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You searched for subject:(Team Teaching). Showing records 1 – 30 of 113 total matches.

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Penn State University

1. Wenrich, Jill Trostle. How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching.

Degree: EdD, Educational Leadership, 2012, Penn State University

 Little is known about the dynamics of the relationship between principal and teacher in a co-teaching classroom at the secondary level. Increasing our understanding of… (more)

Subjects/Keywords: Co-Teaching; Team Teaching; Inclusion

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

APA (6th Edition):

Wenrich, J. T. (2012). How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13168

Chicago Manual of Style (16th Edition):

Wenrich, Jill Trostle. “How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching.” 2012. Doctoral Dissertation, Penn State University. Accessed April 06, 2020. https://etda.libraries.psu.edu/catalog/13168.

MLA Handbook (7th Edition):

Wenrich, Jill Trostle. “How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching.” 2012. Web. 06 Apr 2020.

Vancouver:

Wenrich JT. How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching. [Internet] [Doctoral dissertation]. Penn State University; 2012. [cited 2020 Apr 06]. Available from: https://etda.libraries.psu.edu/catalog/13168.

Council of Science Editors:

Wenrich JT. How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching. [Doctoral Dissertation]. Penn State University; 2012. Available from: https://etda.libraries.psu.edu/catalog/13168


Humboldt State University

2. Kison, Suzanne. Motivating factors for cooperative team teaching in inclusive classrooms.

Degree: MA, Education, 2012, Humboldt State University

 Research and current legislation supports the inclusion of students with disabilities in the general education classroom. Cooperative team teaching between a general education teacher and… (more)

Subjects/Keywords: Cooperative team teaching; Special education; Co-teaching

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APA (6th Edition):

Kison, S. (2012). Motivating factors for cooperative team teaching in inclusive classrooms. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/1027

Chicago Manual of Style (16th Edition):

Kison, Suzanne. “Motivating factors for cooperative team teaching in inclusive classrooms.” 2012. Masters Thesis, Humboldt State University. Accessed April 06, 2020. http://hdl.handle.net/2148/1027.

MLA Handbook (7th Edition):

Kison, Suzanne. “Motivating factors for cooperative team teaching in inclusive classrooms.” 2012. Web. 06 Apr 2020.

Vancouver:

Kison S. Motivating factors for cooperative team teaching in inclusive classrooms. [Internet] [Masters thesis]. Humboldt State University; 2012. [cited 2020 Apr 06]. Available from: http://hdl.handle.net/2148/1027.

Council of Science Editors:

Kison S. Motivating factors for cooperative team teaching in inclusive classrooms. [Masters Thesis]. Humboldt State University; 2012. Available from: http://hdl.handle.net/2148/1027


NSYSU

3. Liu, Hsin-ju. Developing Criteria for Evaluating Online International Team Teaching Courses.

Degree: Master, Information Management, 2008, NSYSU

 Due to the development of the broadband Internet access and advanced learning technology, online synchronous teaching with teachers and students located at many different countries… (more)

Subjects/Keywords: English teaching; Teaching criteria; Case study; Online international team teaching

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APA (6th Edition):

Liu, H. (2008). Developing Criteria for Evaluating Online International Team Teaching Courses. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0730108-202020

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):

Liu, Hsin-ju. “Developing Criteria for Evaluating Online International Team Teaching Courses.” 2008. Thesis, NSYSU. Accessed April 06, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0730108-202020.

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

MLA Handbook (7th Edition):

Liu, Hsin-ju. “Developing Criteria for Evaluating Online International Team Teaching Courses.” 2008. Web. 06 Apr 2020.

Vancouver:

Liu H. Developing Criteria for Evaluating Online International Team Teaching Courses. [Internet] [Thesis]. NSYSU; 2008. [cited 2020 Apr 06]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0730108-202020.

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

Council of Science Editors:

Liu H. Developing Criteria for Evaluating Online International Team Teaching Courses. [Thesis]. NSYSU; 2008. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0730108-202020

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


Purdue University

4. Zartman, Krista. Understanding co-teaching and related self-efficacy change in student teachers who co-teach.

Degree: PhD, Curriculum & Instruction, 2015, Purdue University

 This study’s purpose was twofold. First, I sought to understand and document the experience of co-teaching as a student teacher as it is currently being… (more)

Subjects/Keywords: co-teaching; demonstration teaching; pre-service teachers; self-efficacy; student teaching; team teaching

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

APA (6th Edition):

Zartman, K. (2015). Understanding co-teaching and related self-efficacy change in student teachers who co-teach. (Doctoral Dissertation). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/1439

Chicago Manual of Style (16th Edition):

Zartman, Krista. “Understanding co-teaching and related self-efficacy change in student teachers who co-teach.” 2015. Doctoral Dissertation, Purdue University. Accessed April 06, 2020. https://docs.lib.purdue.edu/open_access_dissertations/1439.

MLA Handbook (7th Edition):

Zartman, Krista. “Understanding co-teaching and related self-efficacy change in student teachers who co-teach.” 2015. Web. 06 Apr 2020.

Vancouver:

Zartman K. Understanding co-teaching and related self-efficacy change in student teachers who co-teach. [Internet] [Doctoral dissertation]. Purdue University; 2015. [cited 2020 Apr 06]. Available from: https://docs.lib.purdue.edu/open_access_dissertations/1439.

Council of Science Editors:

Zartman K. Understanding co-teaching and related self-efficacy change in student teachers who co-teach. [Doctoral Dissertation]. Purdue University; 2015. Available from: https://docs.lib.purdue.edu/open_access_dissertations/1439


Brigham Young University

5. Gagnier, Garth. Understanding the Tensions That Exist Between Two Co-Teachers Education Classroom Using Positioning.

Degree: MA, 2010, Brigham Young University

 The purpose of this study was to explore the tensions that existed between my co-teaching partner and me while working together during the last four… (more)

Subjects/Keywords: Co-teaching; Team Teaching; Positioning Theory; Teacher Education and Professional Development

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APA (6th Edition):

Gagnier, G. (2010). Understanding the Tensions That Exist Between Two Co-Teachers Education Classroom Using Positioning. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3574&context=etd

Chicago Manual of Style (16th Edition):

Gagnier, Garth. “Understanding the Tensions That Exist Between Two Co-Teachers Education Classroom Using Positioning.” 2010. Masters Thesis, Brigham Young University. Accessed April 06, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3574&context=etd.

