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You searched for subject:(Teacher professional development). Showing records 1 – 30 of 3255 total matches.

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University of KwaZulu-Natal

1. Samuel, Michael Anthony. Beyond the Garden of Eden: deep teacher professional development.

Degree: 2009, University of KwaZulu-Natal

 Becoming a professional teacher is falsely understood to be a simple process: usually consisting of a transference of skills to execute classroom pedagogy or classroom… (more)

Subjects/Keywords: Teacher professional development.

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APA (6th Edition):

Samuel, M. A. (2009). Beyond the Garden of Eden: deep teacher professional development. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/10960

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):

Samuel, Michael Anthony. “Beyond the Garden of Eden: deep teacher professional development.” 2009. Thesis, University of KwaZulu-Natal. Accessed January 23, 2020. http://hdl.handle.net/10413/10960.

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

MLA Handbook (7th Edition):

Samuel, Michael Anthony. “Beyond the Garden of Eden: deep teacher professional development.” 2009. Web. 23 Jan 2020.

Vancouver:

Samuel MA. Beyond the Garden of Eden: deep teacher professional development. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10413/10960.

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

Council of Science Editors:

Samuel MA. Beyond the Garden of Eden: deep teacher professional development. [Thesis]. University of KwaZulu-Natal; 2009. Available from: http://hdl.handle.net/10413/10960

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


Addis Ababa University

2. Gebrehiwot, Kesete. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .

Degree: 2011, Addis Ababa University

 The study was suited in cluster school-Teacher Education Institutes relationship in Tigray Region which aims to investigate the status accomplishment, practice and challenges, impact along… (more)

Subjects/Keywords: teacher professional development

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APA (6th Edition):

Gebrehiwot, K. (2011). The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6426

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):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Thesis, Addis Ababa University. Accessed January 23, 2020. http://etd.aau.edu.et/dspace/handle/123456789/6426.

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

MLA Handbook (7th Edition):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Web. 23 Jan 2020.

Vancouver:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Internet] [Thesis]. Addis Ababa University; 2011. [cited 2020 Jan 23]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6426.

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

Council of Science Editors:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Thesis]. Addis Ababa University; 2011. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6426

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


Addis Ababa University

3. Gebrehiwot, Kesete. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .

Degree: 2011, Addis Ababa University

 The study was suited in cluster school-Teacher Education Institutes relationship in Tigray Region which aims to investigate the status accomplishment, practice and challenges, impact along… (more)

Subjects/Keywords: teacher professional development

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

APA (6th Edition):

Gebrehiwot, K. (2011). The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6428

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):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Thesis, Addis Ababa University. Accessed January 23, 2020. http://etd.aau.edu.et/dspace/handle/123456789/6428.

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

MLA Handbook (7th Edition):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Web. 23 Jan 2020.

Vancouver:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Internet] [Thesis]. Addis Ababa University; 2011. [cited 2020 Jan 23]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6428.

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

Council of Science Editors:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Thesis]. Addis Ababa University; 2011. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6428

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


University of Georgia

4. Meeler, Regina Linton. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.

Degree: PhD, Elementary Education, 2008, University of Georgia

 The diversity of the population of elementary school children is increasing. Yet, the teaching force that educates children is relatively homogeneous. Preservice teachers preparation insitutions… (more)

Subjects/Keywords: Teacher education; Diversity; Professional Development

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APA (6th Edition):

Meeler, R. L. (2008). Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/meeler_regina_e_200812_phd

Chicago Manual of Style (16th Edition):

Meeler, Regina Linton. “Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.” 2008. Doctoral Dissertation, University of Georgia. Accessed January 23, 2020. http://purl.galileo.usg.edu/uga_etd/meeler_regina_e_200812_phd.

MLA Handbook (7th Edition):

Meeler, Regina Linton. “Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.” 2008. Web. 23 Jan 2020.

Vancouver:

Meeler RL. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2020 Jan 23]. Available from: http://purl.galileo.usg.edu/uga_etd/meeler_regina_e_200812_phd.

Council of Science Editors:

Meeler RL. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/meeler_regina_e_200812_phd


Duquesne University

5. Pulkowski, Cynthia. Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2014, Duquesne University

 Over the past few decades, stakeholders in education have placed significant emphasis on student achievement. Educational reform in the United States and internationally has set… (more)

Subjects/Keywords: coaching; community; development; professional; teacher

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

APA (6th Edition):

Pulkowski, C. (2014). Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1066

Chicago Manual of Style (16th Edition):

Pulkowski, Cynthia. “Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment.” 2014. Doctoral Dissertation, Duquesne University. Accessed January 23, 2020. https://dsc.duq.edu/etd/1066.

