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You searched for subject:(Teacher learning). Showing records 1 – 30 of 2029 total matches.

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

Degree: 2014, California State University – San Marcos

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Cameron, Beth A. “Teachers??? Experiences in Collaborative Settings: A Comparison of How Two Teacher Teams Develop Relationships .” 2014. Thesis, California State University – San Marcos. Accessed January 22, 2020. http://hdl.handle.net/10211.3/119085.

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

MLA Handbook (7th Edition):

Cameron, Beth A. “Teachers??? Experiences in Collaborative Settings: A Comparison of How Two Teacher Teams Develop Relationships .” 2014. Web. 22 Jan 2020.

Vancouver:

Cameron BA. Teachers??? Experiences in Collaborative Settings: A Comparison of How Two Teacher Teams Develop Relationships . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10211.3/119085.

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

Council of Science Editors:

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

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


Eastern Michigan University

2. Light, Barbara J. Why and how teachers transform their instruction.

Degree: PhD, Leadership and Counseling, 2016, Eastern Michigan University

  In his 2011 book The highly qualified teacher: What is teacher quality and how do we measure it? Strong argues that as a profession,… (more)

Subjects/Keywords: instruction; teacher learning; teacher quality; Education

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APA (6th Edition):

Light, B. J. (2016). Why and how teachers transform their instruction. (Doctoral Dissertation). Eastern Michigan University. Retrieved from https://commons.emich.edu/theses/781

Chicago Manual of Style (16th Edition):

Light, Barbara J. “Why and how teachers transform their instruction.” 2016. Doctoral Dissertation, Eastern Michigan University. Accessed January 22, 2020. https://commons.emich.edu/theses/781.

MLA Handbook (7th Edition):

Light, Barbara J. “Why and how teachers transform their instruction.” 2016. Web. 22 Jan 2020.

Vancouver:

Light BJ. Why and how teachers transform their instruction. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2016. [cited 2020 Jan 22]. Available from: https://commons.emich.edu/theses/781.

Council of Science Editors:

Light BJ. Why and how teachers transform their instruction. [Doctoral Dissertation]. Eastern Michigan University; 2016. Available from: https://commons.emich.edu/theses/781


University of Georgia

3. Calkin, Jamie B. An arts-based narrative inquiry into co-planning and teaching elementary science using the visual arts.

Degree: PhD, Science Education, 2005, University of Georgia

 Educational researchers are frequently called upon as “experts” to improve instruction in school-university partnerships. With new methodologies and more hands-on approaches, researchers are able to… (more)

Subjects/Keywords: teacher learning

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APA (6th Edition):

Calkin, J. B. (2005). An arts-based narrative inquiry into co-planning and teaching elementary science using the visual arts. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/calkin_james_b_200505_phd

Chicago Manual of Style (16th Edition):

Calkin, Jamie B. “An arts-based narrative inquiry into co-planning and teaching elementary science using the visual arts.” 2005. Doctoral Dissertation, University of Georgia. Accessed January 22, 2020. http://purl.galileo.usg.edu/uga_etd/calkin_james_b_200505_phd.

MLA Handbook (7th Edition):

Calkin, Jamie B. “An arts-based narrative inquiry into co-planning and teaching elementary science using the visual arts.” 2005. Web. 22 Jan 2020.

Vancouver:

Calkin JB. An arts-based narrative inquiry into co-planning and teaching elementary science using the visual arts. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2020 Jan 22]. Available from: http://purl.galileo.usg.edu/uga_etd/calkin_james_b_200505_phd.

Council of Science Editors:

Calkin JB. An arts-based narrative inquiry into co-planning and teaching elementary science using the visual arts. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/calkin_james_b_200505_phd


University of Southern California

4. Zamor, Eliza. Standards based reflection as a means of enabling teacher learning.

Degree: EdD, Education, 2009, University of Southern California

 The purpose of this study was to investigate the impact of a standards based reflective process on the learning of four teachers with varying years… (more)

Subjects/Keywords: reflection; standards; teacher learning

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APA (6th Edition):

Zamor, E. (2009). Standards based reflection as a means of enabling teacher learning. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252521/rec/6028

Chicago Manual of Style (16th Edition):

Zamor, Eliza. “Standards based reflection as a means of enabling teacher learning.” 2009. Doctoral Dissertation, University of Southern California. Accessed January 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252521/rec/6028.