MLA Handbook (7th Edition):

Gagnier, Garth. “Understanding the Tensions That Exist Between Two Co-Teachers Education Classroom Using Positioning.” 2010. Web. 06 Apr 2020.

Vancouver:

Gagnier G. Understanding the Tensions That Exist Between Two Co-Teachers Education Classroom Using Positioning. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2020 Apr 06]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3574&context=etd.

Council of Science Editors:

Gagnier G. Understanding the Tensions That Exist Between Two Co-Teachers Education Classroom Using Positioning. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3574&context=etd


Central Connecticut State University

6. Joscelyn-Gadd, Mary H., 1966-. Teacher conceptualization of "collaboration" : a discourse analysis study.

Degree: Department of Educational Leadership, 2010, Central Connecticut State University

 This is a single embedded case study of one fringe-urban high school (the case) participating in a district-wide change initiative utilizing collaboration. As collaboration features… (more)

Subjects/Keywords: Teaching teams; High school teaching; Team learning approach in education

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APA (6th Edition):

Joscelyn-Gadd, Mary H., 1. (2010). Teacher conceptualization of "collaboration" : a discourse analysis study. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1399

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):

Joscelyn-Gadd, Mary H., 1966-. “Teacher conceptualization of "collaboration" : a discourse analysis study.” 2010. Thesis, Central Connecticut State University. Accessed April 06, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1399.

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

MLA Handbook (7th Edition):

Joscelyn-Gadd, Mary H., 1966-. “Teacher conceptualization of "collaboration" : a discourse analysis study.” 2010. Web. 06 Apr 2020.

Vancouver:

Joscelyn-Gadd, Mary H. 1. Teacher conceptualization of "collaboration" : a discourse analysis study. [Internet] [Thesis]. Central Connecticut State University; 2010. [cited 2020 Apr 06]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1399.

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

Council of Science Editors:

Joscelyn-Gadd, Mary H. 1. Teacher conceptualization of "collaboration" : a discourse analysis study. [Thesis]. Central Connecticut State University; 2010. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1399

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

7. Finch, Lindsey A. Assessing the Perceived Effectiveness and Acceptability of Pre-Referral Intervention Team Procedures by School Teams: Continued Validation of the Pre-Referral Intervention Team.

Degree: 2020, Minnesota State University – Mankato

 The Pre-Referral Intervention Team Inventory (PRITI) is a 24-item Likert scale created to measure the perceived effectiveness and acceptability of pre-referral teams (PRTs) in a… (more)

Subjects/Keywords: acceptability; pre-referral team; pre-referal intervention team inventory; team consultation procedures; School Psychology; Special Education and Teaching

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APA (6th Edition):

Finch, L. A. (2020). Assessing the Perceived Effectiveness and Acceptability of Pre-Referral Intervention Team Procedures by School Teams: Continued Validation of the Pre-Referral Intervention Team. (Thesis). Minnesota State University – Mankato. Retrieved from https://cornerstone.lib.mnsu.edu/etds/970

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):

Finch, Lindsey A. “Assessing the Perceived Effectiveness and Acceptability of Pre-Referral Intervention Team Procedures by School Teams: Continued Validation of the Pre-Referral Intervention Team.” 2020. Thesis, Minnesota State University – Mankato. Accessed April 06, 2020. https://cornerstone.lib.mnsu.edu/etds/970.

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

MLA Handbook (7th Edition):

Finch, Lindsey A. “Assessing the Perceived Effectiveness and Acceptability of Pre-Referral Intervention Team Procedures by School Teams: Continued Validation of the Pre-Referral Intervention Team.” 2020. Web. 06 Apr 2020.

Vancouver:

Finch LA. Assessing the Perceived Effectiveness and Acceptability of Pre-Referral Intervention Team Procedures by School Teams: Continued Validation of the Pre-Referral Intervention Team. [Internet] [Thesis]. Minnesota State University – Mankato; 2020. [cited 2020 Apr 06]. Available from: https://cornerstone.lib.mnsu.edu/etds/970.

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

Council of Science Editors:

Finch LA. Assessing the Perceived Effectiveness and Acceptability of Pre-Referral Intervention Team Procedures by School Teams: Continued Validation of the Pre-Referral Intervention Team. [Thesis]. Minnesota State University – Mankato; 2020. Available from: https://cornerstone.lib.mnsu.edu/etds/970

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


Marietta College

8. Harper, Cary L. Perceptions of the co-teaching experience: Examining the views of teaching staff and students.

Degree: MEd, Education, 2009, Marietta College

 With the push toward inclusion in public schools, districts are turning toward the co-teaching model of instruction to meet the many needs of special education… (more)

Subjects/Keywords: Education; Secondary Education; Teacher Education; Co-teaching; co-teacher; team teaching; paired teaching

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

APA (6th Edition):

Harper, C. L. (2009). Perceptions of the co-teaching experience: Examining the views of teaching staff and students. (Masters Thesis). Marietta College. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241468954

Chicago Manual of Style (16th Edition):

Harper, Cary L. “Perceptions of the co-teaching experience: Examining the views of teaching staff and students.” 2009. Masters Thesis, Marietta College. Accessed April 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241468954.

MLA Handbook (7th Edition):

Harper, Cary L. “Perceptions of the co-teaching experience: Examining the views of teaching staff and students.” 2009. Web. 06 Apr 2020.

Vancouver:

Harper CL. Perceptions of the co-teaching experience: Examining the views of teaching staff and students. [Internet] [Masters thesis]. Marietta College; 2009. [cited 2020 Apr 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241468954.

