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You searched for subject:(Teacher perceptions). Showing records 1 – 30 of 367 total matches.

[1] [2] [3] [4] [5] … [13]

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Virginia Tech

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Nabors, Autumn Nicole. “Perceptions of How Teacher Evaluations and Feedback Impact Teacher  Professional Growth in a Large Suburban School District in Virginia.” 2015. Doctoral Dissertation, Virginia Tech. Accessed December 13, 2018. http://hdl.handle.net/10919/73330.

MLA Handbook (7th Edition):

Nabors, Autumn Nicole. “Perceptions of How Teacher Evaluations and Feedback Impact Teacher  Professional Growth in a Large Suburban School District in Virginia.” 2015. Web. 13 Dec 2018.

Vancouver:

Nabors AN. Perceptions of How Teacher Evaluations and Feedback Impact Teacher  Professional Growth in a Large Suburban School District in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/10919/73330.

Council of Science Editors:

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


University of Oklahoma

2. Mickel, Natasha. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.

Degree: PhD, 2015, University of Oklahoma

 This study examined teachers’ autonomy, teachers’ motivation, teachers’ self-efficacy, and teachers’ perceptions of state mandated testing, in the context of NCLB. The research design included… (more)

Subjects/Keywords: Teacher Motivation; Teacher Self Efficacy; Teacher Perceptions

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APA (6th Edition):

Mickel, N. (2015). EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14635

Chicago Manual of Style (16th Edition):

Mickel, Natasha. “EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed December 13, 2018. http://hdl.handle.net/11244/14635.

MLA Handbook (7th Edition):

Mickel, Natasha. “EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.” 2015. Web. 13 Dec 2018.

Vancouver:

Mickel N. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/11244/14635.

Council of Science Editors:

Mickel N. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14635

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Brevik, Loren Harriet. “Effectiveness of Teacher Preparation Programs as Perceived by First Year Teachers.” 2009. Doctoral Dissertation, U of Denver. Accessed December 13, 2018. https://digitalcommons.du.edu/etd/769.

MLA Handbook (7th Edition):

Brevik, Loren Harriet. “Effectiveness of Teacher Preparation Programs as Perceived by First Year Teachers.” 2009. Web. 13 Dec 2018.

Vancouver:

Brevik LH. Effectiveness of Teacher Preparation Programs as Perceived by First Year Teachers. [Internet] [Doctoral dissertation]. U of Denver; 2009. [cited 2018 Dec 13]. Available from: https://digitalcommons.du.edu/etd/769.

Council of Science Editors:

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

4. Lopez, Danielle. How do Newly Credentialed Teachers Conceptualize English Learners? .

Degree: 2013, California State University – San Marcos

 Our population and education system is continuing to grow and change. Over a quarter of the students enrolled in California???s public schools are English learners.… (more)

Subjects/Keywords: English Learners; Teacher Perceptions; ELs

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APA (6th Edition):

Lopez, D. (2013). How do Newly Credentialed Teachers Conceptualize English Learners? . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/390

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):

Lopez, Danielle. “How do Newly Credentialed Teachers Conceptualize English Learners? .” 2013. Thesis, California State University – San Marcos. Accessed December 13, 2018. http://hdl.handle.net/10211.8/390.

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

MLA Handbook (7th Edition):

Lopez, Danielle. “How do Newly Credentialed Teachers Conceptualize English Learners? .” 2013. Web. 13 Dec 2018.

Vancouver:

Lopez D. How do Newly Credentialed Teachers Conceptualize English Learners? . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/10211.8/390.

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

Council of Science Editors:

Lopez D. How do Newly Credentialed Teachers Conceptualize English Learners? . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/390

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


University of Louisville

5. Stauble, Karla R. Teacher attitudes toward inclusion and the impact of teacher and school variables.

Degree: PhD, Department of Teaching and Learning, 2009, University of Louisville

 This dissertation is an examination of general education teacher's attitudes toward the inclusion of students with special needs in their classroom and the variables that… (more)

Subjects/Keywords: Teacher attitudes; Inclusion; General education; Teacher perceptions

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

APA (6th Edition):

Stauble, K. R. (2009). Teacher attitudes toward inclusion and the impact of teacher and school variables. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1375 ; https://ir.library.louisville.edu/etd/1375

Chicago Manual of Style (16th Edition):

Stauble, Karla R. “Teacher attitudes toward inclusion and the impact of teacher and school variables.” 2009. Doctoral Dissertation, University of Louisville. Accessed December 13, 2018. 10.18297/etd/1375 ; https://ir.library.louisville.edu/etd/1375.

MLA Handbook (7th Edition):

Stauble, Karla R. “Teacher attitudes toward inclusion and the impact of teacher and school variables.” 2009. Web. 13 Dec 2018.