MLA Handbook (7th Edition):

Zamor, Eliza. “Standards based reflection as a means of enabling teacher learning.” 2009. Web. 22 Jan 2020.

Vancouver:

Zamor E. Standards based reflection as a means of enabling teacher learning. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Jan 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252521/rec/6028.

Council of Science Editors:

Zamor E. Standards based reflection as a means of enabling teacher learning. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252521/rec/6028

5. Chatora, Elizabeth. Factors contributing to the poor socialization of beginning teachers in selected schools of Lusaka District.

Degree: 2011, University of Zimbabwe

 The purpose of this study was to establish the factors that contribute to poor socialization of beginning teachers into their new work environments and to… (more)

Subjects/Keywords: Teacher-Socialization; Social Learning

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APA (6th Edition):

Chatora, E. (2011). Factors contributing to the poor socialization of beginning teachers in selected schools of Lusaka District. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/339

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):

Chatora, Elizabeth. “Factors contributing to the poor socialization of beginning teachers in selected schools of Lusaka District.” 2011. Thesis, University of Zimbabwe. Accessed January 22, 2020. http://dspace.unza.zm/handle/123456789/339.

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

MLA Handbook (7th Edition):

Chatora, Elizabeth. “Factors contributing to the poor socialization of beginning teachers in selected schools of Lusaka District.” 2011. Web. 22 Jan 2020.

Vancouver:

Chatora E. Factors contributing to the poor socialization of beginning teachers in selected schools of Lusaka District. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2020 Jan 22]. Available from: http://dspace.unza.zm/handle/123456789/339.

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

Council of Science Editors:

Chatora E. Factors contributing to the poor socialization of beginning teachers in selected schools of Lusaka District. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/339

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


Virginia Tech

6. Wines, Debra Rae. Professional Learning Communities: The Impact on Teacher Practice.

Degree: EdD, Educational Leadership and Policy Studies, 2019, Virginia Tech

 The purpose of this research was to explore professional learning communities (PLCs) and their impact on teacher practice. The focus of this single case study… (more)

Subjects/Keywords: Professional Learning Communities; Organizational Learning; Teacher Practice

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APA (6th Edition):

Wines, D. R. (2019). Professional Learning Communities: The Impact on Teacher Practice. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/88810

Chicago Manual of Style (16th Edition):

Wines, Debra Rae. “Professional Learning Communities: The Impact on Teacher Practice.” 2019. Doctoral Dissertation, Virginia Tech. Accessed January 22, 2020. http://hdl.handle.net/10919/88810.

MLA Handbook (7th Edition):

Wines, Debra Rae. “Professional Learning Communities: The Impact on Teacher Practice.” 2019. Web. 22 Jan 2020.

Vancouver:

Wines DR. Professional Learning Communities: The Impact on Teacher Practice. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10919/88810.

Council of Science Editors:

Wines DR. Professional Learning Communities: The Impact on Teacher Practice. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/88810


University of Alberta

7. Timanson, Pamela D. Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture.

Degree: PhD, Department of Educational Policy Studies, 2016, University of Alberta

 In this study, the author utilized a conceptual framework of knowledge cultures to investigate how teachers experienced informal learning. This study explored the interdependence between… (more)

Subjects/Keywords: teacher informal learning; teacher professional development; knowledge culture; teacher knowledge

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APA (6th Edition):

Timanson, P. D. (2016). Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/c79407x38m

Chicago Manual of Style (16th Edition):

Timanson, Pamela D. “Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture.” 2016. Doctoral Dissertation, University of Alberta. Accessed January 22, 2020. https://era.library.ualberta.ca/files/c79407x38m.

MLA Handbook (7th Edition):

Timanson, Pamela D. “Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture.” 2016. Web. 22 Jan 2020.

Vancouver:

Timanson PD. Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture. [Internet] [Doctoral dissertation]. University of Alberta; 2016. [cited 2020 Jan 22]. Available from: https://era.library.ualberta.ca/files/c79407x38m.

