Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(high school teachers). Showing records 1 – 30 of 1197 total matches.

[1] [2] [3] [4] [5] … [40]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

Languages

Country

▼ Search Limiters

1. Hubbard, Justin. Perceptions of Social Studies Teacher Roles in Literacy Instruction .

Degree: 2019, SUNY College at Fredonia

 Research has found that Social Studies content teachers struggle implementing literacy into their content area. This study focused on the question, what are Secondary Social… (more)

Subjects/Keywords: Literacy.; High school students.; High school teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hubbard, J. (2019). Perceptions of Social Studies Teacher Roles in Literacy Instruction . (Masters Thesis). SUNY College at Fredonia. Retrieved from https://dspace.sunyconnect.suny.edu/handle/1951/71129

Chicago Manual of Style (16th Edition):

Hubbard, Justin. “Perceptions of Social Studies Teacher Roles in Literacy Instruction .” 2019. Masters Thesis, SUNY College at Fredonia. Accessed May 06, 2021. https://dspace.sunyconnect.suny.edu/handle/1951/71129.

MLA Handbook (7th Edition):

Hubbard, Justin. “Perceptions of Social Studies Teacher Roles in Literacy Instruction .” 2019. Web. 06 May 2021.

Vancouver:

Hubbard J. Perceptions of Social Studies Teacher Roles in Literacy Instruction . [Internet] [Masters thesis]. SUNY College at Fredonia; 2019. [cited 2021 May 06]. Available from: https://dspace.sunyconnect.suny.edu/handle/1951/71129.

Council of Science Editors:

Hubbard J. Perceptions of Social Studies Teacher Roles in Literacy Instruction . [Masters Thesis]. SUNY College at Fredonia; 2019. Available from: https://dspace.sunyconnect.suny.edu/handle/1951/71129


University of Johannesburg

2. Niehaus, Linda. Die professionele en persoonlike selfhandhawing van hoërskoolonderwysers.

Degree: 2014, University of Johannesburg

D.Ed.

Increasingly high demands are being made on teachers. It is consequently not strange that they often find it difficult if not impossible to hold… (more)

Subjects/Keywords: High school teachers; Teachers - Professional ethics; Teachers - South Africa - Transvaal - Attitudes

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Niehaus, L. (2014). Die professionele en persoonlike selfhandhawing van hoërskoolonderwysers. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9429

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):

Niehaus, Linda. “Die professionele en persoonlike selfhandhawing van hoërskoolonderwysers.” 2014. Thesis, University of Johannesburg. Accessed May 06, 2021. http://hdl.handle.net/10210/9429.

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

MLA Handbook (7th Edition):

Niehaus, Linda. “Die professionele en persoonlike selfhandhawing van hoërskoolonderwysers.” 2014. Web. 06 May 2021.

Vancouver:

Niehaus L. Die professionele en persoonlike selfhandhawing van hoërskoolonderwysers. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 May 06]. Available from: http://hdl.handle.net/10210/9429.

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

Council of Science Editors:

Niehaus L. Die professionele en persoonlike selfhandhawing van hoërskoolonderwysers. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9429

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


University of Johannesburg

3. Keyter, Gerhard Konrad. Die oriëntering van die beginner-onderwyser in die sekondêre skool : 'n bestuursopgaaf.

Degree: 2014, University of Johannesburg

M.Ed. (Educational Management)

The period immediately after entering the teaching profession is of the utmost importance to the newly qualified teacher. These first impressions experienced… (more)

Subjects/Keywords: First year teachers; High school teachers; School personnel management; Employee orientation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Keyter, G. K. (2014). Die oriëntering van die beginner-onderwyser in die sekondêre skool : 'n bestuursopgaaf. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11657

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):

Keyter, Gerhard Konrad. “Die oriëntering van die beginner-onderwyser in die sekondêre skool : 'n bestuursopgaaf.” 2014. Thesis, University of Johannesburg. Accessed May 06, 2021. http://hdl.handle.net/10210/11657.

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

MLA Handbook (7th Edition):

Keyter, Gerhard Konrad. “Die oriëntering van die beginner-onderwyser in die sekondêre skool : 'n bestuursopgaaf.” 2014. Web. 06 May 2021.