MLA Handbook (7th Edition):

Pulkowski, Cynthia. “Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment.” 2014. Web. 23 Jan 2020.

Vancouver:

Pulkowski C. Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment. [Internet] [Doctoral dissertation]. Duquesne University; 2014. [cited 2020 Jan 23]. Available from: https://dsc.duq.edu/etd/1066.

Council of Science Editors:

Pulkowski C. Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment. [Doctoral Dissertation]. Duquesne University; 2014. Available from: https://dsc.duq.edu/etd/1066

6. Priest, Katie. Decreasing Teacher Burnout Through Teaching Effective and Efficient Grading Strategies .

Degree: 2018, California State University – San Marcos

 Because teachers leaving the field of education can greatly impact student learning and achievement, administrators need to reflect upon how they can impact their schools… (more)

Subjects/Keywords: Grading; Professional Development; Teacher Burnout

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

APA (6th Edition):

Priest, K. (2018). Decreasing Teacher Burnout Through Teaching Effective and Efficient Grading Strategies . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/200392

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):

Priest, Katie. “Decreasing Teacher Burnout Through Teaching Effective and Efficient Grading Strategies .” 2018. Thesis, California State University – San Marcos. Accessed January 23, 2020. http://hdl.handle.net/10211.3/200392.

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

MLA Handbook (7th Edition):

Priest, Katie. “Decreasing Teacher Burnout Through Teaching Effective and Efficient Grading Strategies .” 2018. Web. 23 Jan 2020.

Vancouver:

Priest K. Decreasing Teacher Burnout Through Teaching Effective and Efficient Grading Strategies . [Internet] [Thesis]. California State University – San Marcos; 2018. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10211.3/200392.

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

Council of Science Editors:

Priest K. Decreasing Teacher Burnout Through Teaching Effective and Efficient Grading Strategies . [Thesis]. California State University – San Marcos; 2018. Available from: http://hdl.handle.net/10211.3/200392

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


University of Manchester

7. O'Connell, Joseph. Towards an understanding of the factors that influence teacher engagement in continuimng professional development.

Degree: 2010, University of Manchester

 The aim of the research reported in this thesis is to examine the factors that Irish post-primary teachers report as influencing their decision making regarding… (more)

Subjects/Keywords: Teacher engagement; continuing professional development

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APA (6th Edition):

O'Connell, J. (2010). Towards an understanding of the factors that influence teacher engagement in continuimng professional development. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:96672

Chicago Manual of Style (16th Edition):

O'Connell, Joseph. “Towards an understanding of the factors that influence teacher engagement in continuimng professional development.” 2010. Doctoral Dissertation, University of Manchester. Accessed January 23, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:96672.

MLA Handbook (7th Edition):

O'Connell, Joseph. “Towards an understanding of the factors that influence teacher engagement in continuimng professional development.” 2010. Web. 23 Jan 2020.

Vancouver:

O'Connell J. Towards an understanding of the factors that influence teacher engagement in continuimng professional development. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2020 Jan 23]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:96672.

Council of Science Editors:

O'Connell J. Towards an understanding of the factors that influence teacher engagement in continuimng professional development. [Doctoral Dissertation]. University of Manchester; 2010. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:96672


Western Michigan University

8. Andrea, Patti. The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher.

Degree: PhD, Educational Leadership, Research and Technology, 2010, Western Michigan University

  Since the early 1980s, policy makers and educational leaders have pinned high hopes on mentoring as a vehicle for reforming teaching and teacher education… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Andrea, P. (2010). The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/498

Chicago Manual of Style (16th Edition):

Andrea, Patti. “The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher.” 2010. Doctoral Dissertation, Western Michigan University. Accessed January 23, 2020. https://scholarworks.wmich.edu/dissertations/498.

MLA Handbook (7th Edition):

Andrea, Patti. “The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher.” 2010. Web. 23 Jan 2020.

Vancouver:

Andrea P. The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher. [Internet] [Doctoral dissertation]. Western Michigan University; 2010. [cited 2020 Jan 23]. Available from: https://scholarworks.wmich.edu/dissertations/498.