Council of Science Editors:

Harper CL. Perceptions of the co-teaching experience: Examining the views of teaching staff and students. [Masters Thesis]. Marietta College; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241468954


Universidade do Rio Grande do Sul

9. Fonseca, Lucia Lima da. A escuta em equipe da escola : um estudo sobre linguagem e produção de professoralidades.

Degree: 2011, Universidade do Rio Grande do Sul

Este estudo investigou a produção de professoralidades de profissionais em atuação em escola, tendo como foco de análise as relações entre as estruturas e regras… (more)

Subjects/Keywords: Language; Linguagem; Teaching; Escola; School; Professor; Escuta; Team; Listening

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APA (6th Edition):

Fonseca, L. L. d. (2011). A escuta em equipe da escola : um estudo sobre linguagem e produção de professoralidades. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/32253

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):

Fonseca, Lucia Lima da. “A escuta em equipe da escola : um estudo sobre linguagem e produção de professoralidades.” 2011. Thesis, Universidade do Rio Grande do Sul. Accessed April 06, 2020. http://hdl.handle.net/10183/32253.

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

MLA Handbook (7th Edition):

Fonseca, Lucia Lima da. “A escuta em equipe da escola : um estudo sobre linguagem e produção de professoralidades.” 2011. Web. 06 Apr 2020.

Vancouver:

Fonseca LLd. A escuta em equipe da escola : um estudo sobre linguagem e produção de professoralidades. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2011. [cited 2020 Apr 06]. Available from: http://hdl.handle.net/10183/32253.

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

Council of Science Editors:

Fonseca LLd. A escuta em equipe da escola : um estudo sobre linguagem e produção de professoralidades. [Thesis]. Universidade do Rio Grande do Sul; 2011. Available from: http://hdl.handle.net/10183/32253

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

10. Degan, Jenna Christine. Stronger Together: A Case for Team Teaching in the Elementary School Setting.

Degree: MS, Education, 2018, Dominican University of California

  The focus of this study was to determine the impact of team teaching on teacher efficacy, burnout, and student engagement in an elementary school… (more)

Subjects/Keywords: team teaching; collaboration; burnout; efficacy; student engagement; general education; Elementary Education

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APA (6th Edition):

Degan, J. C. (2018). Stronger Together: A Case for Team Teaching in the Elementary School Setting. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/318

Chicago Manual of Style (16th Edition):

Degan, Jenna Christine. “Stronger Together: A Case for Team Teaching in the Elementary School Setting.” 2018. Masters Thesis, Dominican University of California. Accessed April 06, 2020. https://scholar.dominican.edu/masters-theses/318.

MLA Handbook (7th Edition):

Degan, Jenna Christine. “Stronger Together: A Case for Team Teaching in the Elementary School Setting.” 2018. Web. 06 Apr 2020.

Vancouver:

Degan JC. Stronger Together: A Case for Team Teaching in the Elementary School Setting. [Internet] [Masters thesis]. Dominican University of California; 2018. [cited 2020 Apr 06]. Available from: https://scholar.dominican.edu/masters-theses/318.

Council of Science Editors:

Degan JC. Stronger Together: A Case for Team Teaching in the Elementary School Setting. [Masters Thesis]. Dominican University of California; 2018. Available from: https://scholar.dominican.edu/masters-theses/318


Eastern Michigan University

11. Mies, Patrick. An investigation of how IEP teams function in select Michigan high schools when developing a course of study decision for students with disabilities.

Degree: PhD, Leadership and Counseling, 2019, Eastern Michigan University

  The purpose of this mixed-methods study was to investigate the ways that Individual Education Program (IEP) teams function when developing a course of study… (more)

Subjects/Keywords: Education; Function; IEP; Special; Team; Educational Leadership; Special Education and Teaching

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APA (6th Edition):

Mies, P. (2019). An investigation of how IEP teams function in select Michigan high schools when developing a course of study decision for students with disabilities. (Doctoral Dissertation). Eastern Michigan University. Retrieved from https://commons.emich.edu/theses/979

Chicago Manual of Style (16th Edition):

Mies, Patrick. “An investigation of how IEP teams function in select Michigan high schools when developing a course of study decision for students with disabilities.” 2019. Doctoral Dissertation, Eastern Michigan University. Accessed April 06, 2020. https://commons.emich.edu/theses/979.

MLA Handbook (7th Edition):

Mies, Patrick. “An investigation of how IEP teams function in select Michigan high schools when developing a course of study decision for students with disabilities.” 2019. Web. 06 Apr 2020.

Vancouver:

Mies P. An investigation of how IEP teams function in select Michigan high schools when developing a course of study decision for students with disabilities. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2019. [cited 2020 Apr 06]. Available from: https://commons.emich.edu/theses/979.

Council of Science Editors:

Mies P. An investigation of how IEP teams function in select Michigan high schools when developing a course of study decision for students with disabilities. [Doctoral Dissertation]. Eastern Michigan University; 2019. Available from: https://commons.emich.edu/theses/979


Kansas State University

12. Civils, Timothy H., Jr. An assessment of the Command and General Staff Officer Core Course effectiveness in developing student critical thinking.

Degree: EdD, Department of Educational Leadership, 2016, Kansas State University

 There is a need for critical thinking skills in our society. This research study examines graduate student’s growth in critical thinking after experiencing a specifically… (more)

Subjects/Keywords: Critical thinking; Graduate students; Team teaching; Dispositions; Cohorts; Adult learners

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APA (6th Edition):

Civils, Timothy H., J. (2016). An assessment of the Command and General Staff Officer Core Course effectiveness in developing student critical thinking. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/32481

Chicago Manual of Style (16th Edition):

Civils, Timothy H., Jr. “An assessment of the Command and General Staff Officer Core Course effectiveness in developing student critical thinking.” 2016. Doctoral Dissertation, Kansas State University. Accessed April 06, 2020. http://hdl.handle.net/2097/32481.

MLA Handbook (7th Edition):

Civils, Timothy H., Jr. “An assessment of the Command and General Staff Officer Core Course effectiveness in developing student critical thinking.” 2016. Web. 06 Apr 2020.

