learning; Education

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APA (6th Edition):

McCurdy, K. (2016). Supporting Early Career Teacher Learning: An Investigation into Induction Supports and Early Career Teacher Professional Learning in New Hampshire. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/2249

Chicago Manual of Style (16th Edition):

McCurdy, Kathryn. “Supporting Early Career Teacher Learning: An Investigation into Induction Supports and Early Career Teacher Professional Learning in New Hampshire.” 2016. Doctoral Dissertation, University of New Hampshire. Accessed August 07, 2020. https://scholars.unh.edu/dissertation/2249.

MLA Handbook (7th Edition):

McCurdy, Kathryn. “Supporting Early Career Teacher Learning: An Investigation into Induction Supports and Early Career Teacher Professional Learning in New Hampshire.” 2016. Web. 07 Aug 2020.

Vancouver:

McCurdy K. Supporting Early Career Teacher Learning: An Investigation into Induction Supports and Early Career Teacher Professional Learning in New Hampshire. [Internet] [Doctoral dissertation]. University of New Hampshire; 2016. [cited 2020 Aug 07]. Available from: https://scholars.unh.edu/dissertation/2249.

Council of Science Editors:

McCurdy K. Supporting Early Career Teacher Learning: An Investigation into Induction Supports and Early Career Teacher Professional Learning in New Hampshire. [Doctoral Dissertation]. University of New Hampshire; 2016. Available from: https://scholars.unh.edu/dissertation/2249


University of Toronto

21. James, Usha. The Impact of Pressures and Supports on Teacher Learning and Teacher Sense of Efficacy in an Intentionally Designed Learning Community.

Degree: 2013, University of Toronto

The primary purpose of this study was to explore the impact of various forms of pressure and support experienced by teachers in an intentionally designed… (more)

Subjects/Keywords: learning communities; teacher learning; sense of efficacy; accountability; 0727

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APA (6th Edition):

James, U. (2013). The Impact of Pressures and Supports on Teacher Learning and Teacher Sense of Efficacy in an Intentionally Designed Learning Community. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42628

Chicago Manual of Style (16th Edition):

James, Usha. “The Impact of Pressures and Supports on Teacher Learning and Teacher Sense of Efficacy in an Intentionally Designed Learning Community.” 2013. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/42628.

MLA Handbook (7th Edition):

James, Usha. “The Impact of Pressures and Supports on Teacher Learning and Teacher Sense of Efficacy in an Intentionally Designed Learning Community.” 2013. Web. 07 Aug 2020.

Vancouver:

James U. The Impact of Pressures and Supports on Teacher Learning and Teacher Sense of Efficacy in an Intentionally Designed Learning Community. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/42628.

Council of Science Editors:

James U. The Impact of Pressures and Supports on Teacher Learning and Teacher Sense of Efficacy in an Intentionally Designed Learning Community. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42628


Humboldt State University

22. Van Sickle, Julie Ann. Lesson study's impacts on teacher perception of efficacy in teaching.

Degree: MA, Education, 2011, Humboldt State University

 Teachers practicing Lesson Study often anecdotally report a positive impact on their teaching practices and as a result students' learning from participation in the Lesson… (more)

Subjects/Keywords: Professional learning communities; Lesson study; Teacher efficacy; Teacher collaboration; Teacher perception of student learning; Science education; Mixed-methods

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APA (6th Edition):

Van Sickle, J. A. (2011). Lesson study's impacts on teacher perception of efficacy in teaching. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/819

Chicago Manual of Style (16th Edition):

Van Sickle, Julie Ann. “Lesson study's impacts on teacher perception of efficacy in teaching.” 2011. Masters Thesis, Humboldt State University. Accessed August 07, 2020. http://hdl.handle.net/2148/819.

MLA Handbook (7th Edition):

Van Sickle, Julie Ann. “Lesson study's impacts on teacher perception of efficacy in teaching.” 2011. Web. 07 Aug 2020.

Vancouver:

Van Sickle JA. Lesson study's impacts on teacher perception of efficacy in teaching. [Internet] [Masters thesis]. Humboldt State University; 2011. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/2148/819.

Council of Science Editors:

Van Sickle JA. Lesson study's impacts on teacher perception of efficacy in teaching. [Masters Thesis]. Humboldt State University; 2011. Available from: http://hdl.handle.net/2148/819


Universiteit Utrecht

23. Rosenfeld, M.N. Developing teacher sensitivity to individual learning differences (ILDs) : Studies on increasing teacher effectiveness.