Council of Science Editors:

Andrea P. The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher. [Doctoral Dissertation]. Western Michigan University; 2010. Available from: https://scholarworks.wmich.edu/dissertations/498

9. Cullen, Dianne Margaret. Pre-service teacher education in the postmodern state.

Degree: PhD, 2012, Australian Catholic University

 Over the past thirty years more than one hundred teaching and teacher education inquiries have been published in Australia. Despite each of these documents having… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Cullen, D. M. (2012). Pre-service teacher education in the postmodern state. (Doctoral Dissertation). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/429

Chicago Manual of Style (16th Edition):

Cullen, Dianne Margaret. “Pre-service teacher education in the postmodern state.” 2012. Doctoral Dissertation, Australian Catholic University. Accessed January 23, 2020. https://researchbank.acu.edu.au/theses/429.

MLA Handbook (7th Edition):

Cullen, Dianne Margaret. “Pre-service teacher education in the postmodern state.” 2012. Web. 23 Jan 2020.

Vancouver:

Cullen DM. Pre-service teacher education in the postmodern state. [Internet] [Doctoral dissertation]. Australian Catholic University; 2012. [cited 2020 Jan 23]. Available from: https://researchbank.acu.edu.au/theses/429.

Council of Science Editors:

Cullen DM. Pre-service teacher education in the postmodern state. [Doctoral Dissertation]. Australian Catholic University; 2012. Available from: https://researchbank.acu.edu.au/theses/429


Oklahoma State University

10. Ely, Jeana Dawn. Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits.

Degree: School of Teaching and Curriculum Leadership, 2011, Oklahoma State University

 This inquiry, using survey and interview techniques, demonstrated both quantitative and qualitative research methodologies. In this study, effective teacher traits related to successful classroom structure… (more)

Subjects/Keywords: master teacher competency; professional development

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APA (6th Edition):

Ely, J. D. (2011). Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7385

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):

Ely, Jeana Dawn. “Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits.” 2011. Thesis, Oklahoma State University. Accessed January 23, 2020. http://hdl.handle.net/11244/7385.

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

MLA Handbook (7th Edition):

Ely, Jeana Dawn. “Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits.” 2011. Web. 23 Jan 2020.

Vancouver:

Ely JD. Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits. [Internet] [Thesis]. Oklahoma State University; 2011. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/11244/7385.

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

Council of Science Editors:

Ely JD. Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits. [Thesis]. Oklahoma State University; 2011. Available from: http://hdl.handle.net/11244/7385

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


College of William and Mary

11. Farina, Deborah O. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.

Degree: Doctor of Education (EdD), Education, 2013, College of William and Mary

 Current traditional reflective practices in teacher preparation may be failing to address the needs of teacher candidates in terms of their identity formation as teachers.… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Farina, D. O. (2013). The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618871

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):

Farina, Deborah O. “The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.” 2013. Thesis, College of William and Mary. Accessed January 23, 2020. https://scholarworks.wm.edu/etd/1539618871.

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

MLA Handbook (7th Edition):

Farina, Deborah O. “The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.” 2013. Web. 23 Jan 2020.

Vancouver:

Farina DO. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2020 Jan 23]. Available from: https://scholarworks.wm.edu/etd/1539618871.

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

Council of Science Editors:

Farina DO. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. [Thesis]. College of William and Mary; 2013. Available from: https://scholarworks.wm.edu/etd/1539618871

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


Wayne State University

12. Alhabeeb, Ebtesam Saleh. Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.

Degree: PhD, Curriculum and Instruction, 2016, Wayne State University

  This mixed-methods research study examines the influence of cultural mismatches on minority parents’ involvement in their children's education. Particularly, how Saudi families in the… (more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6th Edition):

Alhabeeb, E. S. (2016). Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1507

Chicago Manual of Style (16th Edition):

Alhabeeb, Ebtesam Saleh. “Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.” 2016. Doctoral Dissertation, Wayne State University. Accessed January 23, 2020. https://digitalcommons.wayne.edu/oa_dissertations/1507.

MLA Handbook (7th Edition):

Alhabeeb, Ebtesam Saleh. “Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.” 2016. Web. 23 Jan 2020.

Vancouver:

Alhabeeb ES. Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2020 Jan 23]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1507.