Vancouver:

Civils, Timothy H. J. An assessment of the Command and General Staff Officer Core Course effectiveness in developing student critical thinking. [Internet] [Doctoral dissertation]. Kansas State University; 2016. [cited 2020 Apr 06]. Available from: http://hdl.handle.net/2097/32481.

Council of Science Editors:

Civils, Timothy H. J. An assessment of the Command and General Staff Officer Core Course effectiveness in developing student critical thinking. [Doctoral Dissertation]. Kansas State University; 2016. Available from: http://hdl.handle.net/2097/32481


University of South Florida

13. Lane, Danielle. Autism and Inclusion in England’s Multi Academy Trust: A Case Study of a Senior Leadership Team.

Degree: 2019, University of South Florida

 In this study, I explore how the senior leadership team at an Academy Trust in England understands and operationalizes inclusion, particularly for pupils whose learning… (more)

Subjects/Keywords: autism; inclusion; senior leadership team; special school; Special Education and Teaching

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APA (6th Edition):

Lane, D. (2019). Autism and Inclusion in England’s Multi Academy Trust: A Case Study of a Senior Leadership Team. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7836

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):

Lane, Danielle. “Autism and Inclusion in England’s Multi Academy Trust: A Case Study of a Senior Leadership Team.” 2019. Thesis, University of South Florida. Accessed April 06, 2020. https://scholarcommons.usf.edu/etd/7836.

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

MLA Handbook (7th Edition):

Lane, Danielle. “Autism and Inclusion in England’s Multi Academy Trust: A Case Study of a Senior Leadership Team.” 2019. Web. 06 Apr 2020.

Vancouver:

Lane D. Autism and Inclusion in England’s Multi Academy Trust: A Case Study of a Senior Leadership Team. [Internet] [Thesis]. University of South Florida; 2019. [cited 2020 Apr 06]. Available from: https://scholarcommons.usf.edu/etd/7836.

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

Council of Science Editors:

Lane D. Autism and Inclusion in England’s Multi Academy Trust: A Case Study of a Senior Leadership Team. [Thesis]. University of South Florida; 2019. Available from: https://scholarcommons.usf.edu/etd/7836

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


Temple University

14. Principato, Karen Rita. A Quantitative Study of the Added-Value of Co-Teaching Models Implemented in the Fourth Grade Classes of a Suburban New Jersey School Dist.

Degree: 2010, Temple University

Educational Administration

Ed.D.

This quantitative study examined the impact, if any, of two general co-teaching models on the academic achievement of all of the fourth-grade… (more)

Subjects/Keywords: Education, Administration; Education, Curriculum and Instruction; Education, Elementary; achievement; co-teaching; intervention; literacy; team teaching

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APA (6th Edition):

Principato, K. R. (2010). A Quantitative Study of the Added-Value of Co-Teaching Models Implemented in the Fourth Grade Classes of a Suburban New Jersey School Dist. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,72228

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):

Principato, Karen Rita. “A Quantitative Study of the Added-Value of Co-Teaching Models Implemented in the Fourth Grade Classes of a Suburban New Jersey School Dist.” 2010. Thesis, Temple University. Accessed April 06, 2020. http://digital.library.temple.edu/u?/p245801coll10,72228.

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

MLA Handbook (7th Edition):

Principato, Karen Rita. “A Quantitative Study of the Added-Value of Co-Teaching Models Implemented in the Fourth Grade Classes of a Suburban New Jersey School Dist.” 2010. Web. 06 Apr 2020.

Vancouver:

Principato KR. A Quantitative Study of the Added-Value of Co-Teaching Models Implemented in the Fourth Grade Classes of a Suburban New Jersey School Dist. [Internet] [Thesis]. Temple University; 2010. [cited 2020 Apr 06]. Available from: http://digital.library.temple.edu/u?/p245801coll10,72228.

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

Council of Science Editors:

Principato KR. A Quantitative Study of the Added-Value of Co-Teaching Models Implemented in the Fourth Grade Classes of a Suburban New Jersey School Dist. [Thesis]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,72228

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


George Mason University

15. Takacs, Shanna E. A Critical Look at Co-teaching Practices at the Secondary Level .

Degree: 2015, George Mason University

 The purpose of special education is to ensure that students with disabilities are provided a free appropriate public education, while accessing the general education curriculum… (more)

Subjects/Keywords: Special education; Educational leadership; collaboration; co-teaching; inclusion; inclusive practices; special education; team teaching

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

APA (6th Edition):

Takacs, S. E. (2015). A Critical Look at Co-teaching Practices at the Secondary Level . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/9673

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):

Takacs, Shanna E. “A Critical Look at Co-teaching Practices at the Secondary Level .” 2015. Thesis, George Mason University. Accessed April 06, 2020. http://hdl.handle.net/1920/9673.

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

MLA Handbook (7th Edition):

Takacs, Shanna E. “A Critical Look at Co-teaching Practices at the Secondary Level .” 2015. Web. 06 Apr 2020.

Vancouver:

Takacs SE. A Critical Look at Co-teaching Practices at the Secondary Level . [Internet] [Thesis]. George Mason University; 2015. [cited 2020 Apr 06]. Available from: http://hdl.handle.net/1920/9673.

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

Council of Science Editors:

Takacs SE. A Critical Look at Co-teaching Practices at the Secondary Level . [Thesis]. George Mason University; 2015. Available from: http://hdl.handle.net/1920/9673

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


Eastern Michigan University

16. Wade, Sherall Elaine. An examination of student-support team practices in one urban elementary public-school academy: A model of intervention.

Degree: Doctor of Education (EdD), Leadership and Counseling, 2015, Eastern Michigan University

  Under the federal laws, No Child Left Behind (NCLB, 2001) and Individuals with Disabilities Act (IDEA, 2004), school districts throughout the United States must… (more)

Subjects/Keywords: Child-study Team; Response-to-Intervention; Student-support Team; Educational Leadership; Special Education and Teaching; Teacher Education and Professional Development

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

APA (6th Edition):

Wade, S. E. (2015). An examination of student-support team practices in one urban elementary public-school academy: A model of intervention. (Thesis). Eastern Michigan University. Retrieved from https://commons.emich.edu/theses/698

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):

Wade, Sherall Elaine. “An examination of student-support team practices in one urban elementary public-school academy: A model of intervention.” 2015. Thesis, Eastern Michigan University. Accessed April 06, 2020. https://commons.emich.edu/theses/698.