Degree: 2008, Universiteit Utrecht

 Effective teachers are sensitive to individual learning differences (ILDs). This dissertation investigates teacher changes as a result of eight long-term professional development (PD) courses (56-hours… (more)

Subjects/Keywords: Algemeen; Individual learning differences; teacher beliefs about students; teacher professional development; learning styles; cognitive styles; teacher effectiveness; sensitivity to learning differences; learning contexts; strength of learning preferences

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APA (6th Edition):

Rosenfeld, M. N. (2008). Developing teacher sensitivity to individual learning differences (ILDs) : Studies on increasing teacher effectiveness. (Doctoral Dissertation). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/31224

Chicago Manual of Style (16th Edition):

Rosenfeld, M N. “Developing teacher sensitivity to individual learning differences (ILDs) : Studies on increasing teacher effectiveness.” 2008. Doctoral Dissertation, Universiteit Utrecht. Accessed August 07, 2020. http://dspace.library.uu.nl:8080/handle/1874/31224.

MLA Handbook (7th Edition):

Rosenfeld, M N. “Developing teacher sensitivity to individual learning differences (ILDs) : Studies on increasing teacher effectiveness.” 2008. Web. 07 Aug 2020.

Vancouver:

Rosenfeld MN. Developing teacher sensitivity to individual learning differences (ILDs) : Studies on increasing teacher effectiveness. [Internet] [Doctoral dissertation]. Universiteit Utrecht; 2008. [cited 2020 Aug 07]. Available from: http://dspace.library.uu.nl:8080/handle/1874/31224.

Council of Science Editors:

Rosenfeld MN. Developing teacher sensitivity to individual learning differences (ILDs) : Studies on increasing teacher effectiveness. [Doctoral Dissertation]. Universiteit Utrecht; 2008. Available from: http://dspace.library.uu.nl:8080/handle/1874/31224

24. Harney, Owen. The role of facilitation and social processes in collaborative learning: Implications for the design of an applied systems science curriculum .

Degree: 2018, National University of Ireland – Galway

 Resolving complex scientific and social problems requires effective collaboration. In the absence of adequate facilitation and the use of a structured methodology, however, collaborative groups… (more)

Subjects/Keywords: Collaborative learning; Learning sciences; Computer-supported collaborative learning; Facilitation; Prompting; Psychology

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APA (6th Edition):

Harney, O. (2018). The role of facilitation and social processes in collaborative learning: Implications for the design of an applied systems science curriculum . (Thesis). National University of Ireland – Galway. Retrieved from http://hdl.handle.net/10379/7430

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):

Harney, Owen. “The role of facilitation and social processes in collaborative learning: Implications for the design of an applied systems science curriculum .” 2018. Thesis, National University of Ireland – Galway. Accessed August 07, 2020. http://hdl.handle.net/10379/7430.

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

MLA Handbook (7th Edition):

Harney, Owen. “The role of facilitation and social processes in collaborative learning: Implications for the design of an applied systems science curriculum .” 2018. Web. 07 Aug 2020.

Vancouver:

Harney O. The role of facilitation and social processes in collaborative learning: Implications for the design of an applied systems science curriculum . [Internet] [Thesis]. National University of Ireland – Galway; 2018. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10379/7430.

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

Council of Science Editors:

Harney O. The role of facilitation and social processes in collaborative learning: Implications for the design of an applied systems science curriculum . [Thesis]. National University of Ireland – Galway; 2018. Available from: http://hdl.handle.net/10379/7430

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

25. Shepherd, Nancy. Student and teacher outcomes of a family and consumer science experiential curriculum delivered in a traveling trunk: A mixed methods study.

Degree: 2013, Texas Tech University

 Family and Consumer Sciences (FCS) Education prepares students for family life, work life and learning through real-life experiences, while providing possibilities to develop the knowledge,… (more)

Subjects/Keywords: Traveling trunk; Experiential learning; Family and consumer sciences education; Global hunger curriculum; Teacher facilitation of learning; Global curriculum; Mixed methods study

…Bransford, 2005). Teacher facilitation of experiential learning. “Teaching is one of… …x28;e) examine teacher facilitation of learning. Theoretical Frameworks The learning… …process, the teacher is the facilitator of learning. Dewey (1938) indicated, “the… …learning needs” (p. 8). The traveling trunk concept supports the facilitation of… …feelings of active learning, teacher/student interactions and relationships, and motivation to… 

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APA (6th Edition):

Shepherd, N. (2013). Student and teacher outcomes of a family and consumer science experiential curriculum delivered in a traveling trunk: A mixed methods study. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/50325

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):

Shepherd, Nancy. “Student and teacher outcomes of a family and consumer science experiential curriculum delivered in a traveling trunk: A mixed methods study.” 2013. Thesis, Texas Tech University. Accessed August 07, 2020. http://hdl.handle.net/2346/50325.