Council of Science Editors:

Alhabeeb ES. Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1507


University of Nevada – Las Vegas

13. Alnajjar, Khaled Ismail. A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience.

Degree: PhD, Teaching and Learning, 2016, University of Nevada – Las Vegas

  During the field experience, the mentors and preservice teachers share personal and professional experiences on a daily basis. This process of information sharing is… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Alnajjar, K. I. (2016). A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2771

Chicago Manual of Style (16th Edition):

Alnajjar, Khaled Ismail. “A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience.” 2016. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed January 23, 2020. https://digitalscholarship.unlv.edu/thesesdissertations/2771.

MLA Handbook (7th Edition):

Alnajjar, Khaled Ismail. “A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience.” 2016. Web. 23 Jan 2020.

Vancouver:

Alnajjar KI. A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2016. [cited 2020 Jan 23]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2771.

Council of Science Editors:

Alnajjar KI. A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2016. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2771


University of Nevada – Las Vegas

14. Riddle, Derek R. A Descriptive Exploration of a Self-Directed Professional Development Approach.

Degree: PhD, Teaching and Learning, 2018, University of Nevada – Las Vegas

  Teachers, who are deemed the greatest in-school factor of student success, are often invited or mandated to engage in some form of professional development(more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6th Edition):

Riddle, D. R. (2018). A Descriptive Exploration of a Self-Directed Professional Development Approach. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3378

Chicago Manual of Style (16th Edition):

Riddle, Derek R. “A Descriptive Exploration of a Self-Directed Professional Development Approach.” 2018. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed January 23, 2020. https://digitalscholarship.unlv.edu/thesesdissertations/3378.

MLA Handbook (7th Edition):

Riddle, Derek R. “A Descriptive Exploration of a Self-Directed Professional Development Approach.” 2018. Web. 23 Jan 2020.

Vancouver:

Riddle DR. A Descriptive Exploration of a Self-Directed Professional Development Approach. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2018. [cited 2020 Jan 23]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3378.

Council of Science Editors:

Riddle DR. A Descriptive Exploration of a Self-Directed Professional Development Approach. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2018. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3378


University of Nevada – Las Vegas

15. Sangueza, Cheryl Ramirez. Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study.

Degree: PhD, Curriculum & Instruction, 2010, University of Nevada – Las Vegas

  This mixed-method, dual-phase, embedded-case study employed the Social Cognitive Theory and the construct of self-efficacy to examine the contributors to science teaching self-efficacy and… (more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6th Edition):

Sangueza, C. R. (2010). Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/844

Chicago Manual of Style (16th Edition):

Sangueza, Cheryl Ramirez. “Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study.” 2010. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed January 23, 2020. https://digitalscholarship.unlv.edu/thesesdissertations/844.

MLA Handbook (7th Edition):

Sangueza, Cheryl Ramirez. “Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study.” 2010. Web. 23 Jan 2020.

Vancouver:

Sangueza CR. Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2010. [cited 2020 Jan 23]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/844.

Council of Science Editors:

Sangueza CR. Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2010. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/844


University of Iowa

16. Alwahbi, Abdullah Abdulmohsen. Using contingency contracting to improve social interactions between students with ASD and their peers.

Degree: PhD, Teaching and Learning, 2017, University of Iowa

  Students with autism spectrum disorder (ASD) have severe impairment in social skills, which affects all areas of development. Researchers have indicated peer-mediated intervention (PMI)… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Alwahbi, A. A. (2017). Using contingency contracting to improve social interactions between students with ASD and their peers. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/5907

Chicago Manual of Style (16th Edition):

Alwahbi, Abdullah Abdulmohsen. “Using contingency contracting to improve social interactions between students with ASD and their peers.” 2017. Doctoral Dissertation, University of Iowa. Accessed January 23, 2020. https://ir.uiowa.edu/etd/5907.

MLA Handbook (7th Edition):

Alwahbi, Abdullah Abdulmohsen. “Using contingency contracting to improve social interactions between students with ASD and their peers.” 2017. Web. 23 Jan 2020.

Vancouver:

Alwahbi AA. Using contingency contracting to improve social interactions between students with ASD and their peers. [Internet] [Doctoral dissertation]. University of Iowa; 2017. [cited 2020 Jan 23]. Available from: https://ir.uiowa.edu/etd/5907.