Council of Science Editors:

Timanson PD. Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture. [Doctoral Dissertation]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/c79407x38m


Penn State University

8. Flarend, Alice. Identifying and Supporting Productive Collaborative Teacher Talk.

Degree: 2017, Penn State University

 As improvements and changes in science education are promulgated, science teachers must be educated about these changes. Professional development programs are central to promoting teacher(more)

Subjects/Keywords: science teaching; teacher professional development; teacher learning; teacher discourse

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APA (6th Edition):

Flarend, A. (2017). Identifying and Supporting Productive Collaborative Teacher Talk. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13718ama177

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):

Flarend, Alice. “Identifying and Supporting Productive Collaborative Teacher Talk.” 2017. Thesis, Penn State University. Accessed January 22, 2020. https://etda.libraries.psu.edu/catalog/13718ama177.

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

MLA Handbook (7th Edition):

Flarend, Alice. “Identifying and Supporting Productive Collaborative Teacher Talk.” 2017. Web. 22 Jan 2020.

Vancouver:

Flarend A. Identifying and Supporting Productive Collaborative Teacher Talk. [Internet] [Thesis]. Penn State University; 2017. [cited 2020 Jan 22]. Available from: https://etda.libraries.psu.edu/catalog/13718ama177.

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

Council of Science Editors:

Flarend A. Identifying and Supporting Productive Collaborative Teacher Talk. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/13718ama177

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


University of California – Irvine

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

Degree: Education, 2018, University of California – Irvine

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Zinger, Doron. “The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction.” 2018. Thesis, University of California – Irvine. Accessed January 22, 2020. http://www.escholarship.org/uc/item/36h6w7ps.

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

MLA Handbook (7th Edition):

Zinger, Doron. “The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction.” 2018. Web. 22 Jan 2020.

Vancouver:

Zinger D. The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction. [Internet] [Thesis]. University of California – Irvine; 2018. [cited 2020 Jan 22]. Available from: http://www.escholarship.org/uc/item/36h6w7ps.

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

Council of Science Editors:

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

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

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

Degree: PhD, 2015, University of Washington

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Sutton, Paul. “Mapping teacher-structured collaborative learning in a context of problem-based learning curriculum redesign.” 2015. Doctoral Dissertation, University of Washington. Accessed January 22, 2020. http://hdl.handle.net/1773/27460.

MLA Handbook (7th Edition):

Sutton, Paul. “Mapping teacher-structured collaborative learning in a context of problem-based learning curriculum redesign.” 2015. Web. 22 Jan 2020.

Vancouver:

Sutton P. Mapping teacher-structured collaborative learning in a context of problem-based learning curriculum redesign. [Internet] [Doctoral dissertation]. University of Washington; 2015. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/1773/27460.

Council of Science Editors:

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


University of Exeter

11. Abdelhafez, Ahmed. An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning.

Degree: PhD, 2010, University of Exeter

 This study aimed to investigate what constituted the professional practical knowledge of EFL experienced teachers in the Egyptian context and what the sources of their… (more)

Subjects/Keywords: 370.711; Teacher Knowledge : Teacher Learning : Teacher Development : teacher education : Mixed Methodology : Professional Development

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APA (6th Edition):

Abdelhafez, A. (2010). An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/119325

Chicago Manual of Style (16th Edition):

Abdelhafez, Ahmed. “An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning.” 2010. Doctoral Dissertation, University of Exeter. Accessed January 22, 2020. http://hdl.handle.net/10036/119325.

MLA Handbook (7th Edition):

Abdelhafez, Ahmed. “An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning.” 2010. Web. 22 Jan 2020.

Vancouver:

Abdelhafez A. An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning. [Internet] [Doctoral dissertation]. University of Exeter; 2010. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10036/119325.

Council of Science Editors:

Abdelhafez A. An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning. [Doctoral Dissertation]. University of Exeter; 2010. Available from: http://hdl.handle.net/10036/119325


University of Alberta

12. Durksen, Tracy L. Promoting Professional Growth: A Developmental and Motivational Approach to Teachers’ Professional Learning.

Degree: PhD, Department of Educational Psychology, 2015, University of Alberta

 Teachers, with an inherent commitment to life-long learning, sow the seeds for their students to become life-long learners. Using motivational theories, I conducted a three-study… (more)

Subjects/Keywords: teacher motivation; teacher self-efficacy; teacher professional learning; teacher engagement; teacher career stages; teacher education; professional commitment

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APA (6th Edition):

Durksen, T. L. (2015). Promoting Professional Growth: A Developmental and Motivational Approach to Teachers’ Professional Learning. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/zw12z804q

Chicago Manual of Style (16th Edition):

Durksen, Tracy L. “Promoting Professional Growth: A Developmental and Motivational Approach to Teachers’ Professional Learning.” 2015. Doctoral Dissertation, University of Alberta. Accessed January 22, 2020. https://era.library.ualberta.ca/files/zw12z804q.