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

MLA Handbook (7th Edition):

Shepherd, Nancy. “Student and teacher outcomes of a family and consumer science experiential curriculum delivered in a traveling trunk: A mixed methods study.” 2013. Web. 07 Aug 2020.

Vancouver:

Shepherd N. Student and teacher outcomes of a family and consumer science experiential curriculum delivered in a traveling trunk: A mixed methods study. [Internet] [Thesis]. Texas Tech University; 2013. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/2346/50325.

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

Council of Science Editors:

Shepherd N. Student and teacher outcomes of a family and consumer science experiential curriculum delivered in a traveling trunk: A mixed methods study. [Thesis]. Texas Tech University; 2013. Available from: http://hdl.handle.net/2346/50325

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


University of Akron

26. Phillips, Susan R. Student Discussions in Cooperative Learning Groups in a High School Mathematics Classroom: A Descriptive Multiple Case Study.

Degree: PhD, Secondary Education, 2010, University of Akron

  Teachers want and need students to excel in the classroom. Cooperative learning is one method recognized to address this. Numerous researchers have shown that… (more)

Subjects/Keywords: Communication; Education; Mathematics; cooperative learning; secondary education; math education, case study; interaction, communication; teamwork; placemat, numbered heads; STAD; team camaraderie; attitude change, trust development; group regulation; facilitation of math learning

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APA (6th Edition):

Phillips, S. R. (2010). Student Discussions in Cooperative Learning Groups in a High School Mathematics Classroom: A Descriptive Multiple Case Study. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1287086564

Chicago Manual of Style (16th Edition):

Phillips, Susan R. “Student Discussions in Cooperative Learning Groups in a High School Mathematics Classroom: A Descriptive Multiple Case Study.” 2010. Doctoral Dissertation, University of Akron. Accessed August 07, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron1287086564.

MLA Handbook (7th Edition):

Phillips, Susan R. “Student Discussions in Cooperative Learning Groups in a High School Mathematics Classroom: A Descriptive Multiple Case Study.” 2010. Web. 07 Aug 2020.

Vancouver:

Phillips SR. Student Discussions in Cooperative Learning Groups in a High School Mathematics Classroom: A Descriptive Multiple Case Study. [Internet] [Doctoral dissertation]. University of Akron; 2010. [cited 2020 Aug 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1287086564.

Council of Science Editors:

Phillips SR. Student Discussions in Cooperative Learning Groups in a High School Mathematics Classroom: A Descriptive Multiple Case Study. [Doctoral Dissertation]. University of Akron; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1287086564


University of Florida

27. Adams, Brittany L. Using Horses to Teach Authentic Leadership Skills to At-Risk Youth.

Degree: PhD, Agricultural Education and Communication, 2013, University of Florida

 The primary purpose of this study was to determine the impact of an equine-facilitated authentic leadership development program on at-risk youth. Participants were asked to… (more)

Subjects/Keywords: Adolescents; Experiential learning; Focus groups; Group facilitation; Horses; Learning; Modeling; Questionnaires; Ranches; Research facilities; agriculture  – at-risk  – authentic  – equine  – leadership  – program  – youth; City of Indian Rocks Beach ( local )

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APA (6th Edition):

Adams, B. L. (2013). Using Horses to Teach Authentic Leadership Skills to At-Risk Youth. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0045389

Chicago Manual of Style (16th Edition):

Adams, Brittany L. “Using Horses to Teach Authentic Leadership Skills to At-Risk Youth.” 2013. Doctoral Dissertation, University of Florida. Accessed August 07, 2020. https://ufdc.ufl.edu/UFE0045389.

MLA Handbook (7th Edition):

Adams, Brittany L. “Using Horses to Teach Authentic Leadership Skills to At-Risk Youth.” 2013. Web. 07 Aug 2020.

Vancouver:

Adams BL. Using Horses to Teach Authentic Leadership Skills to At-Risk Youth. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2020 Aug 07]. Available from: https://ufdc.ufl.edu/UFE0045389.

Council of Science Editors:

Adams BL. Using Horses to Teach Authentic Leadership Skills to At-Risk Youth. [Doctoral Dissertation]. University of Florida; 2013. Available from: https://ufdc.ufl.edu/UFE0045389

28. Kizilbash, Zainab. How Teachers Experience Learning and Change: a Phenomenographic Study of Internationalized Teacher Professional Development.