Council of Science Editors:

Alwahbi AA. Using contingency contracting to improve social interactions between students with ASD and their peers. [Doctoral Dissertation]. University of Iowa; 2017. Available from: https://ir.uiowa.edu/etd/5907


University of Iowa

17. Jang, Jeong Yoon. The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach.

Degree: PhD, Teaching and Learning, 2011, University of Iowa

  This study was designed to investigate the impact of using a Structured Reading Framework within the Science Writing Heuristic approach on a summary writing… (more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6th Edition):

Jang, J. Y. (2011). The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/1232

Chicago Manual of Style (16th Edition):

Jang, Jeong Yoon. “The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach.” 2011. Doctoral Dissertation, University of Iowa. Accessed January 23, 2020. https://ir.uiowa.edu/etd/1232.

MLA Handbook (7th Edition):

Jang, Jeong Yoon. “The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach.” 2011. Web. 23 Jan 2020.

Vancouver:

Jang JY. The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach. [Internet] [Doctoral dissertation]. University of Iowa; 2011. [cited 2020 Jan 23]. Available from: https://ir.uiowa.edu/etd/1232.

Council of Science Editors:

Jang JY. The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach. [Doctoral Dissertation]. University of Iowa; 2011. Available from: https://ir.uiowa.edu/etd/1232


Georgia State University

18. Gul, Tugce. Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity.

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

  The importance of teacher leadership has received intense interest as an area of educational research over the past three decades (Crowther, Kaagan, Ferguson &… (more)

Subjects/Keywords: Teacher leadership; Professional development; Professional identity; Professional vision; Teacher-driven professional development

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APA (6th Edition):

Gul, T. (2016). Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/17

Chicago Manual of Style (16th Edition):

Gul, Tugce. “Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity.” 2016. Doctoral Dissertation, Georgia State University. Accessed January 23, 2020. https://scholarworks.gsu.edu/mse_diss/17.

MLA Handbook (7th Edition):

Gul, Tugce. “Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity.” 2016. Web. 23 Jan 2020.

Vancouver:

Gul T. Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2020 Jan 23]. Available from: https://scholarworks.gsu.edu/mse_diss/17.

Council of Science Editors:

Gul T. Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/17


North Carolina State University

19. Castleberry, Emily. Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators.

Degree: EdD, Adult and Community College Education, 2010, North Carolina State University

 ABSTRACT CASTLEBERRY, EMILY. Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators. (Under the direction of Dr. Brad… (more)

Subjects/Keywords: Professional Development; Teacher Attrition; Teacher Retention

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

APA (6th Edition):

Castleberry, E. (2010). Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/6242

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):

Castleberry, Emily. “Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators.” 2010. Thesis, North Carolina State University. Accessed January 23, 2020. http://www.lib.ncsu.edu/resolver/1840.16/6242.

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

MLA Handbook (7th Edition):

Castleberry, Emily. “Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators.” 2010. Web. 23 Jan 2020.

Vancouver:

Castleberry E. Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators. [Internet] [Thesis]. North Carolina State University; 2010. [cited 2020 Jan 23]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6242.

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

Council of Science Editors:

Castleberry E. Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators. [Thesis]. North Carolina State University; 2010. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6242

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


University of Illinois – Chicago

20. Sullivan, Mary P. How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice.

Degree: 2016, University of Illinois – Chicago

Professional development (PD) is critical to educational change (Taylor, Raphael, & Au, 2011) and teachers mediate that change. Teacher interpretation during PD has the potential… (more)

Subjects/Keywords: Teacher Education; Professional Development; Teacher Interpretation

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APA (6th Edition):

Sullivan, M. P. (2016). How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21527

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

Chicago Manual of Style (16th Edition):

Sullivan, Mary P. “How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice.” 2016. Thesis, University of Illinois – Chicago. Accessed January 23, 2020. http://hdl.handle.net/10027/21527.

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

MLA Handbook (7th Edition):

Sullivan, Mary P. “How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice.” 2016. Web. 23 Jan 2020.

Vancouver:

Sullivan MP. How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10027/21527.