MLA Handbook (7th Edition):

Durksen, Tracy L. “Promoting Professional Growth: A Developmental and Motivational Approach to Teachers’ Professional Learning.” 2015. Web. 22 Jan 2020.

Vancouver:

Durksen TL. Promoting Professional Growth: A Developmental and Motivational Approach to Teachers’ Professional Learning. [Internet] [Doctoral dissertation]. University of Alberta; 2015. [cited 2020 Jan 22]. Available from: https://era.library.ualberta.ca/files/zw12z804q.

Council of Science Editors:

Durksen TL. Promoting Professional Growth: A Developmental and Motivational Approach to Teachers’ Professional Learning. [Doctoral Dissertation]. University of Alberta; 2015. Available from: https://era.library.ualberta.ca/files/zw12z804q


University of Cambridge

13. Haidi, Hamizah. An exploration of how models of teacher development and reflectivity interact: a multiple case study of secondary PGCE biology and chemistry beginning-teachers.

Degree: PhD, 2019, University of Cambridge

 This study explores two existing models of teacher development and learning: the teacher learning continuum of Wilson and Demetriou (2007) and the characteristics of reflective… (more)

Subjects/Keywords: teacher education; teacher development; teacher learning; science teacher education; reflectivity; teacher reflectivity; reflective practice; secondary teacher education

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APA (6th Edition):

Haidi, H. (2019). An exploration of how models of teacher development and reflectivity interact: a multiple case study of secondary PGCE biology and chemistry beginning-teachers. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/294217

Chicago Manual of Style (16th Edition):

Haidi, Hamizah. “An exploration of how models of teacher development and reflectivity interact: a multiple case study of secondary PGCE biology and chemistry beginning-teachers.” 2019. Doctoral Dissertation, University of Cambridge. Accessed January 22, 2020. https://www.repository.cam.ac.uk/handle/1810/294217.

MLA Handbook (7th Edition):

Haidi, Hamizah. “An exploration of how models of teacher development and reflectivity interact: a multiple case study of secondary PGCE biology and chemistry beginning-teachers.” 2019. Web. 22 Jan 2020.

Vancouver:

Haidi H. An exploration of how models of teacher development and reflectivity interact: a multiple case study of secondary PGCE biology and chemistry beginning-teachers. [Internet] [Doctoral dissertation]. University of Cambridge; 2019. [cited 2020 Jan 22]. Available from: https://www.repository.cam.ac.uk/handle/1810/294217.

Council of Science Editors:

Haidi H. An exploration of how models of teacher development and reflectivity interact: a multiple case study of secondary PGCE biology and chemistry beginning-teachers. [Doctoral Dissertation]. University of Cambridge; 2019. Available from: https://www.repository.cam.ac.uk/handle/1810/294217


University of Toronto

14. 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 January 22, 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. 22 Jan 2020.

Vancouver:

Sheptytsky S. Role and Potential Benefit of Teacher Collaboration in Elementary School. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2020 Jan 22]. 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


University of Oxford

15. Hood, Nina E. Internet-mediated teacher-to-teacher knowledge mobilisation.

Degree: PhD, 2014, University of Oxford

 The study investigates the rise of online platforms that support teacher-to-teacher knowledge mobilisation. The adoption of the interpretative approach focuses the investigation on how the… (more)

Subjects/Keywords: 370.7; e-Learning; Teaching and teacher education; Education; Vocational and professional learning; knowledge mobilisation; teacher learning; online platforms; teacher knowledge

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APA (6th Edition):

Hood, N. E. (2014). Internet-mediated teacher-to-teacher knowledge mobilisation. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:27ccff52-746b-4b9b-8715-2e85813680a9 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647615

Chicago Manual of Style (16th Edition):

Hood, Nina E. “Internet-mediated teacher-to-teacher knowledge mobilisation.” 2014. Doctoral Dissertation, University of Oxford. Accessed January 22, 2020. http://ora.ox.ac.uk/objects/uuid:27ccff52-746b-4b9b-8715-2e85813680a9 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647615.