Vancouver:

Stauble KR. Teacher attitudes toward inclusion and the impact of teacher and school variables. [Internet] [Doctoral dissertation]. University of Louisville; 2009. [cited 2018 Dec 13]. Available from: 10.18297/etd/1375 ; https://ir.library.louisville.edu/etd/1375.

Council of Science Editors:

Stauble KR. Teacher attitudes toward inclusion and the impact of teacher and school variables. [Doctoral Dissertation]. University of Louisville; 2009. Available from: 10.18297/etd/1375 ; https://ir.library.louisville.edu/etd/1375


Virginia Tech

6. Covington, Robert Matthew. Integrating Technology in the Classroom: Teacher Perspectives.

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

 The purpose of this study was, given the elimination of a Type I barrier, to investigate how teachers utilized the International Society for Technology in… (more)

Subjects/Keywords: technology; teacher beliefs; teacher perceptions; classroom integration

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

APA (6th Edition):

Covington, R. M. (2012). Integrating Technology in the Classroom: Teacher Perspectives. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77316

Chicago Manual of Style (16th Edition):

Covington, Robert Matthew. “Integrating Technology in the Classroom: Teacher Perspectives.” 2012. Doctoral Dissertation, Virginia Tech. Accessed December 13, 2018. http://hdl.handle.net/10919/77316.

MLA Handbook (7th Edition):

Covington, Robert Matthew. “Integrating Technology in the Classroom: Teacher Perspectives.” 2012. Web. 13 Dec 2018.

Vancouver:

Covington RM. Integrating Technology in the Classroom: Teacher Perspectives. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/10919/77316.

Council of Science Editors:

Covington RM. Integrating Technology in the Classroom: Teacher Perspectives. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77316

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Gomez, Christina. “AN EXAMINATION OF TEACHERS’ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS.” 2014. Thesis, University of Houston. Accessed December 13, 2018. http://hdl.handle.net/10657/1677.

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

MLA Handbook (7th Edition):

Gomez, Christina. “AN EXAMINATION OF TEACHERS’ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS.” 2014. Web. 13 Dec 2018.

Vancouver:

Gomez C. AN EXAMINATION OF TEACHERS’ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS. [Internet] [Thesis]. University of Houston; 2014. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/10657/1677.

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

Council of Science Editors:

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

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


Boise State University

8. Askin, Carol Annabel. Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study.

Degree: 2017, Boise State University

 Although the modern world is one of technology, technology is still minimally integrated and frequently used at lower levels in many schools. Despite the recent… (more)

Subjects/Keywords: Classroom Technology Integration; Teacher Perceptions; Teacher Beliefs; Teacher Attitudes; Educational Methods

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

APA (6th Edition):

Askin, C. A. (2017). Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study. (Thesis). Boise State University. Retrieved from http://scholarworks.boisestate.edu/td/1240

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):

Askin, Carol Annabel. “Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study.” 2017. Thesis, Boise State University. Accessed December 13, 2018. http://scholarworks.boisestate.edu/td/1240.

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

MLA Handbook (7th Edition):

Askin, Carol Annabel. “Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study.” 2017. Web. 13 Dec 2018.

Vancouver:

Askin CA. Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study. [Internet] [Thesis]. Boise State University; 2017. [cited 2018 Dec 13]. Available from: http://scholarworks.boisestate.edu/td/1240.

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

Council of Science Editors:

Askin CA. Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study. [Thesis]. Boise State University; 2017. Available from: http://scholarworks.boisestate.edu/td/1240

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


Virginia Commonwealth University

9. Hall, William, Jr. Perceptions of the Virginia Elementary Principal's Role in Supporting New Teacher Induction.

Degree: PhD, Educational Studies, 2009, Virginia Commonwealth University

 This study investigates the perceptions surrounding the role Virginia elementary school principals play in supporting the induction of new teachers. Attention is given to the… (more)

Subjects/Keywords: new teacher; principal; induction; perceptions; support; Education

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APA (6th Edition):

Hall, William, J. (2009). Perceptions of the Virginia Elementary Principal's Role in Supporting New Teacher Induction. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/1956

Chicago Manual of Style (16th Edition):

Hall, William, Jr. “Perceptions of the Virginia Elementary Principal's Role in Supporting New Teacher Induction.” 2009. Doctoral Dissertation, Virginia Commonwealth University. Accessed December 13, 2018. https://scholarscompass.vcu.edu/etd/1956.

MLA Handbook (7th Edition):

Hall, William, Jr. “Perceptions of the Virginia Elementary Principal's Role in Supporting New Teacher Induction.” 2009. Web. 13 Dec 2018.

Vancouver:

Hall, William J. Perceptions of the Virginia Elementary Principal's Role in Supporting New Teacher Induction. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2009. [cited 2018 Dec 13]. Available from: https://scholarscompass.vcu.edu/etd/1956.

