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You searched for subject:(Teacher). Showing records 1 – 30 of 18490 total matches.

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University of Georgia

1. Mallozzi, Christine Ann. Bodies as texts: women teachers' personal changes and public knowledge.

Degree: PhD, Reading Education, 2009, University of Georgia

 Excluding teachers’ individual stories from current education research reifies simplistic images of teachers. More complicated stories are necessary in research for educators to examine how… (more)

Subjects/Keywords: Teacher

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APA (6th Edition):

Mallozzi, C. A. (2009). Bodies as texts: women teachers' personal changes and public knowledge. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/mallozzi_christine_a_200908_phd

Chicago Manual of Style (16th Edition):

Mallozzi, Christine Ann. “Bodies as texts: women teachers' personal changes and public knowledge.” 2009. Doctoral Dissertation, University of Georgia. Accessed July 05, 2020. http://purl.galileo.usg.edu/uga_etd/mallozzi_christine_a_200908_phd.

MLA Handbook (7th Edition):

Mallozzi, Christine Ann. “Bodies as texts: women teachers' personal changes and public knowledge.” 2009. Web. 05 Jul 2020.

Vancouver:

Mallozzi CA. Bodies as texts: women teachers' personal changes and public knowledge. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 Jul 05]. Available from: http://purl.galileo.usg.edu/uga_etd/mallozzi_christine_a_200908_phd.

Council of Science Editors:

Mallozzi CA. Bodies as texts: women teachers' personal changes and public knowledge. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/mallozzi_christine_a_200908_phd


Texas Tech University

2. Hendley, Sarah Louise. Teacher perceptions of positive reinforcement procedures for students with emotional/behavioral disorders.

Degree: Education, 2011, Texas Tech University

 Students diagnosed with emotional/behavioral disorders (E/BD) often exhibit inappropriate behaviors which limit them from establishing appropriate social relationships at home, at school, and in the… (more)

Subjects/Keywords: Teacher

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APA (6th Edition):

Hendley, S. L. (2011). Teacher perceptions of positive reinforcement procedures for students with emotional/behavioral disorders. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/11293

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):

Hendley, Sarah Louise. “Teacher perceptions of positive reinforcement procedures for students with emotional/behavioral disorders.” 2011. Thesis, Texas Tech University. Accessed July 05, 2020. http://hdl.handle.net/2346/11293.

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

MLA Handbook (7th Edition):

Hendley, Sarah Louise. “Teacher perceptions of positive reinforcement procedures for students with emotional/behavioral disorders.” 2011. Web. 05 Jul 2020.

Vancouver:

Hendley SL. Teacher perceptions of positive reinforcement procedures for students with emotional/behavioral disorders. [Internet] [Thesis]. Texas Tech University; 2011. [cited 2020 Jul 05]. Available from: http://hdl.handle.net/2346/11293.

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

Council of Science Editors:

Hendley SL. Teacher perceptions of positive reinforcement procedures for students with emotional/behavioral disorders. [Thesis]. Texas Tech University; 2011. Available from: http://hdl.handle.net/2346/11293

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


Texas A&M University

3. McGlohn, Robin. Investigating the Distribution of Teacher Quality by Race/Ethnicity and Socioeconomic Status of Students by School in One Large School District.

Degree: 2012, Texas A&M University

 The purpose of this study was to examine the relationship between teacher quality variables, student demographic variables, and student performance in order to determine the… (more)

Subjects/Keywords: Teacher quality; Teacher attrition; teacher mobility

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APA (6th Edition):

McGlohn, R. (2012). Investigating the Distribution of Teacher Quality by Race/Ethnicity and Socioeconomic Status of Students by School in One Large School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10921

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):

McGlohn, Robin. “Investigating the Distribution of Teacher Quality by Race/Ethnicity and Socioeconomic Status of Students by School in One Large School District.” 2012. Thesis, Texas A&M University. Accessed July 05, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10921.

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

MLA Handbook (7th Edition):

McGlohn, Robin. “Investigating the Distribution of Teacher Quality by Race/Ethnicity and Socioeconomic Status of Students by School in One Large School District.” 2012. Web. 05 Jul 2020.

Vancouver:

McGlohn R. Investigating the Distribution of Teacher Quality by Race/Ethnicity and Socioeconomic Status of Students by School in One Large School District. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2020 Jul 05]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10921.

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

Council of Science Editors:

McGlohn R. Investigating the Distribution of Teacher Quality by Race/Ethnicity and Socioeconomic Status of Students by School in One Large School District. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10921

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

4. Biggs, Amy M. Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education.

Degree: EdD, College of Education, 2009, Ashland University

 The purpose of this study was to learn what teacher educators think is important in forming our future teaching force. This study showed that most… (more)

Subjects/Keywords: Teacher Education; teacher educators; teacher education program

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APA (6th Edition):

Biggs, A. M. (2009). Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747

Chicago Manual of Style (16th Edition):

Biggs, Amy M. “Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education.” 2009. Doctoral Dissertation, Ashland University. Accessed July 05, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747.

