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You searched for subject:(Walk throughs). Showing records 1 – 4 of 4 total matches.

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University of Southern California

1. Hammitt, Chad S. Using cognitive task analysis to capture how expert principals conduct informal classroom walk-throughs and provide feedback to teachers.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 Informal classroom walk-throughs conducted by school principals with feedback provided to teachers has been demonstrated to improve learning achievement in kindergarten through twelfth grade (K-12)… (more)

Subjects/Keywords: cognitive task analysis; classroom walk-throughs; informal classroom walk-throughs; feedback to teachers

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APA (6th Edition):

Hammitt, C. S. (2014). Using cognitive task analysis to capture how expert principals conduct informal classroom walk-throughs and provide feedback to teachers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/511509/rec/7744

Chicago Manual of Style (16th Edition):

Hammitt, Chad S. “Using cognitive task analysis to capture how expert principals conduct informal classroom walk-throughs and provide feedback to teachers.” 2014. Doctoral Dissertation, University of Southern California. Accessed September 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/511509/rec/7744.

MLA Handbook (7th Edition):

Hammitt, Chad S. “Using cognitive task analysis to capture how expert principals conduct informal classroom walk-throughs and provide feedback to teachers.” 2014. Web. 15 Sep 2019.

Vancouver:

Hammitt CS. Using cognitive task analysis to capture how expert principals conduct informal classroom walk-throughs and provide feedback to teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Sep 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/511509/rec/7744.

Council of Science Editors:

Hammitt CS. Using cognitive task analysis to capture how expert principals conduct informal classroom walk-throughs and provide feedback to teachers. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/511509/rec/7744


Iowa State University

2. Johnson, Benjamin James. School administrators' perceptions and practices associated with the utilization of eWalk during classroom walk-throughs.

Degree: 2011, Iowa State University

 In the era of accountability, school administrators must not only meet the demands of merely managing a building but must also serve as the instructional… (more)

Subjects/Keywords: Balanced Leadership; classroom walk-throughs; Electronic Evaluation Technologies and Tools (EETT); eWalk; formative evaluation; supervision and evaluation; Educational Administration and Supervision

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APA (6th Edition):

Johnson, B. J. (2011). School administrators' perceptions and practices associated with the utilization of eWalk during classroom walk-throughs. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/12089

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):

Johnson, Benjamin James. “School administrators' perceptions and practices associated with the utilization of eWalk during classroom walk-throughs.” 2011. Thesis, Iowa State University. Accessed September 15, 2019. https://lib.dr.iastate.edu/etd/12089.

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

MLA Handbook (7th Edition):

Johnson, Benjamin James. “School administrators' perceptions and practices associated with the utilization of eWalk during classroom walk-throughs.” 2011. Web. 15 Sep 2019.

Vancouver:

Johnson BJ. School administrators' perceptions and practices associated with the utilization of eWalk during classroom walk-throughs. [Internet] [Thesis]. Iowa State University; 2011. [cited 2019 Sep 15]. Available from: https://lib.dr.iastate.edu/etd/12089.

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

Council of Science Editors:

Johnson BJ. School administrators' perceptions and practices associated with the utilization of eWalk during classroom walk-throughs. [Thesis]. Iowa State University; 2011. Available from: https://lib.dr.iastate.edu/etd/12089

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


Xavier University

3. Quattrone, Tracy A. Differentiated Teacher Perceptions Of Instructional Walks: A Comparative Phenomenological Study.

Degree: Doctor of Education (EdD) in Leadership Studies., Leadership Studies and Human Resource Development, 2017, Xavier University

 The purpose of this exploratory phenomenological study is to capture the lived experience of high school teachers participating in instructional walks. The study also seeks… (more)

Subjects/Keywords: Educational Evaluation; Educational Leadership; Instructional Walks; Instructional Rounds; Learning Walks; Evaluative Walk-throughs; Teacher Perception; Continuous Improvement

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

APA (6th Edition):

Quattrone, T. A. (2017). Differentiated Teacher Perceptions Of Instructional Walks: A Comparative Phenomenological Study. (Doctoral Dissertation). Xavier University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=xavier1493227926028171

Chicago Manual of Style (16th Edition):

Quattrone, Tracy A. “Differentiated Teacher Perceptions Of Instructional Walks: A Comparative Phenomenological Study.” 2017. Doctoral Dissertation, Xavier University. Accessed September 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1493227926028171.

MLA Handbook (7th Edition):

Quattrone, Tracy A. “Differentiated Teacher Perceptions Of Instructional Walks: A Comparative Phenomenological Study.” 2017. Web. 15 Sep 2019.

Vancouver:

Quattrone TA. Differentiated Teacher Perceptions Of Instructional Walks: A Comparative Phenomenological Study. [Internet] [Doctoral dissertation]. Xavier University; 2017. [cited 2019 Sep 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=xavier1493227926028171.

Council of Science Editors:

Quattrone TA. Differentiated Teacher Perceptions Of Instructional Walks: A Comparative Phenomenological Study. [Doctoral Dissertation]. Xavier University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=xavier1493227926028171


Seton Hall University

4. Celoski, Michael J. Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2018, Seton Hall University

  The purpose of this qualitative study was to examine the perceptions and reflections of former and current superintendents of suburban public school districts throughout… (more)

Subjects/Keywords: Walkthroughs; Walk-throughs; Learning Walks; Teacher Evaluation; Instructional Practice; Superintendent; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration

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

APA (6th Edition):

Celoski, M. J. (2018). Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2518

Chicago Manual of Style (16th Edition):

Celoski, Michael J. “Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective.” 2018. Doctoral Dissertation, Seton Hall University. Accessed September 15, 2019. http://scholarship.shu.edu/dissertations/2518.

MLA Handbook (7th Edition):

Celoski, Michael J. “Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective.” 2018. Web. 15 Sep 2019.

Vancouver:

Celoski MJ. Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Sep 15]. Available from: http://scholarship.shu.edu/dissertations/2518.

Council of Science Editors:

Celoski MJ. Improving Instructional Practice Via Walkthrough Implementation: A Superintendent Centered Perspective. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2518

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