Council of Science Editors:

Hall, William J. Perceptions of the Virginia Elementary Principal's Role in Supporting New Teacher Induction. [Doctoral Dissertation]. Virginia Commonwealth University; 2009. Available from: https://scholarscompass.vcu.edu/etd/1956


University of Sydney

10. Howard, Sarah Katherine. Teacher change: Individual and cultural risk perceptions in the context of ICT integration .

Degree: 2009, University of Sydney

 This study investigates teachers’ perceptions of risk and risk-taking behaviours in the context of ICT-related educational change. Perceptions and behaviours are examined through teachers’ talk… (more)

Subjects/Keywords: teacher change; risk perceptions; school culture; technology

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

APA (6th Edition):

Howard, S. K. (2009). Teacher change: Individual and cultural risk perceptions in the context of ICT integration . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/5340

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):

Howard, Sarah Katherine. “Teacher change: Individual and cultural risk perceptions in the context of ICT integration .” 2009. Thesis, University of Sydney. Accessed December 13, 2018. http://hdl.handle.net/2123/5340.

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

MLA Handbook (7th Edition):

Howard, Sarah Katherine. “Teacher change: Individual and cultural risk perceptions in the context of ICT integration .” 2009. Web. 13 Dec 2018.

Vancouver:

Howard SK. Teacher change: Individual and cultural risk perceptions in the context of ICT integration . [Internet] [Thesis]. University of Sydney; 2009. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/2123/5340.

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

Council of Science Editors:

Howard SK. Teacher change: Individual and cultural risk perceptions in the context of ICT integration . [Thesis]. University of Sydney; 2009. Available from: http://hdl.handle.net/2123/5340

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


Leiden University

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

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 December 13, 2018. 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. 13 Dec 2018.

Vancouver:

Noort Rv. Matching teacher feedback and student perceptions in a collaborative learning environment. [Internet] [Masters thesis]. Leiden University; 2012. [cited 2018 Dec 13]. 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


Georgia State University

12. Stone, Lisa. Opened Eyes, Opened Minds: The Story of a Collaborative Inquiry into Electronic Book Use in the Primary Reading Classroom.

Degree: Doctor of Education (EdD), Early Childhood Education, 2017, Georgia State University

  In order to prepare students to be globally competitive, teachers must equip them with the knowledge and skills to be successful in the 21st(more)

Subjects/Keywords: Electronic books; Teacher perceptions; Collaborative inquiry

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

APA (6th Edition):

Stone, L. (2017). Opened Eyes, Opened Minds: The Story of a Collaborative Inquiry into Electronic Book Use in the Primary Reading Classroom. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/36

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):

Stone, Lisa. “Opened Eyes, Opened Minds: The Story of a Collaborative Inquiry into Electronic Book Use in the Primary Reading Classroom.” 2017. Thesis, Georgia State University. Accessed December 13, 2018. https://scholarworks.gsu.edu/ece_diss/36.

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

MLA Handbook (7th Edition):

Stone, Lisa. “Opened Eyes, Opened Minds: The Story of a Collaborative Inquiry into Electronic Book Use in the Primary Reading Classroom.” 2017. Web. 13 Dec 2018.

Vancouver:

Stone L. Opened Eyes, Opened Minds: The Story of a Collaborative Inquiry into Electronic Book Use in the Primary Reading Classroom. [Internet] [Thesis]. Georgia State University; 2017. [cited 2018 Dec 13]. Available from: https://scholarworks.gsu.edu/ece_diss/36.

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

Council of Science Editors:

Stone L. Opened Eyes, Opened Minds: The Story of a Collaborative Inquiry into Electronic Book Use in the Primary Reading Classroom. [Thesis]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/ece_diss/36

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


University of Tasmania

13. Yorke, AJ. Teachers : hands up for CCTV in schools.

Degree: 2010, University of Tasmania

 Closed Circuit Television (CCTV) in public places has become a widely accepted method of surveillance for the purpose of public safety and crime management (Moran,… (more)

Subjects/Keywords: Education; surveillance; technology; CCTV; teacher perceptions

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APA (6th Edition):

Yorke, A. (2010). Teachers : hands up for CCTV in schools. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/23421/1/Yorke_whole_Hons_thesis.pdf

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

Chicago Manual of Style (16th Edition):

Yorke, AJ. “Teachers : hands up for CCTV in schools.” 2010. Thesis, University of Tasmania. Accessed December 13, 2018. https://eprints.utas.edu.au/23421/1/Yorke_whole_Hons_thesis.pdf.

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

MLA Handbook (7th Edition):

Yorke, AJ. “Teachers : hands up for CCTV in schools.” 2010. Web. 13 Dec 2018.