MLA Handbook (7th Edition):

Hood, Nina E. “Internet-mediated teacher-to-teacher knowledge mobilisation.” 2014. Web. 22 Jan 2020.

Vancouver:

Hood NE. Internet-mediated teacher-to-teacher knowledge mobilisation. [Internet] [Doctoral dissertation]. University of Oxford; 2014. [cited 2020 Jan 22]. Available from: http://ora.ox.ac.uk/objects/uuid:27ccff52-746b-4b9b-8715-2e85813680a9 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647615.

Council of Science Editors:

Hood NE. Internet-mediated teacher-to-teacher knowledge mobilisation. [Doctoral Dissertation]. University of Oxford; 2014. Available from: http://ora.ox.ac.uk/objects/uuid:27ccff52-746b-4b9b-8715-2e85813680a9 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647615


University of Hong Kong

16. 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 (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 January 22, 2020. 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. 22 Jan 2020.

Vancouver:

Msonde CE. Enhancing teachers' competencies on learner-centred approaches throughlearning study in Tanzanian schools. [Internet] [Doctoral dissertation]. University of Hong Kong; 2011. [cited 2020 Jan 22]. 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


Leiden University

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

Degree: 2012, Leiden University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Noort, Roxanne van. “Matching teacher feedback and student perceptions in a collaborative learning environment.” 2012. Masters Thesis, Leiden University. Accessed January 22, 2020. http://hdl.handle.net/1887/18630.

MLA Handbook (7th Edition):

Noort, Roxanne van. “Matching teacher feedback and student perceptions in a collaborative learning environment.” 2012. Web. 22 Jan 2020.

Vancouver:

Noort Rv. Matching teacher feedback and student perceptions in a collaborative learning environment. [Internet] [Masters thesis]. Leiden University; 2012. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/1887/18630.

Council of Science Editors:

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


University of Minnesota

18. Allen, Kathryn. The Integration of Technology in the Teaching of Literacy: A Study of Teacher Learning.

Degree: PhD, Education, Curriculum and Instruction, 2016, University of Minnesota

 Literacy and technology have historically informed and transformed each other. This mutual interaction creates cultural shifts that redefine what it means to be literate, and… (more)

Subjects/Keywords: case study; literacy; teacher learning; technology integration

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APA (6th Edition):

Allen, K. (2016). The Integration of Technology in the Teaching of Literacy: A Study of Teacher Learning. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/181723

Chicago Manual of Style (16th Edition):

Allen, Kathryn. “The Integration of Technology in the Teaching of Literacy: A Study of Teacher Learning.” 2016. Doctoral Dissertation, University of Minnesota. Accessed January 22, 2020. http://hdl.handle.net/11299/181723.

MLA Handbook (7th Edition):

Allen, Kathryn. “The Integration of Technology in the Teaching of Literacy: A Study of Teacher Learning.” 2016. Web. 22 Jan 2020.

Vancouver:

Allen K. The Integration of Technology in the Teaching of Literacy: A Study of Teacher Learning. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/11299/181723.

Council of Science Editors:

Allen K. The Integration of Technology in the Teaching of Literacy: A Study of Teacher Learning. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/181723


University of Waikato

19. Nelson, Emily Jane. 'Is This Student Voice?' Students and Teachers Re-negotiate Power through Governance Partnerships in the Classroom .

Degree: 2014, University of Waikato

 A change in status for students to position them influentially as educational decision-makers with teachers is identified as a key dimension of student voice research… (more)

Subjects/Keywords: student voice; power; teacher learning; action research

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APA (6th Edition):

Nelson, E. J. (2014). 'Is This Student Voice?' Students and Teachers Re-negotiate Power through Governance Partnerships in the Classroom . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/8846

Chicago Manual of Style (16th Edition):

Nelson, Emily Jane. “'Is This Student Voice?' Students and Teachers Re-negotiate Power through Governance Partnerships in the Classroom .” 2014. Doctoral Dissertation, University of Waikato. Accessed January 22, 2020. http://hdl.handle.net/10289/8846.

MLA Handbook (7th Edition):

Nelson, Emily Jane. “'Is This Student Voice?' Students and Teachers Re-negotiate Power through Governance Partnerships in the Classroom .” 2014. Web. 22 Jan 2020.