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

Council of Science Editors:

Sullivan MP. How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21527

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

21. Segura, Sherry Kathleen. Professional Development and the Impact on Teacher Growth and Development.

Degree: PhD, Curriculum and Instruction, 2016, U of Denver

  This study involved examining the beliefs of teachers at one urban elementary school regarding how professional development has helped them meet the needs of… (more)

Subjects/Keywords: Professional development; Teacher growth; Teacher Education and Professional Development

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

APA (6th Edition):

Segura, S. K. (2016). Professional Development and the Impact on Teacher Growth and Development. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1105

Chicago Manual of Style (16th Edition):

Segura, Sherry Kathleen. “Professional Development and the Impact on Teacher Growth and Development.” 2016. Doctoral Dissertation, U of Denver. Accessed January 23, 2020. https://digitalcommons.du.edu/etd/1105.

MLA Handbook (7th Edition):

Segura, Sherry Kathleen. “Professional Development and the Impact on Teacher Growth and Development.” 2016. Web. 23 Jan 2020.

Vancouver:

Segura SK. Professional Development and the Impact on Teacher Growth and Development. [Internet] [Doctoral dissertation]. U of Denver; 2016. [cited 2020 Jan 23]. Available from: https://digitalcommons.du.edu/etd/1105.

Council of Science Editors:

Segura SK. Professional Development and the Impact on Teacher Growth and Development. [Doctoral Dissertation]. U of Denver; 2016. Available from: https://digitalcommons.du.edu/etd/1105


Edith Cowan University

22. Sari, Eunice R. Teacher professional development in an online learning community : a case study in Indonesia.

Degree: 2012, Edith Cowan University

 Over the past decade the rapid pace of technological innovation has changed the knowledge-based society and gradually changed the way teaching and learning are conducted… (more)

Subjects/Keywords: Teacher professional development; web-based learning; Teacher Education and Professional Development

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APA (6th Edition):

Sari, E. R. (2012). Teacher professional development in an online learning community : a case study in Indonesia. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/470

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):

Sari, Eunice R. “Teacher professional development in an online learning community : a case study in Indonesia.” 2012. Thesis, Edith Cowan University. Accessed January 23, 2020. https://ro.ecu.edu.au/theses/470.

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

MLA Handbook (7th Edition):

Sari, Eunice R. “Teacher professional development in an online learning community : a case study in Indonesia.” 2012. Web. 23 Jan 2020.

Vancouver:

Sari ER. Teacher professional development in an online learning community : a case study in Indonesia. [Internet] [Thesis]. Edith Cowan University; 2012. [cited 2020 Jan 23]. Available from: https://ro.ecu.edu.au/theses/470.

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

Council of Science Editors:

Sari ER. Teacher professional development in an online learning community : a case study in Indonesia. [Thesis]. Edith Cowan University; 2012. Available from: https://ro.ecu.edu.au/theses/470

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


Victoria University of Wellington

23. Granshaw, Bruce. How Does Teacher Professional Development Support and Improve Technology Teacher Practice?.

Degree: 2010, Victoria University of Wellington

 The development and implementation of the New Zealand Curriculum in 2007 and the introduction of standards-based assessment, in the form of achievement standards, has necessitated… (more)

Subjects/Keywords: Technology teacher; Professional development; Career development; Teachers

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APA (6th Edition):

Granshaw, B. (2010). How Does Teacher Professional Development Support and Improve Technology Teacher Practice?. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1582

Chicago Manual of Style (16th Edition):

Granshaw, Bruce. “How Does Teacher Professional Development Support and Improve Technology Teacher Practice?.” 2010. Masters Thesis, Victoria University of Wellington. Accessed January 23, 2020. http://hdl.handle.net/10063/1582.

MLA Handbook (7th Edition):

Granshaw, Bruce. “How Does Teacher Professional Development Support and Improve Technology Teacher Practice?.” 2010. Web. 23 Jan 2020.

Vancouver:

Granshaw B. How Does Teacher Professional Development Support and Improve Technology Teacher Practice?. [Internet] [Masters thesis]. Victoria University of Wellington; 2010. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10063/1582.