Vancouver:

Yorke A. Teachers : hands up for CCTV in schools. [Internet] [Thesis]. University of Tasmania; 2010. [cited 2018 Dec 13]. Available from: https://eprints.utas.edu.au/23421/1/Yorke_whole_Hons_thesis.pdf.

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

Council of Science Editors:

Yorke A. Teachers : hands up for CCTV in schools. [Thesis]. University of Tasmania; 2010. Available from: https://eprints.utas.edu.au/23421/1/Yorke_whole_Hons_thesis.pdf

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


University of North Texas

14. Owens Luper, Willene DeeAndra. High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders.

Degree: 2011, University of North Texas

 This study examined Texas high school teachers’ perceptions of their principals as culturally proficient leaders, focusing specifically on how teacher-, school-, and principal-related factors impacted… (more)

Subjects/Keywords: Cultural proficiency; teacher perceptions; principals; administrators

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APA (6th Edition):

Owens Luper, W. D. (2011). High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103367/

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):

Owens Luper, Willene DeeAndra. “High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders.” 2011. Thesis, University of North Texas. Accessed December 13, 2018. https://digital.library.unt.edu/ark:/67531/metadc103367/.

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

MLA Handbook (7th Edition):

Owens Luper, Willene DeeAndra. “High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders.” 2011. Web. 13 Dec 2018.

Vancouver:

Owens Luper WD. High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders. [Internet] [Thesis]. University of North Texas; 2011. [cited 2018 Dec 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103367/.

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

Council of Science Editors:

Owens Luper WD. High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103367/

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


University of Southern California

15. Evans, Elizabeth Danielle. Teacher perceptions of instructional practices for long-term English learners.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This dissertation is a case study, which allowed the researcher to explore a program in-depth in order to understand teacher perceptions of instructional practices for… (more)

Subjects/Keywords: English learners; teacher perceptions; instructional practices

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

APA (6th Edition):

Evans, E. D. (2013). Teacher perceptions of instructional practices for long-term English learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6341

Chicago Manual of Style (16th Edition):

Evans, Elizabeth Danielle. “Teacher perceptions of instructional practices for long-term English learners.” 2013. Doctoral Dissertation, University of Southern California. Accessed December 13, 2018. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6341.

MLA Handbook (7th Edition):

Evans, Elizabeth Danielle. “Teacher perceptions of instructional practices for long-term English learners.” 2013. Web. 13 Dec 2018.

Vancouver:

Evans ED. Teacher perceptions of instructional practices for long-term English learners. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2018 Dec 13]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6341.

Council of Science Editors:

Evans ED. Teacher perceptions of instructional practices for long-term English learners. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6341


Louisiana State University

16. Downs, Jon Oliver. Exploring the Interdependence of Trust and Communication in the Teacher-Principal Relationship.

Degree: PhD, Educational Leadership, 2018, Louisiana State University

  This research explored teacher and principal perceptions of trust and communication in the teacher-principal relationship. Through in-depth interviews, research participants provided perceived characteristics needed… (more)

Subjects/Keywords: Principal; Teacher; perceptions; relationship; trust; communication

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

APA (6th Edition):

Downs, J. O. (2018). Exploring the Interdependence of Trust and Communication in the Teacher-Principal Relationship. (Doctoral Dissertation). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_dissertations/4716

Chicago Manual of Style (16th Edition):

Downs, Jon Oliver. “Exploring the Interdependence of Trust and Communication in the Teacher-Principal Relationship.” 2018. Doctoral Dissertation, Louisiana State University. Accessed December 13, 2018. https://digitalcommons.lsu.edu/gradschool_dissertations/4716.

MLA Handbook (7th Edition):

Downs, Jon Oliver. “Exploring the Interdependence of Trust and Communication in the Teacher-Principal Relationship.” 2018. Web. 13 Dec 2018.

Vancouver:

Downs JO. Exploring the Interdependence of Trust and Communication in the Teacher-Principal Relationship. [Internet] [Doctoral dissertation]. Louisiana State University; 2018. [cited 2018 Dec 13]. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4716.

Council of Science Editors:

Downs JO. Exploring the Interdependence of Trust and Communication in the Teacher-Principal Relationship. [Doctoral Dissertation]. Louisiana State University; 2018. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4716


Duquesne University

17. McGuirk, Lindsay Ann. Parent and Teacher Perceptions of Employment Readiness of Students with Intellectual Disabilities.

Degree: PhD, School Psychology, 2016, Duquesne University

  While growing, the current research field of transition planning and outcomes for students with intellectual disabilities is still lacking, particularly regarding employment. One possible… (more)

Subjects/Keywords: intellectual disability; parent and teacher perceptions; transition

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APA (6th Edition):

McGuirk, L. A. (2016). Parent and Teacher Perceptions of Employment Readiness of Students with Intellectual Disabilities. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/53

Chicago Manual of Style (16th Edition):

McGuirk, Lindsay Ann. “Parent and Teacher Perceptions of Employment Readiness of Students with Intellectual Disabilities.” 2016. Doctoral Dissertation, Duquesne University. Accessed December 13, 2018. https://dsc.duq.edu/etd/53.