MLA Handbook (7th Edition):

Biggs, Amy M. “Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education.” 2009. Web. 05 Jul 2020.

Vancouver:

Biggs AM. Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2020 Jul 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747.

Council of Science Editors:

Biggs AM. Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747


Virginia Tech

5. 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 (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 July 05, 2020. 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. 05 Jul 2020.

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 2020 Jul 05]. 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


Texas A&M University

6. Hurst, Michelle Andrea. Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession.

Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University

 Similar to most careers, a teacher follows a career cycle: struggling in the beginning, as an expert in mid-career, and finally reaching end career. The… (more)

Subjects/Keywords: mid-career teacher; teacher motivation; teacher growth

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APA (6th Edition):

Hurst, M. A. (2018). Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174354

Chicago Manual of Style (16th Edition):

Hurst, Michelle Andrea. “Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession.” 2018. Doctoral Dissertation, Texas A&M University. Accessed July 05, 2020. http://hdl.handle.net/1969.1/174354.

MLA Handbook (7th Edition):

Hurst, Michelle Andrea. “Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession.” 2018. Web. 05 Jul 2020.

Vancouver:

Hurst MA. Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 Jul 05]. Available from: http://hdl.handle.net/1969.1/174354.

Council of Science Editors:

Hurst MA. Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174354


Boston College

7. Cannady, Matthew A. Modeling Teacher Attrition: Teacher Characteristics and Working Conditions.

Degree: PhD, Educational Research, Measurement, and Evaluation, 2011, Boston College

 This paper describes the literature on teacher attrition as either focusing on the working conditions faced by beginning teachers or highlighting variations in teachers' characteristics… (more)

Subjects/Keywords: Teacher Attrition; Teacher Induction; Teacher Turnover

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APA (6th Edition):

Cannady, M. A. (2011). Modeling Teacher Attrition: Teacher Characteristics and Working Conditions. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101297

Chicago Manual of Style (16th Edition):

Cannady, Matthew A. “Modeling Teacher Attrition: Teacher Characteristics and Working Conditions.” 2011. Doctoral Dissertation, Boston College. Accessed July 05, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101297.

MLA Handbook (7th Edition):

Cannady, Matthew A. “Modeling Teacher Attrition: Teacher Characteristics and Working Conditions.” 2011. Web. 05 Jul 2020.

Vancouver:

Cannady MA. Modeling Teacher Attrition: Teacher Characteristics and Working Conditions. [Internet] [Doctoral dissertation]. Boston College; 2011. [cited 2020 Jul 05]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101297.

Council of Science Editors:

Cannady MA. Modeling Teacher Attrition: Teacher Characteristics and Working Conditions. [Doctoral Dissertation]. Boston College; 2011. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101297


Vanderbilt University

8. Preston, Courtney Elizabeth. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.

Degree: PhD, Leadership and Policy Studies, 2014, Vanderbilt University

 Research provides strong evidence that teachers make a significant contribution to student achievement and that among in-school factors, teachers matters most. States have begun evaluating… (more)

Subjects/Keywords: teacher preparation; teacher education; teacher quality

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APA (6th Edition):

Preston, C. E. (2014). Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;

Chicago Manual of Style (16th Edition):

Preston, Courtney Elizabeth. “Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed July 05, 2020. http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;.

MLA Handbook (7th Edition):

Preston, Courtney Elizabeth. “Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.” 2014. Web. 05 Jul 2020.

Vancouver:

Preston CE. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2020 Jul 05]. Available from: http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;.

Council of Science Editors:

Preston CE. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;


Virginia Tech

9. Russ, Jonathan Duane. Perspectives of Mentors and Mentees on the Teacher Mentor Program and Teacher Retention in a Small Urban School Division in Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2018, Virginia Tech

 Many school divisions throughout the U.S. are having a difficult time retaining teachers (Darling-Hammond, 2010; Ingersoll, R. M., 2004). 'High levels of attrition, estimated to… (more)

Subjects/Keywords: Teacher Retention; Teacher Attrition; Teacher Mentor Programs

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

APA (6th Edition):

Russ, J. D. (2018). Perspectives of Mentors and Mentees on the Teacher Mentor Program and Teacher Retention in a Small Urban School Division in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/93596

Chicago Manual of Style (16th Edition):

Russ, Jonathan Duane. “Perspectives of Mentors and Mentees on the Teacher Mentor Program and Teacher Retention in a Small Urban School Division in Virginia.” 2018. Doctoral Dissertation, Virginia Tech. Accessed July 05, 2020. http://hdl.handle.net/10919/93596.