Vancouver:

Nelson EJ. 'Is This Student Voice?' Students and Teachers Re-negotiate Power through Governance Partnerships in the Classroom . [Internet] [Doctoral dissertation]. University of Waikato; 2014. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10289/8846.

Council of Science Editors:

Nelson EJ. 'Is This Student Voice?' Students and Teachers Re-negotiate Power through Governance Partnerships in the Classroom . [Doctoral Dissertation]. University of Waikato; 2014. Available from: http://hdl.handle.net/10289/8846


University of Notre Dame

20. Andrea Lynn Christensen. Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>.

Degree: PhD, Psychology, 2012, University of Notre Dame

  In response to the need for change in teaching practices, educators have bolstered efforts to provide professional development for teachers. However, research suggests that… (more)

Subjects/Keywords: motivation; leadership; learning communities; teacher professional development

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APA (6th Edition):

Christensen, A. L. (2012). Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>. (Doctoral Dissertation). University of Notre Dame. Retrieved from https://curate.nd.edu/show/n583xs57x2v

Chicago Manual of Style (16th Edition):

Christensen, Andrea Lynn. “Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>.” 2012. Doctoral Dissertation, University of Notre Dame. Accessed January 22, 2020. https://curate.nd.edu/show/n583xs57x2v.

MLA Handbook (7th Edition):

Christensen, Andrea Lynn. “Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>.” 2012. Web. 22 Jan 2020.

Vancouver:

Christensen AL. Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>. [Internet] [Doctoral dissertation]. University of Notre Dame; 2012. [cited 2020 Jan 22]. Available from: https://curate.nd.edu/show/n583xs57x2v.

Council of Science Editors:

Christensen AL. Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>. [Doctoral Dissertation]. University of Notre Dame; 2012. Available from: https://curate.nd.edu/show/n583xs57x2v


University of Aberdeen

21. Darling, Kirsten Amy. A self-study of participatory and enactivist approaches to teaching and learning.

Degree: PhD, 2014, University of Aberdeen

 'Self-study' is a methodological approach that sets out to improve learner and teacher interactions by engaging with problems faced by educators on a daily basis.… (more)

Subjects/Keywords: 370; Teacher-student relationships; Learning strategies

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APA (6th Edition):

Darling, K. A. (2014). A self-study of participatory and enactivist approaches to teaching and learning. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=227571 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668966

Chicago Manual of Style (16th Edition):

Darling, Kirsten Amy. “A self-study of participatory and enactivist approaches to teaching and learning.” 2014. Doctoral Dissertation, University of Aberdeen. Accessed January 22, 2020. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=227571 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668966.

MLA Handbook (7th Edition):

Darling, Kirsten Amy. “A self-study of participatory and enactivist approaches to teaching and learning.” 2014. Web. 22 Jan 2020.

Vancouver:

Darling KA. A self-study of participatory and enactivist approaches to teaching and learning. [Internet] [Doctoral dissertation]. University of Aberdeen; 2014. [cited 2020 Jan 22]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=227571 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668966.

Council of Science Editors:

Darling KA. A self-study of participatory and enactivist approaches to teaching and learning. [Doctoral Dissertation]. University of Aberdeen; 2014. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=227571 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668966


NSYSU

22. Chen, Yi-chun. The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students.

Degree: Master, Education, 2012, NSYSU

 The study was to investigate the relationship among the studentsâ perception of teacher caring, caring needs, learning motivation and self-concept for elementary school students. Survey… (more)

Subjects/Keywords: learning motivation; teacher caring; self-concept

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

APA (6th Edition):

Chen, Y. (2012). The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0913112-002800

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):

Chen, Yi-chun. “The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students.” 2012. Thesis, NSYSU. Accessed January 22, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0913112-002800.

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

MLA Handbook (7th Edition):

Chen, Yi-chun. “The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students.” 2012. Web. 22 Jan 2020.

Vancouver:

Chen Y. The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students. [Internet] [Thesis]. NSYSU; 2012. [cited 2020 Jan 22]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0913112-002800.