MLA Handbook (7th Edition):

McGuirk, Lindsay Ann. “Parent and Teacher Perceptions of Employment Readiness of Students with Intellectual Disabilities.” 2016. Web. 13 Dec 2018.

Vancouver:

McGuirk LA. Parent and Teacher Perceptions of Employment Readiness of Students with Intellectual Disabilities. [Internet] [Doctoral dissertation]. Duquesne University; 2016. [cited 2018 Dec 13]. Available from: https://dsc.duq.edu/etd/53.

Council of Science Editors:

McGuirk LA. Parent and Teacher Perceptions of Employment Readiness of Students with Intellectual Disabilities. [Doctoral Dissertation]. Duquesne University; 2016. Available from: https://dsc.duq.edu/etd/53


Temple University

18. Garbisch, Amelia Ellen. PEDAGOGICAL PRACTICE IN THE TEACHING OF MUSICIANSHIP TO INSTRUMENTALISTS AND VOCALISTS IN HIGH SCHOOL MUSIC EDUCATION SETTINGS: A COMPARATIVE ANALYSIS.

Degree: PhD, 2014, Temple University

Music Education

The purpose of this study is to compare the ways high school instrumental teachers and high school vocal teachers teach musicianship skills. The… (more)

Subjects/Keywords: Music education; Music;

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APA (6th Edition):

Garbisch, A. E. (2014). PEDAGOGICAL PRACTICE IN THE TEACHING OF MUSICIANSHIP TO INSTRUMENTALISTS AND VOCALISTS IN HIGH SCHOOL MUSIC EDUCATION SETTINGS: A COMPARATIVE ANALYSIS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,262001

Chicago Manual of Style (16th Edition):

Garbisch, Amelia Ellen. “PEDAGOGICAL PRACTICE IN THE TEACHING OF MUSICIANSHIP TO INSTRUMENTALISTS AND VOCALISTS IN HIGH SCHOOL MUSIC EDUCATION SETTINGS: A COMPARATIVE ANALYSIS.” 2014. Doctoral Dissertation, Temple University. Accessed December 13, 2018. http://digital.library.temple.edu/u?/p245801coll10,262001.

MLA Handbook (7th Edition):

Garbisch, Amelia Ellen. “PEDAGOGICAL PRACTICE IN THE TEACHING OF MUSICIANSHIP TO INSTRUMENTALISTS AND VOCALISTS IN HIGH SCHOOL MUSIC EDUCATION SETTINGS: A COMPARATIVE ANALYSIS.” 2014. Web. 13 Dec 2018.

Vancouver:

Garbisch AE. PEDAGOGICAL PRACTICE IN THE TEACHING OF MUSICIANSHIP TO INSTRUMENTALISTS AND VOCALISTS IN HIGH SCHOOL MUSIC EDUCATION SETTINGS: A COMPARATIVE ANALYSIS. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2018 Dec 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,262001.

Council of Science Editors:

Garbisch AE. PEDAGOGICAL PRACTICE IN THE TEACHING OF MUSICIANSHIP TO INSTRUMENTALISTS AND VOCALISTS IN HIGH SCHOOL MUSIC EDUCATION SETTINGS: A COMPARATIVE ANALYSIS. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,262001


George Mason University

19. Guckert, Mary. Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings .

Degree: 2013, George Mason University

 Cyberbullying is a pervasive problem that puts students at risk of successful academic outcomes and the ability to feel safe in school. As most students… (more)

Subjects/Keywords: Special education; Education; Teacher education; bystander; cyberbullying; inclusive classroom; special education; student perceptions; teacher perceptions

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

APA (6th Edition):

Guckert, M. (2013). Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8208

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):

Guckert, Mary. “Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings .” 2013. Thesis, George Mason University. Accessed December 13, 2018. http://hdl.handle.net/1920/8208.

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

MLA Handbook (7th Edition):

Guckert, Mary. “Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings .” 2013. Web. 13 Dec 2018.

Vancouver:

Guckert M. Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings . [Internet] [Thesis]. George Mason University; 2013. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/1920/8208.

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

Council of Science Editors:

Guckert M. Understanding Bystander Perceptions of Cyberbullying in Inclusive Classroom Settings . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8208

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


University of Texas – Austin

20. -4251-4117. Novice teachers’ perspectives of what leadership can do to retain teachers.