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

MLA Handbook (7th Edition):

Wade, Sherall Elaine. “An examination of student-support team practices in one urban elementary public-school academy: A model of intervention.” 2015. Web. 06 Apr 2020.

Vancouver:

Wade SE. An examination of student-support team practices in one urban elementary public-school academy: A model of intervention. [Internet] [Thesis]. Eastern Michigan University; 2015. [cited 2020 Apr 06]. Available from: https://commons.emich.edu/theses/698.

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

Council of Science Editors:

Wade SE. An examination of student-support team practices in one urban elementary public-school academy: A model of intervention. [Thesis]. Eastern Michigan University; 2015. Available from: https://commons.emich.edu/theses/698

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


University of Bridgeport

17. Swingler, Jennifer S. Making Middle School Reading Intervention More Meaningful For Students and Teachers Through Team Teaching: Action Research .

Degree: 2017, University of Bridgeport

 This Qualitative Action Research explored an alternative approach to deliver reading interventions using a team teaching (co-teaching) push in support model for middle school students… (more)

Subjects/Keywords: Educational leadership; Action research; Administration; Adolescent readers; Middle school; Reading intervention; Team teaching

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APA (6th Edition):

Swingler, J. S. (2017). Making Middle School Reading Intervention More Meaningful For Students and Teachers Through Team Teaching: Action Research . (Thesis). University of Bridgeport. Retrieved from https://scholarworks.bridgeport.edu/xmlui/handle/123456789/1976

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):

Swingler, Jennifer S. “Making Middle School Reading Intervention More Meaningful For Students and Teachers Through Team Teaching: Action Research .” 2017. Thesis, University of Bridgeport. Accessed April 06, 2020. https://scholarworks.bridgeport.edu/xmlui/handle/123456789/1976.

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

MLA Handbook (7th Edition):

Swingler, Jennifer S. “Making Middle School Reading Intervention More Meaningful For Students and Teachers Through Team Teaching: Action Research .” 2017. Web. 06 Apr 2020.

Vancouver:

Swingler JS. Making Middle School Reading Intervention More Meaningful For Students and Teachers Through Team Teaching: Action Research . [Internet] [Thesis]. University of Bridgeport; 2017. [cited 2020 Apr 06]. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/1976.

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

Council of Science Editors:

Swingler JS. Making Middle School Reading Intervention More Meaningful For Students and Teachers Through Team Teaching: Action Research . [Thesis]. University of Bridgeport; 2017. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/1976

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


Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

18. Provelengiou, Dimitra. Πολιτισμική και γλωσσική ετερότητα στο ελληνικό δημοτικό σχολείο: πρακτικές διαχείρησής της στη σχολική πράξη.

Degree: 2013, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

This paper explores how everyday practices of teachers and immigrant children in the classrooms interact and affect the attitudes and assessments of the former and… (more)

Subjects/Keywords: Πολιτισμική ετερότητα; Διαπολιτισμική εκπαίδευση; Παιδιά μεταναστών; Ομαδοσυνεργατική; Cultural diversity; Intercultural education; Immigrant children; Team teaching

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APA (6th Edition):

Provelengiou, D. (2013). Πολιτισμική και γλωσσική ετερότητα στο ελληνικό δημοτικό σχολείο: πρακτικές διαχείρησής της στη σχολική πράξη. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/37265

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):

Provelengiou, Dimitra. “Πολιτισμική και γλωσσική ετερότητα στο ελληνικό δημοτικό σχολείο: πρακτικές διαχείρησής της στη σχολική πράξη.” 2013. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed April 06, 2020. http://hdl.handle.net/10442/hedi/37265.

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

MLA Handbook (7th Edition):

Provelengiou, Dimitra. “Πολιτισμική και γλωσσική ετερότητα στο ελληνικό δημοτικό σχολείο: πρακτικές διαχείρησής της στη σχολική πράξη.” 2013. Web. 06 Apr 2020.

Vancouver:

Provelengiou D. Πολιτισμική και γλωσσική ετερότητα στο ελληνικό δημοτικό σχολείο: πρακτικές διαχείρησής της στη σχολική πράξη. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2013. [cited 2020 Apr 06]. Available from: http://hdl.handle.net/10442/hedi/37265.

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

Council of Science Editors:

Provelengiou D. Πολιτισμική και γλωσσική ετερότητα στο ελληνικό δημοτικό σχολείο: πρακτικές διαχείρησής της στη σχολική πράξη. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2013. Available from: http://hdl.handle.net/10442/hedi/37265

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

19. Angell, Dana S. Teachers' Perspective ofthe Benefits of Team-Teaching and the Barriers to Creating Successful General and Special Education Teacher Partnerships .

Degree: 2014, California State University – San Marcos

 This thesis presents the findings of a recent study conducted at two comprehensive high schools within the same district. The researcher collected data using surveys… (more)

Subjects/Keywords: collaboration; free appropriate public education; inclusion; least restrictive environment; mainstreaming; perception; team-teaching

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APA (6th Edition):

Angell, D. S. (2014). Teachers' Perspective ofthe Benefits of Team-Teaching and the Barriers to Creating Successful General and Special Education Teacher Partnerships . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/122506

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):

Angell, Dana S. “Teachers' Perspective ofthe Benefits of Team-Teaching and the Barriers to Creating Successful General and Special Education Teacher Partnerships .” 2014. Thesis, California State University – San Marcos. Accessed April 06, 2020. http://hdl.handle.net/10211.3/122506.

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

MLA Handbook (7th Edition):

Angell, Dana S. “Teachers' Perspective ofthe Benefits of Team-Teaching and the Barriers to Creating Successful General and Special Education Teacher Partnerships .” 2014. Web. 06 Apr 2020.