Council of Science Editors:

Granshaw B. How Does Teacher Professional Development Support and Improve Technology Teacher Practice?. [Masters Thesis]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1582


Penn State University

24. Arnold, Toni L. POST-PROFESSIONAL DEVELOPMENT PERCEPTIONS OF TEACHERS OF RESEARCH BASED INSTRUCTIONAL PRACTICES.

Degree: PhD, Workforce Education and Development, 2010, Penn State University

 Abstract Professional development is critical to the success of schools in this time of accountability for student achievement; but research has suggested that teachers tend… (more)

Subjects/Keywords: Teacher Development; Professional Development; Researchbased instructional stratigies

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APA (6th Edition):

Arnold, T. L. (2010). POST-PROFESSIONAL DEVELOPMENT PERCEPTIONS OF TEACHERS OF RESEARCH BASED INSTRUCTIONAL PRACTICES. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10908

Chicago Manual of Style (16th Edition):

Arnold, Toni L. “POST-PROFESSIONAL DEVELOPMENT PERCEPTIONS OF TEACHERS OF RESEARCH BASED INSTRUCTIONAL PRACTICES.” 2010. Doctoral Dissertation, Penn State University. Accessed January 23, 2020. https://etda.libraries.psu.edu/catalog/10908.

MLA Handbook (7th Edition):

Arnold, Toni L. “POST-PROFESSIONAL DEVELOPMENT PERCEPTIONS OF TEACHERS OF RESEARCH BASED INSTRUCTIONAL PRACTICES.” 2010. Web. 23 Jan 2020.

Vancouver:

Arnold TL. POST-PROFESSIONAL DEVELOPMENT PERCEPTIONS OF TEACHERS OF RESEARCH BASED INSTRUCTIONAL PRACTICES. [Internet] [Doctoral dissertation]. Penn State University; 2010. [cited 2020 Jan 23]. Available from: https://etda.libraries.psu.edu/catalog/10908.

Council of Science Editors:

Arnold TL. POST-PROFESSIONAL DEVELOPMENT PERCEPTIONS OF TEACHERS OF RESEARCH BASED INSTRUCTIONAL PRACTICES. [Doctoral Dissertation]. Penn State University; 2010. Available from: https://etda.libraries.psu.edu/catalog/10908


Queens University

25. Jones, Shara Lynn. Literacy-related professional development preferences of secondary teachers .

Degree: Education, 2011, Queens University

 The purpose of this study was to examine the literacy-related professional development preferences of participating secondary teachers in one school board in Ontario. Data was… (more)

Subjects/Keywords: literacy; teacher development; secondary teachers; professional development

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APA (6th Edition):

Jones, S. L. (2011). Literacy-related professional development preferences of secondary teachers . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6632

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):

Jones, Shara Lynn. “Literacy-related professional development preferences of secondary teachers .” 2011. Thesis, Queens University. Accessed January 23, 2020. http://hdl.handle.net/1974/6632.

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

MLA Handbook (7th Edition):

Jones, Shara Lynn. “Literacy-related professional development preferences of secondary teachers .” 2011. Web. 23 Jan 2020.

Vancouver:

Jones SL. Literacy-related professional development preferences of secondary teachers . [Internet] [Thesis]. Queens University; 2011. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/1974/6632.

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

Council of Science Editors:

Jones SL. Literacy-related professional development preferences of secondary teachers . [Thesis]. Queens University; 2011. Available from: http://hdl.handle.net/1974/6632

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


University of Illinois – Urbana-Champaign

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Kang, Grace. “The power of teachers: exploring identity, agency, and collaboration in the context of literacy.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed January 23, 2020. http://hdl.handle.net/2142/78311.

MLA Handbook (7th Edition):

Kang, Grace. “The power of teachers: exploring identity, agency, and collaboration in the context of literacy.” 2015. Web. 23 Jan 2020.

Vancouver:

Kang G. The power of teachers: exploring identity, agency, and collaboration in the context of literacy. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/2142/78311.

Council of Science Editors:

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


Penn State University

27. Favre, David. THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY.

Degree: 2017, Penn State University

 The purpose of this research was to determine the effects of instructional modeling on novice teacher self-efficacy development. Self-efficacy is a key teacher variable associated… (more)

Subjects/Keywords: Teacher Self-efficacy; Teacher Development; Teacher Education; Teacher Motivation; Self-efficacy Measurement; Teacher Professional Development

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APA (6th Edition):

Favre, D. (2017). THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13859def5107

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):

Favre, David. “THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY.” 2017. Thesis, Penn State University. Accessed January 23, 2020. https://etda.libraries.psu.edu/catalog/13859def5107.

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

MLA Handbook (7th Edition):

Favre, David. “THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY.” 2017. Web. 23 Jan 2020.

Vancouver:

Favre D. THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY. [Internet] [Thesis]. Penn State University; 2017. [cited 2020 Jan 23]. Available from: https://etda.libraries.psu.edu/catalog/13859def5107.