Degree: Educational Leadership and Policy, 2018, University of Texas – Austin

 Addressing teacher turnover is costly regarding recruitment, training, and student learning loss to schools and taxpayers. Given such high costs and importance in the growth… (more)

Subjects/Keywords: Teacher perspectives; School leaders; Teacher retention; Novice teachers; Teacher turnover; Teacher attrition; Novice teacher perspectives; Teachers’ perceptions; Novice teacher job satisfaction

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

APA (6th Edition):

-4251-4117. (2018). Novice teachers’ perspectives of what leadership can do to retain teachers. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65652

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

Chicago Manual of Style (16th Edition):

-4251-4117. “Novice teachers’ perspectives of what leadership can do to retain teachers.” 2018. Thesis, University of Texas – Austin. Accessed December 13, 2018. http://hdl.handle.net/2152/65652.

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

MLA Handbook (7th Edition):

-4251-4117. “Novice teachers’ perspectives of what leadership can do to retain teachers.” 2018. Web. 13 Dec 2018.

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

Vancouver:

-4251-4117. Novice teachers’ perspectives of what leadership can do to retain teachers. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/2152/65652.

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

Council of Science Editors:

-4251-4117. Novice teachers’ perspectives of what leadership can do to retain teachers. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65652

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


Arizona State University

21. Gishey, Rhiannon Lee. A Qualitative Study of Urban Elementary School Teachers' Perceptions of Accountability in Their Practice.

Degree: EdD, Educational Administration and Supervision, 2013, Arizona State University

 ABSTRACT Current federal and state education mandates were developed to make schools accountable for student performance with the rationale that schools, teachers, and students will… (more)

Subjects/Keywords: Educational leadership; Teacher education; Teacher Accountability; Teachers'; Perceptions; Urban Schools

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

APA (6th Edition):

Gishey, R. L. (2013). A Qualitative Study of Urban Elementary School Teachers' Perceptions of Accountability in Their Practice. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/21031

Chicago Manual of Style (16th Edition):

Gishey, Rhiannon Lee. “A Qualitative Study of Urban Elementary School Teachers' Perceptions of Accountability in Their Practice.” 2013. Doctoral Dissertation, Arizona State University. Accessed December 13, 2018. http://repository.asu.edu/items/21031.

MLA Handbook (7th Edition):

Gishey, Rhiannon Lee. “A Qualitative Study of Urban Elementary School Teachers' Perceptions of Accountability in Their Practice.” 2013. Web. 13 Dec 2018.

Vancouver:

Gishey RL. A Qualitative Study of Urban Elementary School Teachers' Perceptions of Accountability in Their Practice. [Internet] [Doctoral dissertation]. Arizona State University; 2013. [cited 2018 Dec 13]. Available from: http://repository.asu.edu/items/21031.

Council of Science Editors:

Gishey RL. A Qualitative Study of Urban Elementary School Teachers' Perceptions of Accountability in Their Practice. [Doctoral Dissertation]. Arizona State University; 2013. Available from: http://repository.asu.edu/items/21031


University of Toronto

22. Carnegie, Antoinette Andrea. Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach.

Degree: 2014, University of Toronto

Teachers' beliefs and perceptions play a significant role in how teachers experience learning and strongly influence what they will, or will not do in their… (more)

Subjects/Keywords: learning; professional development; reflective practice; teacher beliefs; teacher perceptions; 0515

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

APA (6th Edition):

Carnegie, A. A. (2014). Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/67881

Chicago Manual of Style (16th Edition):

Carnegie, Antoinette Andrea. “Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach.” 2014. Masters Thesis, University of Toronto. Accessed December 13, 2018. http://hdl.handle.net/1807/67881.

MLA Handbook (7th Edition):

Carnegie, Antoinette Andrea. “Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach.” 2014. Web. 13 Dec 2018.

Vancouver:

Carnegie AA. Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/1807/67881.

Council of Science Editors:

Carnegie AA. Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/67881

23. Bass, Bryan. The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2017, St. Cloud State University

  Abstract The authorization of federal legislation including the 2001 No Child Left Behind (NCLB) Act (Public Law 107-110) and the United States Department of… (more)

Subjects/Keywords: standards-based teacher evaluation; teacher perceptions; Educational Leadership

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

APA (6th Edition):

Bass, B. (2017). The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/33

Chicago Manual of Style (16th Edition):

Bass, Bryan. “The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District.” 2017. Doctoral Dissertation, St. Cloud State University. Accessed December 13, 2018. https://repository.stcloudstate.edu/edad_etds/33.

MLA Handbook (7th Edition):

Bass, Bryan. “The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District.” 2017. Web. 13 Dec 2018.

Vancouver:

Bass B. The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District. [Internet] [Doctoral dissertation]. St. Cloud State University; 2017. [cited 2018 Dec 13]. Available from: https://repository.stcloudstate.edu/edad_etds/33.