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

Council of Science Editors:

Chen Y. The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students. [Thesis]. NSYSU; 2012. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0913112-002800

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


Universiteit Utrecht

23. Bovenlander, S.C. Research Plan: Teacher Learning For CLIL Teachers.

Degree: 2010, Universiteit Utrecht

 The proposed research questions of the participating schools in the embedded research of the U-Teach programme demonstrate a notion of a lack of teacher learning(more)

Subjects/Keywords: IVLOS; bilingual education, teacher learning, CLIL, TTO

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APA (6th Edition):

Bovenlander, S. C. (2010). Research Plan: Teacher Learning For CLIL Teachers. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/188611

Chicago Manual of Style (16th Edition):

Bovenlander, S C. “Research Plan: Teacher Learning For CLIL Teachers.” 2010. Masters Thesis, Universiteit Utrecht. Accessed January 22, 2020. http://dspace.library.uu.nl:8080/handle/1874/188611.

MLA Handbook (7th Edition):

Bovenlander, S C. “Research Plan: Teacher Learning For CLIL Teachers.” 2010. Web. 22 Jan 2020.

Vancouver:

Bovenlander SC. Research Plan: Teacher Learning For CLIL Teachers. [Internet] [Masters thesis]. Universiteit Utrecht; 2010. [cited 2020 Jan 22]. Available from: http://dspace.library.uu.nl:8080/handle/1874/188611.

Council of Science Editors:

Bovenlander SC. Research Plan: Teacher Learning For CLIL Teachers. [Masters Thesis]. Universiteit Utrecht; 2010. Available from: http://dspace.library.uu.nl:8080/handle/1874/188611


University of Manchester

24. De Stefani, Sofia Magdalena. Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning.

Degree: PhD, 2012, University of Manchester

 This action research study explores the role of blended learning as a tool for the professional empowerment of teachers of English as a foreign language… (more)

Subjects/Keywords: 370.71; Teacher Development; Blended Learning; TESOL

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APA (6th Edition):

De Stefani, S. M. (2012). Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584

Chicago Manual of Style (16th Edition):

De Stefani, Sofia Magdalena. “Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning.” 2012. Doctoral Dissertation, University of Manchester. Accessed January 22, 2020. https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584.

MLA Handbook (7th Edition):

De Stefani, Sofia Magdalena. “Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning.” 2012. Web. 22 Jan 2020.

Vancouver:

De Stefani SM. Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning. [Internet] [Doctoral dissertation]. University of Manchester; 2012. [cited 2020 Jan 22]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584.

Council of Science Editors:

De Stefani SM. Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning. [Doctoral Dissertation]. University of Manchester; 2012. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584

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

Degree: 2012, California State University – San Marcos

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Vogel, Rebecca. “Professional Learning Communities and Student Achievement .” 2012. Thesis, California State University – San Marcos. Accessed January 22, 2020. http://hdl.handle.net/10211.8/235.

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

MLA Handbook (7th Edition):

Vogel, Rebecca. “Professional Learning Communities and Student Achievement .” 2012. Web. 22 Jan 2020.

Vancouver:

Vogel R. Professional Learning Communities and Student Achievement . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10211.8/235.

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

Council of Science Editors:

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

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


University of California – San Diego

26. Weatherford, Brieahna. The Preparation of Preservice Teachers for Integrative Technology Use.

Degree: EducLeadership (JtEdDoc CSUSM), 2015, University of California – San Diego

 Technology use continues to be an integral component of 21st century education. Educational leaders and teachers are tasked with using technology as an approach to… (more)

Subjects/Keywords: Teacher education; integration; learning; technology; TPACK

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APA (6th Edition):

Weatherford, B. (2015). The Preparation of Preservice Teachers for Integrative Technology Use. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/4xk1g64h

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):

Weatherford, Brieahna. “The Preparation of Preservice Teachers for Integrative Technology Use.” 2015. Thesis, University of California – San Diego. Accessed January 22, 2020. http://www.escholarship.org/uc/item/4xk1g64h.

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

MLA Handbook (7th Edition):

Weatherford, Brieahna. “The Preparation of Preservice Teachers for Integrative Technology Use.” 2015. Web. 22 Jan 2020.

Vancouver:

Weatherford B. The Preparation of Preservice Teachers for Integrative Technology Use. [Internet] [Thesis]. University of California – San Diego; 2015. [cited 2020 Jan 22]. Available from: http://www.escholarship.org/uc/item/4xk1g64h.