MLA Handbook (7th Edition):

Russ, Jonathan Duane. “Perspectives of Mentors and Mentees on the Teacher Mentor Program and Teacher Retention in a Small Urban School Division in Virginia.” 2018. Web. 05 Jul 2020.

Vancouver:

Russ JD. Perspectives of Mentors and Mentees on the Teacher Mentor Program and Teacher Retention in a Small Urban School Division in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2020 Jul 05]. Available from: http://hdl.handle.net/10919/93596.

Council of Science Editors:

Russ JD. Perspectives of Mentors and Mentees on the Teacher Mentor Program and Teacher Retention in a Small Urban School Division in Virginia. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/93596


University of Houston

10. -3458-4900. Why They Stay: A Look into Why Three Title I Educators Taught Longer than the Five-Year Average.

Degree: EdD, Professional Leadership, Education, 2019, University of Houston

 Background: This study explored teacher retention rates within different Title I schools and why certain teachers stayed in the profession longer than the current five-year… (more)

Subjects/Keywords: Teacher retention; Teacher attrition; Teacher job satisfaction

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APA (6th Edition):

-3458-4900. (2019). Why They Stay: A Look into Why Three Title I Educators Taught Longer than the Five-Year Average. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5590

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

Chicago Manual of Style (16th Edition):

-3458-4900. “Why They Stay: A Look into Why Three Title I Educators Taught Longer than the Five-Year Average.” 2019. Doctoral Dissertation, University of Houston. Accessed July 05, 2020. http://hdl.handle.net/10657/5590.

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

MLA Handbook (7th Edition):

-3458-4900. “Why They Stay: A Look into Why Three Title I Educators Taught Longer than the Five-Year Average.” 2019. Web. 05 Jul 2020.

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

Vancouver:

-3458-4900. Why They Stay: A Look into Why Three Title I Educators Taught Longer than the Five-Year Average. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Jul 05]. Available from: http://hdl.handle.net/10657/5590.

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

Council of Science Editors:

-3458-4900. Why They Stay: A Look into Why Three Title I Educators Taught Longer than the Five-Year Average. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5590

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


University of Oklahoma

11. 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 July 05, 2020. 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. 05 Jul 2020.

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 2020 Jul 05]. 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


Victoria University of Wellington

12. Hoang, Anna Trang Ngoc. Novice Teachers' Thinking Development from Practicum to Early Career.

Degree: 2020, Victoria University of Wellington

Teacher education programmes have focused on training student teachers with knowledge of teaching methodologies and good teaching performance. What is going on inside student teachers’… (more)

Subjects/Keywords: Teacher thinking development; Teacher education; Teacher identity

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APA (6th Edition):

Hoang, A. T. N. (2020). Novice Teachers' Thinking Development from Practicum to Early Career. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/8838

Chicago Manual of Style (16th Edition):

Hoang, Anna Trang Ngoc. “Novice Teachers' Thinking Development from Practicum to Early Career.” 2020. Doctoral Dissertation, Victoria University of Wellington. Accessed July 05, 2020. http://hdl.handle.net/10063/8838.

MLA Handbook (7th Edition):

Hoang, Anna Trang Ngoc. “Novice Teachers' Thinking Development from Practicum to Early Career.” 2020. Web. 05 Jul 2020.

Vancouver:

Hoang ATN. Novice Teachers' Thinking Development from Practicum to Early Career. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2020. [cited 2020 Jul 05]. Available from: http://hdl.handle.net/10063/8838.

Council of Science Editors:

Hoang ATN. Novice Teachers' Thinking Development from Practicum to Early Career. [Doctoral Dissertation]. Victoria University of Wellington; 2020. Available from: http://hdl.handle.net/10063/8838


Arizona State University

13. Halpert, Michael Aron. Factors Affecting Teacher Satisfaction in an Urban School District.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Arizona State University

 The purpose of this study was to distinguish factors that influence the satisfaction levels of teachers in urban school districts. This work also distinguished factors… (more)

Subjects/Keywords: Teacher Education; Teacher Retention; Teacher Satisfaction

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APA (6th Edition):

Halpert, M. A. (2011). Factors Affecting Teacher Satisfaction in an Urban School District. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8861

Chicago Manual of Style (16th Edition):

Halpert, Michael Aron. “Factors Affecting Teacher Satisfaction in an Urban School District.” 2011. Doctoral Dissertation, Arizona State University. Accessed July 05, 2020. http://repository.asu.edu/items/8861.