Council of Science Editors:

Bass B. The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District. [Doctoral Dissertation]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/edad_etds/33


Texas Tech University

24. -7671-1779. Teacher perceptions regarding the teaching of gifted students in the traditional classroom setting.

Degree: PhD, Curriculum and Instruction, 2016, Texas Tech University

 Gifted education remains a controversial topic across the United States, and, as school districts struggle to meet mandated sanctions, funding for gifted education is not… (more)

Subjects/Keywords: gifted education; giftedness; teacher perceptions; teacher preparation; traditional classroom; identification; characterization

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APA (6th Edition):

-7671-1779. (2016). Teacher perceptions regarding the teaching of gifted students in the traditional classroom setting. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/72341

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

Chicago Manual of Style (16th Edition):

-7671-1779. “Teacher perceptions regarding the teaching of gifted students in the traditional classroom setting.” 2016. Doctoral Dissertation, Texas Tech University. Accessed December 13, 2018. http://hdl.handle.net/2346/72341.

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

MLA Handbook (7th Edition):

-7671-1779. “Teacher perceptions regarding the teaching of gifted students in the traditional classroom setting.” 2016. Web. 13 Dec 2018.

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

Vancouver:

-7671-1779. Teacher perceptions regarding the teaching of gifted students in the traditional classroom setting. [Internet] [Doctoral dissertation]. Texas Tech University; 2016. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/2346/72341.

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

Council of Science Editors:

-7671-1779. Teacher perceptions regarding the teaching of gifted students in the traditional classroom setting. [Doctoral Dissertation]. Texas Tech University; 2016. Available from: http://hdl.handle.net/2346/72341

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


Kennesaw State University

25. King, Patricia C. A Mixed Method Study Investigating High School Teacher-Student Perceptions of Teacher-Caring Behaviors.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2013, Kennesaw State University

  The teacher-student relationship, which sociologists believe to be the driving force of change in student learning experiences, has largely been overlooked and underdeveloped. As… (more)

Subjects/Keywords: teacher-student relationships; high school; student perceptions; teacher perceptions; caring-teacher behaviors; mixed method; Special Education and Teaching

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

APA (6th Edition):

King, P. C. (2013). A Mixed Method Study Investigating High School Teacher-Student Perceptions of Teacher-Caring Behaviors. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/584

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):

King, Patricia C. “A Mixed Method Study Investigating High School Teacher-Student Perceptions of Teacher-Caring Behaviors.” 2013. Thesis, Kennesaw State University. Accessed December 13, 2018. https://digitalcommons.kennesaw.edu/etd/584.

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

MLA Handbook (7th Edition):

King, Patricia C. “A Mixed Method Study Investigating High School Teacher-Student Perceptions of Teacher-Caring Behaviors.” 2013. Web. 13 Dec 2018.

Vancouver:

King PC. A Mixed Method Study Investigating High School Teacher-Student Perceptions of Teacher-Caring Behaviors. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2018 Dec 13]. Available from: https://digitalcommons.kennesaw.edu/etd/584.

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

Council of Science Editors:

King PC. A Mixed Method Study Investigating High School Teacher-Student Perceptions of Teacher-Caring Behaviors. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/584

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


Georgia State University

26. Kelley, Jerry D. Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership.

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

 ABSTRACT TEACHERS’ AND TEACHER LEADERS’ PERCEPTIONS OF THE FORMAL ROLE OF TEACHER LEADERSHIP by Jerry Kelley The accountability and responsibilities of schools have intensified greatly… (more)

Subjects/Keywords: Teacher Leadership; Formal Teacher Leadership; Perceptions of Teacher Leadership; Education; Education Policy

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

APA (6th Edition):

Kelley, J. D. (2011). Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/70

Chicago Manual of Style (16th Edition):

Kelley, Jerry D. “Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership.” 2011. Doctoral Dissertation, Georgia State University. Accessed December 13, 2018. https://scholarworks.gsu.edu/eps_diss/70.

MLA Handbook (7th Edition):

Kelley, Jerry D. “Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership.” 2011. Web. 13 Dec 2018.

Vancouver:

Kelley JD. Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2018 Dec 13]. Available from: https://scholarworks.gsu.edu/eps_diss/70.

Council of Science Editors:

Kelley JD. Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/eps_diss/70


Louisiana State University

27. Abernathy-Dyer, Joy Rene'. Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools.

Degree: PhD, Education, 2010, Louisiana State University

 Each teacher has a set of beliefs and knowledge as it relates to teaching and learning. In this study, we examine “How do the ways… (more)

Subjects/Keywords: teacher perceptions; teacher beliefs; literacy implementation; reading instruction; instructional practices; teacher practice; elementary reading programs

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

APA (6th Edition):

Abernathy-Dyer, J. R. (2010). Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-11052010-115744 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1298

Chicago Manual of Style (16th Edition):

Abernathy-Dyer, Joy Rene'. “Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools.” 2010. Doctoral Dissertation, Louisiana State University. Accessed December 13, 2018. etd-11052010-115744 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1298.