Vancouver:

Angell DS. Teachers' Perspective ofthe Benefits of Team-Teaching and the Barriers to Creating Successful General and Special Education Teacher Partnerships . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2020 Apr 06]. Available from: http://hdl.handle.net/10211.3/122506.

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

Council of Science Editors:

Angell DS. Teachers' Perspective ofthe Benefits of Team-Teaching and the Barriers to Creating Successful General and Special Education Teacher Partnerships . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/122506

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


University of Central Florida

20. Chappell, Julie. Project Child And Non-project Child School Performance On Fcat Reading, Mathematics And Writing.

Degree: 2010, University of Central Florida

 Project CHILD (Changing How Instruction for Learning is Delivered) provides an avenue for educational change using a triangulated approach. Using data from the Florida Department… (more)

Subjects/Keywords: Project CHILD; looping; team teaching; technology integration; active learning; diverse learners; Education

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APA (6th Edition):

Chappell, J. (2010). Project Child And Non-project Child School Performance On Fcat Reading, Mathematics And Writing. (Masters Thesis). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4342

Chicago Manual of Style (16th Edition):

Chappell, Julie. “Project Child And Non-project Child School Performance On Fcat Reading, Mathematics And Writing.” 2010. Masters Thesis, University of Central Florida. Accessed April 06, 2020. https://stars.library.ucf.edu/etd/4342.

MLA Handbook (7th Edition):

Chappell, Julie. “Project Child And Non-project Child School Performance On Fcat Reading, Mathematics And Writing.” 2010. Web. 06 Apr 2020.

Vancouver:

Chappell J. Project Child And Non-project Child School Performance On Fcat Reading, Mathematics And Writing. [Internet] [Masters thesis]. University of Central Florida; 2010. [cited 2020 Apr 06]. Available from: https://stars.library.ucf.edu/etd/4342.

Council of Science Editors:

Chappell J. Project Child And Non-project Child School Performance On Fcat Reading, Mathematics And Writing. [Masters Thesis]. University of Central Florida; 2010. Available from: https://stars.library.ucf.edu/etd/4342

21. Lupton, Tina M. The Collaborative Professional Learning Cycle (CPLC): implementing a voice and choice approach to teacher professional development.

Degree: 2019, NC Docks

 Existing research consistently supports the idea that there are 5 effective practices in professional development for educators. However, there is limited research pertaining to the… (more)

Subjects/Keywords: Professional learning communities; Team learning approach in education; Teachers $x In-service training; Teaching teams

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APA (6th Edition):

Lupton, T. M. (2019). The Collaborative Professional Learning Cycle (CPLC): implementing a voice and choice approach to teacher professional development. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Lupton_uncg_0154D_12881.pdf

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

Chicago Manual of Style (16th Edition):

Lupton, Tina M. “The Collaborative Professional Learning Cycle (CPLC): implementing a voice and choice approach to teacher professional development.” 2019. Thesis, NC Docks. Accessed April 06, 2020. http://libres.uncg.edu/ir/uncg/f/Lupton_uncg_0154D_12881.pdf.

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

MLA Handbook (7th Edition):

Lupton, Tina M. “The Collaborative Professional Learning Cycle (CPLC): implementing a voice and choice approach to teacher professional development.” 2019. Web. 06 Apr 2020.

Vancouver:

Lupton TM. The Collaborative Professional Learning Cycle (CPLC): implementing a voice and choice approach to teacher professional development. [Internet] [Thesis]. NC Docks; 2019. [cited 2020 Apr 06]. Available from: http://libres.uncg.edu/ir/uncg/f/Lupton_uncg_0154D_12881.pdf.

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

Council of Science Editors:

Lupton TM. The Collaborative Professional Learning Cycle (CPLC): implementing a voice and choice approach to teacher professional development. [Thesis]. NC Docks; 2019. Available from: http://libres.uncg.edu/ir/uncg/f/Lupton_uncg_0154D_12881.pdf

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


Northeastern University

22. Smith, Valerie. Co-teaching: a case study of teachers' perceptions.

Degree: EdD, School of Education, 2012, Northeastern University

 The No Child Left Behind Act (NCLB) of 2001 and Individuals with Disabilities Education Act (IDEA) of 2004 have directly contributed to an increase in… (more)

Subjects/Keywords: collaboration; communication; co-teaching; inclusion; team teaching; Educational Assessment, Evaluation, and Research; Teacher Education and Professional Development

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

APA (6th Edition):

Smith, V. (2012). Co-teaching: a case study of teachers' perceptions. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20002921

Chicago Manual of Style (16th Edition):

Smith, Valerie. “Co-teaching: a case study of teachers' perceptions.” 2012. Doctoral Dissertation, Northeastern University. Accessed April 06, 2020. http://hdl.handle.net/2047/d20002921.

MLA Handbook (7th Edition):

Smith, Valerie. “Co-teaching: a case study of teachers' perceptions.” 2012. Web. 06 Apr 2020.

Vancouver:

Smith V. Co-teaching: a case study of teachers' perceptions. [Internet] [Doctoral dissertation]. Northeastern University; 2012. [cited 2020 Apr 06]. Available from: http://hdl.handle.net/2047/d20002921.

Council of Science Editors:

Smith V. Co-teaching: a case study of teachers' perceptions. [Doctoral Dissertation]. Northeastern University; 2012. Available from: http://hdl.handle.net/2047/d20002921


University College Cork

23. Ó Murchú, Finn. Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools.

Degree: 2011, University College Cork

 Background. Schools unequivocally privilege solo-teaching. This research seeks to enhance our understanding of team-teaching by examining how two teachers, working in the same classroom at… (more)

Subjects/Keywords: Team-teaching; Inclusive learning; Post-primary schools; Socio-cultural; Education, Secondary – Ireland; Teaching teams; Inclusive education – Ireland; Mainstreaming in education – Ireland

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

APA (6th Edition):

Ó Murchú, F. (2011). Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools. (Thesis). University College Cork. Retrieved from http://hdl.handle.net/10468/549

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):

Ó Murchú, Finn. “Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools.” 2011. Thesis, University College Cork. Accessed April 06, 2020. http://hdl.handle.net/10468/549.