MLA Handbook (7th Edition):

Halpert, Michael Aron. “Factors Affecting Teacher Satisfaction in an Urban School District.” 2011. Web. 05 Jul 2020.

Vancouver:

Halpert MA. Factors Affecting Teacher Satisfaction in an Urban School District. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2020 Jul 05]. Available from: http://repository.asu.edu/items/8861.

Council of Science Editors:

Halpert MA. Factors Affecting Teacher Satisfaction in an Urban School District. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/8861

14. Harvey, Victoria A. Acts of Attention: An Exploration of Teacher Candidates’ Attention to Educational Encounters, and How It Relates to Task Formulation.

Degree: 2015, University of California – eScholarship, University of California

 This study begins with the belief that the ways in which teachers see and attend to educational encounters matter for their actions in classrooms. Using… (more)

Subjects/Keywords: Teacher education; problem formulation; teacher action; teacher attention; teacher education; teacher inquiry; teacher noticing

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APA (6th Edition):

Harvey, V. A. (2015). Acts of Attention: An Exploration of Teacher Candidates’ Attention to Educational Encounters, and How It Relates to Task Formulation. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/3h69214v

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):

Harvey, Victoria A. “Acts of Attention: An Exploration of Teacher Candidates’ Attention to Educational Encounters, and How It Relates to Task Formulation.” 2015. Thesis, University of California – eScholarship, University of California. Accessed July 05, 2020. http://www.escholarship.org/uc/item/3h69214v.

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

MLA Handbook (7th Edition):

Harvey, Victoria A. “Acts of Attention: An Exploration of Teacher Candidates’ Attention to Educational Encounters, and How It Relates to Task Formulation.” 2015. Web. 05 Jul 2020.

Vancouver:

Harvey VA. Acts of Attention: An Exploration of Teacher Candidates’ Attention to Educational Encounters, and How It Relates to Task Formulation. [Internet] [Thesis]. University of California – eScholarship, University of California; 2015. [cited 2020 Jul 05]. Available from: http://www.escholarship.org/uc/item/3h69214v.

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

Council of Science Editors:

Harvey VA. Acts of Attention: An Exploration of Teacher Candidates’ Attention to Educational Encounters, and How It Relates to Task Formulation. [Thesis]. University of California – eScholarship, University of California; 2015. Available from: http://www.escholarship.org/uc/item/3h69214v

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


University of Toronto

15. Lyander, Mary Judith. Orientation to Teaching as a Lifelong Career in Sub Saharan Africa – A Tanzanian Case Study.

Degree: 2018, University of Toronto

Many developing countries in Sub Saharan Africa are facing mounting pressure to seek effective and efficient approaches to recruiting, preparing, supporting, and retaining committed teachers… (more)

Subjects/Keywords: Teacher characteristics; Teacher commitment; Teacher compensation; Teacher condition; Teacher recruitment; Teacher retention; 0449

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APA (6th Edition):

Lyander, M. J. (2018). Orientation to Teaching as a Lifelong Career in Sub Saharan Africa – A Tanzanian Case Study. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/92108

Chicago Manual of Style (16th Edition):

Lyander, Mary Judith. “Orientation to Teaching as a Lifelong Career in Sub Saharan Africa – A Tanzanian Case Study.” 2018. Doctoral Dissertation, University of Toronto. Accessed July 05, 2020. http://hdl.handle.net/1807/92108.

MLA Handbook (7th Edition):

Lyander, Mary Judith. “Orientation to Teaching as a Lifelong Career in Sub Saharan Africa – A Tanzanian Case Study.” 2018. Web. 05 Jul 2020.

Vancouver:

Lyander MJ. Orientation to Teaching as a Lifelong Career in Sub Saharan Africa – A Tanzanian Case Study. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2020 Jul 05]. Available from: http://hdl.handle.net/1807/92108.

Council of Science Editors:

Lyander MJ. Orientation to Teaching as a Lifelong Career in Sub Saharan Africa – A Tanzanian Case Study. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/92108


University of Georgia

16. Pendergrass, Emily. Navigating a rocky terrain: a case study of a middle school teacher's practices and decisions.

Degree: PhD, Reading Education, 2011, University of Georgia

 This study explored what practices a teacher negotiates expectations from authority figures with her own philosophical beliefs. Through the methodology of a single case study… (more)

Subjects/Keywords: teacher practices; teacher decision processes

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APA (6th Edition):

Pendergrass, E. (2011). Navigating a rocky terrain: a case study of a middle school teacher's practices and decisions. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/pendergrass_emily_201108_phd

Chicago Manual of Style (16th Edition):

Pendergrass, Emily. “Navigating a rocky terrain: a case study of a middle school teacher's practices and decisions.” 2011. Doctoral Dissertation, University of Georgia. Accessed July 05, 2020. http://purl.galileo.usg.edu/uga_etd/pendergrass_emily_201108_phd.