MLA Handbook (7th Edition):

Abernathy-Dyer, Joy Rene'. “Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools.” 2010. Web. 13 Dec 2018.

Vancouver:

Abernathy-Dyer JR. Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools. [Internet] [Doctoral dissertation]. Louisiana State University; 2010. [cited 2018 Dec 13]. Available from: etd-11052010-115744 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1298.

Council of Science Editors:

Abernathy-Dyer JR. Analysis of Teacher Efficacy and Perspectives about Literacy Implementation in Selected Elementary Schools. [Doctoral Dissertation]. Louisiana State University; 2010. Available from: etd-11052010-115744 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1298


George Mason University

28. Salim, Zainab. Teachers’ Roles in Shared Decision-Making in a Pakistani Community School .

Degree: 2016, George Mason University

 Over the past two decades, teacher participation in school decision-making has emerged as a significant theme in education reforms, gaining the attention of researchers and… (more)

Subjects/Keywords: Education; Teacher education; Shared decision-making; Teacher education; Teacher leaders; Teachers' perceptions

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

APA (6th Edition):

Salim, Z. (2016). Teachers’ Roles in Shared Decision-Making in a Pakistani Community School . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10434

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):

Salim, Zainab. “Teachers’ Roles in Shared Decision-Making in a Pakistani Community School .” 2016. Thesis, George Mason University. Accessed December 13, 2018. http://hdl.handle.net/1920/10434.

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

MLA Handbook (7th Edition):

Salim, Zainab. “Teachers’ Roles in Shared Decision-Making in a Pakistani Community School .” 2016. Web. 13 Dec 2018.

Vancouver:

Salim Z. Teachers’ Roles in Shared Decision-Making in a Pakistani Community School . [Internet] [Thesis]. George Mason University; 2016. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/1920/10434.

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

Council of Science Editors:

Salim Z. Teachers’ Roles in Shared Decision-Making in a Pakistani Community School . [Thesis]. George Mason University; 2016. Available from: http://hdl.handle.net/1920/10434

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


Boston College

29. Pizzi, Jonathan David. Urban Secondary Teachers' Perceptions of a Standards-Based Teacher Evaluation System.

Degree: PhD, Educational Administration, 2009, Boston College

 This study was conducted within a large urban high school in the northeastern United States. This school resides in a district that utilizes a standards-based… (more)

Subjects/Keywords: secondary education; standards-based teacher evaluation; supervision and evaluation; teacher evaluation; teacher perceptions; urban education

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

APA (6th Edition):

Pizzi, J. D. (2009). Urban Secondary Teachers' Perceptions of a Standards-Based Teacher Evaluation System. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101691

Chicago Manual of Style (16th Edition):

Pizzi, Jonathan David. “Urban Secondary Teachers' Perceptions of a Standards-Based Teacher Evaluation System.” 2009. Doctoral Dissertation, Boston College. Accessed December 13, 2018. http://dlib.bc.edu/islandora/object/bc-ir:101691.

MLA Handbook (7th Edition):

Pizzi, Jonathan David. “Urban Secondary Teachers' Perceptions of a Standards-Based Teacher Evaluation System.” 2009. Web. 13 Dec 2018.

Vancouver:

Pizzi JD. Urban Secondary Teachers' Perceptions of a Standards-Based Teacher Evaluation System. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2018 Dec 13]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101691.

Council of Science Editors:

Pizzi JD. Urban Secondary Teachers' Perceptions of a Standards-Based Teacher Evaluation System. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101691


University of Pretoria

30. White, Jenna-Lee Kim. The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school.

Degree: Music, 2012, University of Pretoria

 The aims of this study were to explore parents’ and teachers’ perceptions of what music therapy entails and what value it has for children with… (more)

Subjects/Keywords: Music therapy; Value of music therapy; Teacher perceptions; Parent perceptions; Autism; UCTD

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APA (6th Edition):

White, J. K. (2012). The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25460

Chicago Manual of Style (16th Edition):

White, Jenna-Lee Kim. “The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school.” 2012. Masters Thesis, University of Pretoria. Accessed December 13, 2018. http://hdl.handle.net/2263/25460.

MLA Handbook (7th Edition):

White, Jenna-Lee Kim. “The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school.” 2012. Web. 13 Dec 2018.

Vancouver:

White JK. The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school. [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/2263/25460.

Council of Science Editors:

White JK. The value and perceptions of music therapy for children with Autistic Spectrum Disorders (ASDs) in a South African school. [Masters Thesis]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/25460

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