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

Council of Science Editors:

Weatherford B. The Preparation of Preservice Teachers for Integrative Technology Use. [Thesis]. University of California – San Diego; 2015. Available from: http://www.escholarship.org/uc/item/4xk1g64h

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

27. Joyce, Craig. The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme.

Degree: 2016, University of Manchester

 Research indicates a significant rise in child and adolescent mental health difficulties over the past few decades (Mental Health Foundation, 2015). Evidence-based programmes are becoming… (more)

Subjects/Keywords: Implementation; Social and emotional learning; Teacher characteristics

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APA (6th Edition):

Joyce, C. (2016). The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301869

Chicago Manual of Style (16th Edition):

Joyce, Craig. “The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme.” 2016. Doctoral Dissertation, University of Manchester. Accessed January 22, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301869.

MLA Handbook (7th Edition):

Joyce, Craig. “The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme.” 2016. Web. 22 Jan 2020.

Vancouver:

Joyce C. The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2020 Jan 22]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301869.

Council of Science Editors:

Joyce C. The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301869


University of Cambridge

28. Ayubayeva, Nazipa. Teacher collaboration for professional learning : case studies of three schools in Kazakhstan.

Degree: PhD, 2018, University of Cambridge

 This thesis explores the nature of teacher collaboration for professional learning, key enabling and inhibiting factors, and their implication for the development of a culture… (more)

Subjects/Keywords: Teacher learning; Professional development; Education policy

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APA (6th Edition):

Ayubayeva, N. (2018). Teacher collaboration for professional learning : case studies of three schools in Kazakhstan. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033

Chicago Manual of Style (16th Edition):

Ayubayeva, Nazipa. “Teacher collaboration for professional learning : case studies of three schools in Kazakhstan.” 2018. Doctoral Dissertation, University of Cambridge. Accessed January 22, 2020. https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033.

MLA Handbook (7th Edition):

Ayubayeva, Nazipa. “Teacher collaboration for professional learning : case studies of three schools in Kazakhstan.” 2018. Web. 22 Jan 2020.

Vancouver:

Ayubayeva N. Teacher collaboration for professional learning : case studies of three schools in Kazakhstan. [Internet] [Doctoral dissertation]. University of Cambridge; 2018. [cited 2020 Jan 22]. Available from: https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033.

Council of Science Editors:

Ayubayeva N. Teacher collaboration for professional learning : case studies of three schools in Kazakhstan. [Doctoral Dissertation]. University of Cambridge; 2018. Available from: https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033


Virginia Tech

29. Brenner, Aimee Michelle. Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers.

Degree: PhD, Teaching and Learning, 2012, Virginia Tech

 In an attempt to promote the transfer of technology integration knowledge and skills in preservice teachers, studies have attempted to identify effective instructional technology integration… (more)

Subjects/Keywords: learning transfer; technology integration; teacher education

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APA (6th Edition):

Brenner, A. M. (2012). Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/39472

Chicago Manual of Style (16th Edition):

Brenner, Aimee Michelle. “Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers.” 2012. Doctoral Dissertation, Virginia Tech. Accessed January 22, 2020. http://hdl.handle.net/10919/39472.

MLA Handbook (7th Edition):

Brenner, Aimee Michelle. “Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers.” 2012. Web. 22 Jan 2020.

Vancouver:

Brenner AM. Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10919/39472.

Council of Science Editors:

Brenner AM. Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/39472


University of Debrecen

30. Diószegi, Lilla. The Role of Motivation in Second Language Learning .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

 This paper explores the importance of motivation in second language learning context. In my paper I am going to present the definitions and distinctions of… (more)

Subjects/Keywords: second language learning; student motivation; teacher motivation

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

APA (6th Edition):

Diószegi, L. (2013). The Role of Motivation in Second Language Learning . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/160279

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):

Diószegi, Lilla. “The Role of Motivation in Second Language Learning .” 2013. Thesis, University of Debrecen. Accessed January 22, 2020. http://hdl.handle.net/2437/160279.

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

MLA Handbook (7th Edition):

Diószegi, Lilla. “The Role of Motivation in Second Language Learning .” 2013. Web. 22 Jan 2020.

Vancouver:

Diószegi L. The Role of Motivation in Second Language Learning . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/2437/160279.

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

Council of Science Editors:

Diószegi L. The Role of Motivation in Second Language Learning . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/160279

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

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