MLA Handbook (7th Edition):

Pendergrass, Emily. “Navigating a rocky terrain: a case study of a middle school teacher's practices and decisions.” 2011. Web. 05 Jul 2020.

Vancouver:

Pendergrass E. Navigating a rocky terrain: a case study of a middle school teacher's practices and decisions. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Jul 05]. Available from: http://purl.galileo.usg.edu/uga_etd/pendergrass_emily_201108_phd.

Council of Science Editors:

Pendergrass E. Navigating a rocky terrain: a case study of a middle school teacher's practices and decisions. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/pendergrass_emily_201108_phd


Penn State University

17. Khan, Gulab. Examining the relationships between student achievement and teacher monitoring and evaluation in lower secondary and secondary schools: A multinational study.

Degree: PhD, Educational Theory and Policy, 2013, Penn State University

Teacher quality is a significant determinant of student achievement in schools. One way through which schools endeavor to improve the quality of their teachers, and… (more)

Subjects/Keywords: Teacher evaluation; Teacher appraisal; Accountability

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APA (6th Edition):

Khan, G. (2013). Examining the relationships between student achievement and teacher monitoring and evaluation in lower secondary and secondary schools: A multinational study. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/19770

Chicago Manual of Style (16th Edition):

Khan, Gulab. “Examining the relationships between student achievement and teacher monitoring and evaluation in lower secondary and secondary schools: A multinational study.” 2013. Doctoral Dissertation, Penn State University. Accessed July 05, 2020. https://etda.libraries.psu.edu/catalog/19770.

MLA Handbook (7th Edition):

Khan, Gulab. “Examining the relationships between student achievement and teacher monitoring and evaluation in lower secondary and secondary schools: A multinational study.” 2013. Web. 05 Jul 2020.

Vancouver:

Khan G. Examining the relationships between student achievement and teacher monitoring and evaluation in lower secondary and secondary schools: A multinational study. [Internet] [Doctoral dissertation]. Penn State University; 2013. [cited 2020 Jul 05]. Available from: https://etda.libraries.psu.edu/catalog/19770.

Council of Science Editors:

Khan G. Examining the relationships between student achievement and teacher monitoring and evaluation in lower secondary and secondary schools: A multinational study. [Doctoral Dissertation]. Penn State University; 2013. Available from: https://etda.libraries.psu.edu/catalog/19770


University of Helsinki

18. Sothayapetch, Pavinee. A comparative study of science education at the primary school level in Finland and Thailand.

Degree: Department of Teacher Education, 2013, University of Helsinki

 This research aims to compare science education at the primary school level between Finland and Thailand. The study is divided into three sub-studies concerning: 1)… (more)

Subjects/Keywords: teacher Education; teacher Education

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APA (6th Edition):

Sothayapetch, P. (2013). A comparative study of science education at the primary school level in Finland and Thailand. (Doctoral Dissertation). University of Helsinki. Retrieved from http://hdl.handle.net/10138/42259

Chicago Manual of Style (16th Edition):

Sothayapetch, Pavinee. “A comparative study of science education at the primary school level in Finland and Thailand.” 2013. Doctoral Dissertation, University of Helsinki. Accessed July 05, 2020. http://hdl.handle.net/10138/42259.

MLA Handbook (7th Edition):

Sothayapetch, Pavinee. “A comparative study of science education at the primary school level in Finland and Thailand.” 2013. Web. 05 Jul 2020.

Vancouver:

Sothayapetch P. A comparative study of science education at the primary school level in Finland and Thailand. [Internet] [Doctoral dissertation]. University of Helsinki; 2013. [cited 2020 Jul 05]. Available from: http://hdl.handle.net/10138/42259.

Council of Science Editors:

Sothayapetch P. A comparative study of science education at the primary school level in Finland and Thailand. [Doctoral Dissertation]. University of Helsinki; 2013. Available from: http://hdl.handle.net/10138/42259


Texas A&M University

19. Washburn, Erin Kuhl. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.

Degree: 2011, Texas A&M University

 The National Institute of Child Health and Human Development (NICHD) has declared reading failure a national public health issue. Approximately 15-20 % of the US… (more)

Subjects/Keywords: teacher education; literacy; Teacher knowledge

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

APA (6th Edition):

Washburn, E. K. (2011). Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360

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):

Washburn, Erin Kuhl. “Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.” 2011. Thesis, Texas A&M University. Accessed July 05, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360.

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

MLA Handbook (7th Edition):

Washburn, Erin Kuhl. “Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.” 2011. Web. 05 Jul 2020.