Degree: PhD, Education, 2017, York University

 This dissertation explores the internationalization of teacher professional development by investigating the experiences of teachers who have undergone an internationalized teacher professional development program and… (more)

Subjects/Keywords: Higher education; Internationalized teacher professional development; Teacher professional development; Internationalization; Teacher education; Teacher training; Teacher learning; Teacher change; Higher education; Internationalization of higher education

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

APA (6th Edition):

Kizilbash, Z. (2017). How Teachers Experience Learning and Change: a Phenomenographic Study of Internationalized Teacher Professional Development. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/33645

Chicago Manual of Style (16th Edition):

Kizilbash, Zainab. “How Teachers Experience Learning and Change: a Phenomenographic Study of Internationalized Teacher Professional Development.” 2017. Doctoral Dissertation, York University. Accessed August 07, 2020. http://hdl.handle.net/10315/33645.

MLA Handbook (7th Edition):

Kizilbash, Zainab. “How Teachers Experience Learning and Change: a Phenomenographic Study of Internationalized Teacher Professional Development.” 2017. Web. 07 Aug 2020.

Vancouver:

Kizilbash Z. How Teachers Experience Learning and Change: a Phenomenographic Study of Internationalized Teacher Professional Development. [Internet] [Doctoral dissertation]. York University; 2017. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10315/33645.

Council of Science Editors:

Kizilbash Z. How Teachers Experience Learning and Change: a Phenomenographic Study of Internationalized Teacher Professional Development. [Doctoral Dissertation]. York University; 2017. Available from: http://hdl.handle.net/10315/33645

29. Trust, Torrey. A Cultural Historical Activity Theory Perspective of Teacher Learning in the Edmodo Math Subject Community.

Degree: 2014, University of California – eScholarship, University of California

 Teachers are participating in online communities in ever increasing numbers to find and share knowledge with educators around the world. However, the majority of the… (more)

Subjects/Keywords: Teacher education; Educational technology; edmodo; online community of practice; social media; teacher learning

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

APA (6th Edition):

Trust, T. (2014). A Cultural Historical Activity Theory Perspective of Teacher Learning in the Edmodo Math Subject Community. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/6vr457nv

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):

Trust, Torrey. “A Cultural Historical Activity Theory Perspective of Teacher Learning in the Edmodo Math Subject Community.” 2014. Thesis, University of California – eScholarship, University of California. Accessed August 07, 2020. http://www.escholarship.org/uc/item/6vr457nv.

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

MLA Handbook (7th Edition):

Trust, Torrey. “A Cultural Historical Activity Theory Perspective of Teacher Learning in the Edmodo Math Subject Community.” 2014. Web. 07 Aug 2020.

Vancouver:

Trust T. A Cultural Historical Activity Theory Perspective of Teacher Learning in the Edmodo Math Subject Community. [Internet] [Thesis]. University of California – eScholarship, University of California; 2014. [cited 2020 Aug 07]. Available from: http://www.escholarship.org/uc/item/6vr457nv.

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

Council of Science Editors:

Trust T. A Cultural Historical Activity Theory Perspective of Teacher Learning in the Edmodo Math Subject Community. [Thesis]. University of California – eScholarship, University of California; 2014. Available from: http://www.escholarship.org/uc/item/6vr457nv

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


University of Minnesota

30. Covert, Louise. Learning to Teach In Teach For America: A Case Study.

Degree: PhD, Education, Curriculum and Instruction, 2014, University of Minnesota

 There is a gap in research examining teacher candidates' perspectives of learning to teach in alternative certification programs and, in particular, Teach For America's (TFA)… (more)

Subjects/Keywords: Discourse Analysis; Sociology of Teaching; Teacher Education; Teacher Learning; Teach For America

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Covert, L. (2014). Learning to Teach In Teach For America: A Case Study. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/177057

Chicago Manual of Style (16th Edition):

Covert, Louise. “Learning to Teach In Teach For America: A Case Study.” 2014. Doctoral Dissertation, University of Minnesota. Accessed August 07, 2020. http://hdl.handle.net/11299/177057.

MLA Handbook (7th Edition):

Covert, Louise. “Learning to Teach In Teach For America: A Case Study.” 2014. Web. 07 Aug 2020.

Vancouver:

Covert L. Learning to Teach In Teach For America: A Case Study. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/11299/177057.

Council of Science Editors:

Covert L. Learning to Teach In Teach For America: A Case Study. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/177057

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