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

MLA Handbook (7th Edition):

Ó Murchú, Finn. “Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools.” 2011. Web. 06 Apr 2020.

Vancouver:

Ó Murchú F. Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools. [Internet] [Thesis]. University College Cork; 2011. [cited 2020 Apr 06]. Available from: http://hdl.handle.net/10468/549.

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

Council of Science Editors:

Ó Murchú F. Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools. [Thesis]. University College Cork; 2011. Available from: http://hdl.handle.net/10468/549

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


University of Dayton

24. Sinclair-Lowry, Elizabeth. RTI in the Classroom: How Teachers Meet the Demands of a Tiered System.

Degree: Specialist in Education (Ed.S.), School Psychology, 2011, University of Dayton

 Service delivery data was collected before and after the implementation of a Response to Intervention (RTI) framework to evaluate the effect of RTI on teachers’… (more)

Subjects/Keywords: Educational Leadership; Educational Psychology; Elementary Education; Teacher Education; Teaching; response to intervention; teaching models; co-teaching; team teaching; RTI; system's change; secondary schools; primary schools; mathematics; reading; school psychology

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APA (6th Edition):

Sinclair-Lowry, E. (2011). RTI in the Classroom: How Teachers Meet the Demands of a Tiered System. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311018649

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):

Sinclair-Lowry, Elizabeth. “RTI in the Classroom: How Teachers Meet the Demands of a Tiered System.” 2011. Thesis, University of Dayton. Accessed April 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311018649.

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

MLA Handbook (7th Edition):

Sinclair-Lowry, Elizabeth. “RTI in the Classroom: How Teachers Meet the Demands of a Tiered System.” 2011. Web. 06 Apr 2020.

Vancouver:

Sinclair-Lowry E. RTI in the Classroom: How Teachers Meet the Demands of a Tiered System. [Internet] [Thesis]. University of Dayton; 2011. [cited 2020 Apr 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311018649.

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

Council of Science Editors:

Sinclair-Lowry E. RTI in the Classroom: How Teachers Meet the Demands of a Tiered System. [Thesis]. University of Dayton; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311018649

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


Northeastern University

25. Rodrigues, Ashley Blanca. Perceptions of co-teaching by content area and special education teachers with and without experience.

Degree: EdD, School of Education, 2014, Northeastern University

 Schools are required by the Individuals with Disabilities Education Act of 2004 (IDEA) to include students with disabilities in the general education classroom. Recently there… (more)

Subjects/Keywords: Collaboration; Cooperating Teaching; Inclusion; Special Education; Team Teaching; Special Education and Teaching; Teacher Education and Professional Development; Teaching teams; Special education teachers; Training of; Teachers; Training of

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

APA (6th Edition):

Rodrigues, A. B. (2014). Perceptions of co-teaching by content area and special education teachers with and without experience. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20005040

Chicago Manual of Style (16th Edition):

Rodrigues, Ashley Blanca. “Perceptions of co-teaching by content area and special education teachers with and without experience.” 2014. Masters Thesis, Northeastern University. Accessed April 06, 2020. http://hdl.handle.net/2047/d20005040.

MLA Handbook (7th Edition):

Rodrigues, Ashley Blanca. “Perceptions of co-teaching by content area and special education teachers with and without experience.” 2014. Web. 06 Apr 2020.

Vancouver:

Rodrigues AB. Perceptions of co-teaching by content area and special education teachers with and without experience. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2020 Apr 06]. Available from: http://hdl.handle.net/2047/d20005040.

Council of Science Editors:

Rodrigues AB. Perceptions of co-teaching by content area and special education teachers with and without experience. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20005040


University of Wisconsin – Milwaukee

26. Tandon, Bharti. Exploration of a Special Educator's Contributions to Co-Teaching in Relation to Content and Pedagogical Content Knowledge.

Degree: PhD, Urban Education, 2013, University of Wisconsin – Milwaukee

  This was an exploratory case-study of a high performing co-teaching team at the high school level. The team consisted of a special educator and… (more)

Subjects/Keywords: Case Study; Content Knowledge; Contributions of a Special Educator; Co-Teaching; High Performing Co-Teaching Team; Pedagogical Content Knowledge; Special Education and Teaching

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

APA (6th Edition):

Tandon, B. (2013). Exploration of a Special Educator's Contributions to Co-Teaching in Relation to Content and Pedagogical Content Knowledge. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/390

Chicago Manual of Style (16th Edition):

Tandon, Bharti. “Exploration of a Special Educator's Contributions to Co-Teaching in Relation to Content and Pedagogical Content Knowledge.” 2013. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed April 06, 2020. https://dc.uwm.edu/etd/390.

MLA Handbook (7th Edition):

Tandon, Bharti. “Exploration of a Special Educator's Contributions to Co-Teaching in Relation to Content and Pedagogical Content Knowledge.” 2013. Web. 06 Apr 2020.

Vancouver:

Tandon B. Exploration of a Special Educator's Contributions to Co-Teaching in Relation to Content and Pedagogical Content Knowledge. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2013. [cited 2020 Apr 06]. Available from: https://dc.uwm.edu/etd/390.

Council of Science Editors:

Tandon B. Exploration of a Special Educator's Contributions to Co-Teaching in Relation to Content and Pedagogical Content Knowledge. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2013. Available from: https://dc.uwm.edu/etd/390

27. Freitas, Sandra Maria Aguiar Abreu. As tecnologias de informação e comunicação nas áreas curriculares do 1º ciclo do ensino básico da região autónoma da Madeira análise do trabalho colaborativo entre professores.