Vancouver:

Washburn EK. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2020 Jul 05]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360.

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

Council of Science Editors:

Washburn EK. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360

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


University of Otago

20. Berg, David. An international comparative study of the teacher efficacy beliefs and concerns about teaching of preservice teachers in Malaysia, New Zealand, and England .

Degree: 2011, University of Otago

 This study compares the teacher efficacy beliefs and concerns about teaching reported by preservice teachers from Malaysia (n = 53), New Zealand (n = 100),… (more)

Subjects/Keywords: teacher efficacy; teacher concerns

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APA (6th Edition):

Berg, D. (2011). An international comparative study of the teacher efficacy beliefs and concerns about teaching of preservice teachers in Malaysia, New Zealand, and England . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/1691

Chicago Manual of Style (16th Edition):

Berg, David. “An international comparative study of the teacher efficacy beliefs and concerns about teaching of preservice teachers in Malaysia, New Zealand, and England .” 2011. Doctoral Dissertation, University of Otago. Accessed July 05, 2020. http://hdl.handle.net/10523/1691.

MLA Handbook (7th Edition):

Berg, David. “An international comparative study of the teacher efficacy beliefs and concerns about teaching of preservice teachers in Malaysia, New Zealand, and England .” 2011. Web. 05 Jul 2020.

Vancouver:

Berg D. An international comparative study of the teacher efficacy beliefs and concerns about teaching of preservice teachers in Malaysia, New Zealand, and England . [Internet] [Doctoral dissertation]. University of Otago; 2011. [cited 2020 Jul 05]. Available from: http://hdl.handle.net/10523/1691.

Council of Science Editors:

Berg D. An international comparative study of the teacher efficacy beliefs and concerns about teaching of preservice teachers in Malaysia, New Zealand, and England . [Doctoral Dissertation]. University of Otago; 2011. Available from: http://hdl.handle.net/10523/1691


Texas A&M University

21. Deuermeyer, Elizabeth Ellen. Teacher Regenesis: Supporting Teacher Resiliency Through Wellness.

Degree: PhD, Curriculum and Instruction, 2016, Texas A&M University

 Previous studies demonstrate that weight loss has many benefits, but research has yet to focus on how a physically healthy lifestyle is beneficial to teachers… (more)

Subjects/Keywords: teacher resiliency; wellness; teacher health

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APA (6th Edition):

Deuermeyer, E. E. (2016). Teacher Regenesis: Supporting Teacher Resiliency Through Wellness. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157809

Chicago Manual of Style (16th Edition):

Deuermeyer, Elizabeth Ellen. “Teacher Regenesis: Supporting Teacher Resiliency Through Wellness.” 2016. Doctoral Dissertation, Texas A&M University. Accessed July 05, 2020. http://hdl.handle.net/1969.1/157809.

MLA Handbook (7th Edition):

Deuermeyer, Elizabeth Ellen. “Teacher Regenesis: Supporting Teacher Resiliency Through Wellness.” 2016. Web. 05 Jul 2020.

Vancouver:

Deuermeyer EE. Teacher Regenesis: Supporting Teacher Resiliency Through Wellness. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2020 Jul 05]. Available from: http://hdl.handle.net/1969.1/157809.

Council of Science Editors:

Deuermeyer EE. Teacher Regenesis: Supporting Teacher Resiliency Through Wellness. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157809


Vanderbilt University

22. Nguyen, Tuan Dinh. The Theories and Determinants of Teacher Attrition and Retention.

Degree: PhD, Leadership and Policy Studies, 2018, Vanderbilt University

 Teachers represent a critical part of public education and there is compelling interest in retaining teachers. This has led researchers and policy makers to develop… (more)

Subjects/Keywords: teacher attrition; teacher policy; retention

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APA (6th Edition):

Nguyen, T. D. (2018). The Theories and Determinants of Teacher Attrition and Retention. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-05012018-090814/ ;

Chicago Manual of Style (16th Edition):

Nguyen, Tuan Dinh. “The Theories and Determinants of Teacher Attrition and Retention.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed July 05, 2020. http://etd.library.vanderbilt.edu/available/etd-05012018-090814/ ;.

MLA Handbook (7th Edition):

Nguyen, Tuan Dinh. “The Theories and Determinants of Teacher Attrition and Retention.” 2018. Web. 05 Jul 2020.

Vancouver:

Nguyen TD. The Theories and Determinants of Teacher Attrition and Retention. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2020 Jul 05]. Available from: http://etd.library.vanderbilt.edu/available/etd-05012018-090814/ ;.