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

Council of Science Editors:

Favre D. THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/13859def5107

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


University of Tennessee – Knoxville

28. Blanton, Elizabeth Smith. SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES.

Degree: 2014, University of Tennessee – Knoxville

 The purpose of this qualitative dissertation is to provide a description of the professional book study experience and gain insight into its use to support… (more)

Subjects/Keywords: professional development; professional book studies; teacher growth; Other Teacher Education and Professional Development

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APA (6th Edition):

Blanton, E. S. (2014). SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/2804

Chicago Manual of Style (16th Edition):

Blanton, Elizabeth Smith. “SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES.” 2014. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed January 23, 2020. https://trace.tennessee.edu/utk_graddiss/2804.

MLA Handbook (7th Edition):

Blanton, Elizabeth Smith. “SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES.” 2014. Web. 23 Jan 2020.

Vancouver:

Blanton ES. SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2014. [cited 2020 Jan 23]. Available from: https://trace.tennessee.edu/utk_graddiss/2804.

Council of Science Editors:

Blanton ES. SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2014. Available from: https://trace.tennessee.edu/utk_graddiss/2804

29. Heiney-Smith, Jill R. Design, Implementation and Perceptions of a Preservice Mentor Development Program.

Degree: 2018, Seattle Pacific University

Teacher education programs support their mentor teachers through a variety of resources and professional development, but generally lack a dedicated curriculum for pre-service mentoring. This… (more)

Subjects/Keywords: teacher education; pre-service; induction; professional development; mentor; mentor development; Teacher Education and Professional Development

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

APA (6th Edition):

Heiney-Smith, J. R. (2018). Design, Implementation and Perceptions of a Preservice Mentor Development Program. (Thesis). Seattle Pacific University. Retrieved from https://digitalcommons.spu.edu/soe_etd/35

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):

Heiney-Smith, Jill R. “Design, Implementation and Perceptions of a Preservice Mentor Development Program.” 2018. Thesis, Seattle Pacific University. Accessed January 23, 2020. https://digitalcommons.spu.edu/soe_etd/35.

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

MLA Handbook (7th Edition):

Heiney-Smith, Jill R. “Design, Implementation and Perceptions of a Preservice Mentor Development Program.” 2018. Web. 23 Jan 2020.

Vancouver:

Heiney-Smith JR. Design, Implementation and Perceptions of a Preservice Mentor Development Program. [Internet] [Thesis]. Seattle Pacific University; 2018. [cited 2020 Jan 23]. Available from: https://digitalcommons.spu.edu/soe_etd/35.

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

Council of Science Editors:

Heiney-Smith JR. Design, Implementation and Perceptions of a Preservice Mentor Development Program. [Thesis]. Seattle Pacific University; 2018. Available from: https://digitalcommons.spu.edu/soe_etd/35

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


University of Arkansas

30. Rink, Darrel Chris. Educator Perceptions Regarding Quality Workplace Professional Development.

Degree: Doctor of Education in Human Resource and Workforce Development (EdD), Human Resource and Workforce Development (EdD), 2014, University of Arkansas

  This study, Educator Perceptions Regarding Quality Workplace Professional Development, attempted to formulate through interviews and surveys the attitudes of educators regarding their personal experiences… (more)

Subjects/Keywords: Career Development; Professional Development; Teacher Licensure; Workplace Training; Education Policy; Teacher Education and Professional Development

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APA (6th Edition):

Rink, D. C. (2014). Educator Perceptions Regarding Quality Workplace Professional Development. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2051

Chicago Manual of Style (16th Edition):

Rink, Darrel Chris. “Educator Perceptions Regarding Quality Workplace Professional Development.” 2014. Doctoral Dissertation, University of Arkansas. Accessed January 23, 2020. https://scholarworks.uark.edu/etd/2051.

MLA Handbook (7th Edition):

Rink, Darrel Chris. “Educator Perceptions Regarding Quality Workplace Professional Development.” 2014. Web. 23 Jan 2020.

Vancouver:

Rink DC. Educator Perceptions Regarding Quality Workplace Professional Development. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2020 Jan 23]. Available from: https://scholarworks.uark.edu/etd/2051.

Council of Science Editors:

Rink DC. Educator Perceptions Regarding Quality Workplace Professional Development. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: https://scholarworks.uark.edu/etd/2051

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