Degree: 2011, RCAAP

Pretendemos, através deste estudo, explicar de que forma o trabalho desenvolvido em par pedagógico no âmbito da integração das TIC nas áreas curriculares do primeiro… (more)

Subjects/Keywords: Tecnologias de Informação e Comunicação; Cooperação; Colaboração; Team Teaching; Par Pedagógico; Transversalidade; Primeiro Ciclo do Ensino Básico

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

APA (6th Edition):

Freitas, S. M. A. A. (2011). As tecnologias de informação e comunicação nas áreas curriculares do 1º ciclo do ensino básico da região autónoma da Madeira análise do trabalho colaborativo entre professores. (Thesis). RCAAP. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/9215

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):

Freitas, Sandra Maria Aguiar Abreu. “As tecnologias de informação e comunicação nas áreas curriculares do 1º ciclo do ensino básico da região autónoma da Madeira análise do trabalho colaborativo entre professores.” 2011. Thesis, RCAAP. Accessed April 06, 2020. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/9215.

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

MLA Handbook (7th Edition):

Freitas, Sandra Maria Aguiar Abreu. “As tecnologias de informação e comunicação nas áreas curriculares do 1º ciclo do ensino básico da região autónoma da Madeira análise do trabalho colaborativo entre professores.” 2011. Web. 06 Apr 2020.

Vancouver:

Freitas SMAA. As tecnologias de informação e comunicação nas áreas curriculares do 1º ciclo do ensino básico da região autónoma da Madeira análise do trabalho colaborativo entre professores. [Internet] [Thesis]. RCAAP; 2011. [cited 2020 Apr 06]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/9215.

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

Council of Science Editors:

Freitas SMAA. As tecnologias de informação e comunicação nas áreas curriculares do 1º ciclo do ensino básico da região autónoma da Madeira análise do trabalho colaborativo entre professores. [Thesis]. RCAAP; 2011. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/9215

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

28. Ribeiro, Selma Patrícia Nunes. Trabalho colaborativo e diferenciação de ensino.

Degree: 2012, Repositório Científico Lusófona

A necessidade de reflexão e partilha de práticas referentes à organização e planeamento das escolas tem vindo a ser assumida como uma condição indispensável para… (more)

Subjects/Keywords: DESPORTO; TRABALHO DE EQUIPA; ENSINO; SPORT; TEAM WORK; TEACHING; MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO

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

APA (6th Edition):

Ribeiro, S. P. N. (2012). Trabalho colaborativo e diferenciação de ensino. (Thesis). Repositório Científico Lusófona. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/5455

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):

Ribeiro, Selma Patrícia Nunes. “Trabalho colaborativo e diferenciação de ensino.” 2012. Thesis, Repositório Científico Lusófona. Accessed April 06, 2020. http://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/5455.

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

MLA Handbook (7th Edition):

Ribeiro, Selma Patrícia Nunes. “Trabalho colaborativo e diferenciação de ensino.” 2012. Web. 06 Apr 2020.

Vancouver:

Ribeiro SPN. Trabalho colaborativo e diferenciação de ensino. [Internet] [Thesis]. Repositório Científico Lusófona; 2012. [cited 2020 Apr 06]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/5455.

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

Council of Science Editors:

Ribeiro SPN. Trabalho colaborativo e diferenciação de ensino. [Thesis]. Repositório Científico Lusófona; 2012. Available from: http://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/5455

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


University of Oregon

29. Flosi, Joshua S., 1973-. The role of narratives in sustaining reforms: A case study in organizational memory.

Degree: 2009, University of Oregon

 This study employs a case-study methodology to examine the sustainability of reforms at an innovative young high school. A variety of factors present obstacles to… (more)

Subjects/Keywords: Organizational memory; Sustainability of reforms; Team teaching; Narrative; Organizational linkages; Staff turnover; Turnover; Educational sociology; School administration

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

APA (6th Edition):

Flosi, Joshua S., 1. (2009). The role of narratives in sustaining reforms: A case study in organizational memory. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/10205

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):

Flosi, Joshua S., 1973-. “The role of narratives in sustaining reforms: A case study in organizational memory.” 2009. Thesis, University of Oregon. Accessed April 06, 2020. http://hdl.handle.net/1794/10205.

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

MLA Handbook (7th Edition):

Flosi, Joshua S., 1973-. “The role of narratives in sustaining reforms: A case study in organizational memory.” 2009. Web. 06 Apr 2020.

Vancouver:

Flosi, Joshua S. 1. The role of narratives in sustaining reforms: A case study in organizational memory. [Internet] [Thesis]. University of Oregon; 2009. [cited 2020 Apr 06]. Available from: http://hdl.handle.net/1794/10205.

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

Council of Science Editors:

Flosi, Joshua S. 1. The role of narratives in sustaining reforms: A case study in organizational memory. [Thesis]. University of Oregon; 2009. Available from: http://hdl.handle.net/1794/10205

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


University of North Texas

30. Dearman, Christina T. The Impact of Collegial-Teaming on High-School and University Instructors: A Descriptive Multi-Case Study.

Degree: 2011, University of North Texas

 This descriptive multi-case study systematically explored the team teaching relationship between a secondary teacher and a university faculty member. Multiple interviews, classroom observations, and analysis… (more)

Subjects/Keywords: Collegial team; co-teaching; professional development; instructors of the gifted; Governor’s Schools; high school and university collaboration

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

APA (6th Edition):

Dearman, C. T. (2011). The Impact of Collegial-Teaming on High-School and University Instructors: A Descriptive Multi-Case Study. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103308/

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):

Dearman, Christina T. “The Impact of Collegial-Teaming on High-School and University Instructors: A Descriptive Multi-Case Study.” 2011. Thesis, University of North Texas. Accessed April 06, 2020. https://digital.library.unt.edu/ark:/67531/metadc103308/.

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

MLA Handbook (7th Edition):

Dearman, Christina T. “The Impact of Collegial-Teaming on High-School and University Instructors: A Descriptive Multi-Case Study.” 2011. Web. 06 Apr 2020.

Vancouver:

Dearman CT. The Impact of Collegial-Teaming on High-School and University Instructors: A Descriptive Multi-Case Study. [Internet] [Thesis]. University of North Texas; 2011. [cited 2020 Apr 06]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103308/.

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

Council of Science Editors:

Dearman CT. The Impact of Collegial-Teaming on High-School and University Instructors: A Descriptive Multi-Case Study. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103308/

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

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