Council of Science Editors:

Nguyen TD. The Theories and Determinants of Teacher Attrition and Retention. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://etd.library.vanderbilt.edu/available/etd-05012018-090814/ ;


University of Houston

23. Lucario, Joseph A. An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models.

Degree: EdD, Professional Leadership, 2017, University of Houston

Teacher evaluation is a highly contentious issue that is disputed throughout education. Teacher supervision has been questioned due to its controversial nature, while it is… (more)

Subjects/Keywords: Teacher evaluation; Teacher supervision

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APA (6th Edition):

Lucario, J. A. (2017). An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1844

Chicago Manual of Style (16th Edition):

Lucario, Joseph A. “An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models.” 2017. Doctoral Dissertation, University of Houston. Accessed July 05, 2020. http://hdl.handle.net/10657/1844.

MLA Handbook (7th Edition):

Lucario, Joseph A. “An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models.” 2017. Web. 05 Jul 2020.

Vancouver:

Lucario JA. An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Jul 05]. Available from: http://hdl.handle.net/10657/1844.

Council of Science Editors:

Lucario JA. An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1844


University of Houston

24. Taylor, Ariel J. Examining the Relationship between Teacher Turnover and Teacher Engagement.

Degree: EdD, Professional Leadership, 2017, University of Houston

 Background: Teacher turnover is a significant issue for schools and districts around the nation as they fail to retain highly qualified teachers. Educational researchers have… (more)

Subjects/Keywords: Teacher Turnover; Teacher engagment

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APA (6th Edition):

Taylor, A. J. (2017). Examining the Relationship between Teacher Turnover and Teacher Engagement. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1860

Chicago Manual of Style (16th Edition):

Taylor, Ariel J. “Examining the Relationship between Teacher Turnover and Teacher Engagement.” 2017. Doctoral Dissertation, University of Houston. Accessed July 05, 2020. http://hdl.handle.net/10657/1860.

MLA Handbook (7th Edition):

Taylor, Ariel J. “Examining the Relationship between Teacher Turnover and Teacher Engagement.” 2017. Web. 05 Jul 2020.

Vancouver:

Taylor AJ. Examining the Relationship between Teacher Turnover and Teacher Engagement. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Jul 05]. Available from: http://hdl.handle.net/10657/1860.

Council of Science Editors:

Taylor AJ. Examining the Relationship between Teacher Turnover and Teacher Engagement. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1860


University of Minnesota

25. Hoyt, Daniel Dexter Jr. Becoming a teacher educator: a journey.

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

 This dissertation is about a journey, a journey of becoming a teacher educator. Although, I argue that this journey is one that is never truly… (more)

Subjects/Keywords: Teacher education; Teacher educator

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APA (6th Edition):

Hoyt, D. D. J. (2014). Becoming a teacher educator: a journey. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/163758

Chicago Manual of Style (16th Edition):

Hoyt, Daniel Dexter Jr. “Becoming a teacher educator: a journey.” 2014. Doctoral Dissertation, University of Minnesota. Accessed July 05, 2020. http://hdl.handle.net/11299/163758.

MLA Handbook (7th Edition):

Hoyt, Daniel Dexter Jr. “Becoming a teacher educator: a journey.” 2014. Web. 05 Jul 2020.

Vancouver:

Hoyt DDJ. Becoming a teacher educator: a journey. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2020 Jul 05]. Available from: http://hdl.handle.net/11299/163758.

Council of Science Editors:

Hoyt DDJ. Becoming a teacher educator: a journey. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/163758


University of Minnesota

26. Sippel, Christopher. Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education.

Degree: D.Ed., Educational Policy and Administration, 2017, University of Minnesota

 The purpose of this study was to examine the perspectives of teacher educators on the internationalization of their discipline. This study utilized both qualitative and… (more)

Subjects/Keywords: Internationalization; Teacher Education; Teacher Educators

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APA (6th Edition):

Sippel, C. (2017). Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/190497

Chicago Manual of Style (16th Edition):

Sippel, Christopher. “Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education.” 2017. Doctoral Dissertation, University of Minnesota. Accessed July 05, 2020. http://hdl.handle.net/11299/190497.

MLA Handbook (7th Edition):

Sippel, Christopher. “Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education.” 2017. Web. 05 Jul 2020.

Vancouver:

Sippel C. Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2020 Jul 05]. Available from: http://hdl.handle.net/11299/190497.

Council of Science Editors:

Sippel C. Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/190497


University of Georgia

27. Wang, Feiye. The development of Backbone Teachers as teacher leaders in Mainland China.

Degree: PhD, Educational Administration and Policy, 2013, University of Georgia

 The goal of this research was to explore the development of teacher leadership in two public middle schools in Mainland China. The practices and impact… (more)

Subjects/Keywords: Backbone Teacher

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APA (6th Edition):

Wang, F. (2013). The development of Backbone Teachers as teacher leaders in Mainland China. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wang_feiye_201308_phd

Chicago Manual of Style (16th Edition):

Wang, Feiye. “The development of Backbone Teachers as teacher leaders in Mainland China.” 2013. Doctoral Dissertation, University of Georgia. Accessed July 05, 2020. http://purl.galileo.usg.edu/uga_etd/wang_feiye_201308_phd.

MLA Handbook (7th Edition):

Wang, Feiye. “The development of Backbone Teachers as teacher leaders in Mainland China.” 2013. Web. 05 Jul 2020.

Vancouver:

Wang F. The development of Backbone Teachers as teacher leaders in Mainland China. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2020 Jul 05]. Available from: http://purl.galileo.usg.edu/uga_etd/wang_feiye_201308_phd.

Council of Science Editors:

Wang F. The development of Backbone Teachers as teacher leaders in Mainland China. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/wang_feiye_201308_phd


University of Georgia

28. Romain, Charles Joshua. The habits of effective agricultural education teachers.

Degree: MAL, Agricultural Leadership, 2013, University of Georgia

 The purpose of this research is to determine the most effective teaching characteristics and behaviors of recognized teachers throughout the state of Georgia. The researcher… (more)

Subjects/Keywords: Effective teacher

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APA (6th Edition):

Romain, C. J. (2013). The habits of effective agricultural education teachers. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/romain_charles_j_201305_mal

Chicago Manual of Style (16th Edition):

Romain, Charles Joshua. “The habits of effective agricultural education teachers.” 2013. Masters Thesis, University of Georgia. Accessed July 05, 2020. http://purl.galileo.usg.edu/uga_etd/romain_charles_j_201305_mal.

MLA Handbook (7th Edition):

Romain, Charles Joshua. “The habits of effective agricultural education teachers.” 2013. Web. 05 Jul 2020.

Vancouver:

Romain CJ. The habits of effective agricultural education teachers. [Internet] [Masters thesis]. University of Georgia; 2013. [cited 2020 Jul 05]. Available from: http://purl.galileo.usg.edu/uga_etd/romain_charles_j_201305_mal.

Council of Science Editors:

Romain CJ. The habits of effective agricultural education teachers. [Masters Thesis]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/romain_charles_j_201305_mal


University of Georgia

29. Shepherd, Craig Erschel. Reconstructing practice for change: the effects of electronic portfolio development on preservice teachers' inquiry and growth.

Degree: PhD, Instructional Technology, 2008, University of Georgia

 Since the mid 1980s portfolios have been used within teacher education programs in an attempt to holistically assess teacher practice, make field experiences more visible… (more)

Subjects/Keywords: Preservice teacher

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APA (6th Edition):

Shepherd, C. E. (2008). Reconstructing practice for change: the effects of electronic portfolio development on preservice teachers' inquiry and growth. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/shepherd_craig_e_200808_phd

Chicago Manual of Style (16th Edition):

Shepherd, Craig Erschel. “Reconstructing practice for change: the effects of electronic portfolio development on preservice teachers' inquiry and growth.” 2008. Doctoral Dissertation, University of Georgia. Accessed July 05, 2020. http://purl.galileo.usg.edu/uga_etd/shepherd_craig_e_200808_phd.

MLA Handbook (7th Edition):

Shepherd, Craig Erschel. “Reconstructing practice for change: the effects of electronic portfolio development on preservice teachers' inquiry and growth.” 2008. Web. 05 Jul 2020.

Vancouver:

Shepherd CE. Reconstructing practice for change: the effects of electronic portfolio development on preservice teachers' inquiry and growth. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2020 Jul 05]. Available from: http://purl.galileo.usg.edu/uga_etd/shepherd_craig_e_200808_phd.

Council of Science Editors:

Shepherd CE. Reconstructing practice for change: the effects of electronic portfolio development on preservice teachers' inquiry and growth. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/shepherd_craig_e_200808_phd


University of Georgia

30. Kirk, Daniel John. Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates.

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

Teacher education is a global enterprise, and has far-reaching consequences throughout society. Student teachers find themselves working on two fronts; the university setting and the… (more)

Subjects/Keywords: Teacher Education

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APA (6th Edition):

Kirk, D. J. (2008). Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd

Chicago Manual of Style (16th Edition):

Kirk, Daniel John. “Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates.” 2008. Doctoral Dissertation, University of Georgia. Accessed July 05, 2020. http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd.

MLA Handbook (7th Edition):

Kirk, Daniel John. “Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates.” 2008. Web. 05 Jul 2020.

Vancouver:

Kirk DJ. Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2020 Jul 05]. Available from: http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd.

Council of Science Editors:

Kirk DJ. Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd

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