Vancouver:

Keyter GK. Die oriëntering van die beginner-onderwyser in die sekondêre skool : 'n bestuursopgaaf. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 May 06]. Available from: http://hdl.handle.net/10210/11657.

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

Council of Science Editors:

Keyter GK. Die oriëntering van die beginner-onderwyser in die sekondêre skool : 'n bestuursopgaaf. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11657

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


Florida Atlantic University

4. Lewis, Rebecca K. PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS.

Degree: 2019, Florida Atlantic University

The purpose of this explanatory mixed methods study was to understand the impact of a large school district’s professional development, Transgender Student Guidelines and Procedures,… (more)

Subjects/Keywords: Transgender students; High school teachers; Middle school teachers; Heteronormativity; Professional development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lewis, R. K. (2019). PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS. (Thesis). Florida Atlantic University. Retrieved from http://fau.digital.flvc.org/islandora/object/fau:42186

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):

Lewis, Rebecca K. “PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS.” 2019. Thesis, Florida Atlantic University. Accessed May 06, 2021. http://fau.digital.flvc.org/islandora/object/fau:42186.

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

MLA Handbook (7th Edition):

Lewis, Rebecca K. “PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS.” 2019. Web. 06 May 2021.

Vancouver:

Lewis RK. PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS. [Internet] [Thesis]. Florida Atlantic University; 2019. [cited 2021 May 06]. Available from: http://fau.digital.flvc.org/islandora/object/fau:42186.

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

Council of Science Editors:

Lewis RK. PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS. [Thesis]. Florida Atlantic University; 2019. Available from: http://fau.digital.flvc.org/islandora/object/fau:42186

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


Tampere University

5. Maleki, Arghavan. Iranian teachers` perceptions on teacher expertise .

Degree: 2019, Tampere University

 This study investigated Iranian teachers` perception on teacher expertise. The participants of this research were 60 Iranian high school teachers with at least 5 years… (more)

Subjects/Keywords: expert teachers; Iranian high school education; Iranian high school teacher; perception

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Maleki, A. (2019). Iranian teachers` perceptions on teacher expertise . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi//handle/10024/116084

Chicago Manual of Style (16th Edition):

Maleki, Arghavan. “Iranian teachers` perceptions on teacher expertise .” 2019. Masters Thesis, Tampere University. Accessed May 06, 2021. https://trepo.tuni.fi//handle/10024/116084.

MLA Handbook (7th Edition):

Maleki, Arghavan. “Iranian teachers` perceptions on teacher expertise .” 2019. Web. 06 May 2021.

Vancouver:

Maleki A. Iranian teachers` perceptions on teacher expertise . [Internet] [Masters thesis]. Tampere University; 2019. [cited 2021 May 06]. Available from: https://trepo.tuni.fi//handle/10024/116084.

Council of Science Editors:

Maleki A. Iranian teachers` perceptions on teacher expertise . [Masters Thesis]. Tampere University; 2019. Available from: https://trepo.tuni.fi//handle/10024/116084

6. Savva, Olga. Teachers’ Perceptions Regarding the Implementation of the School-wide Positive Behavioral Interventions and Supports (SWPBIS) Program in Minneapolis- St. Paul Metropolitan Area High Schools (Grades 9-12).

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2019, St. Cloud State University

  The purpose of this study was to examine Minneapolis-St. Paul metropolitan area high school teachers’ perceptions regarding the implementation of the SWPBIS program to… (more)

Subjects/Keywords: PBIS; SWPBIS; perceptions; high school teachers; implementation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Savva, O. (2019). Teachers’ Perceptions Regarding the Implementation of the School-wide Positive Behavioral Interventions and Supports (SWPBIS) Program in Minneapolis- St. Paul Metropolitan Area High Schools (Grades 9-12). (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/61

Chicago Manual of Style (16th Edition):

Savva, Olga. “Teachers’ Perceptions Regarding the Implementation of the School-wide Positive Behavioral Interventions and Supports (SWPBIS) Program in Minneapolis- St. Paul Metropolitan Area High Schools (Grades 9-12).” 2019. Doctoral Dissertation, St. Cloud State University. Accessed May 06, 2021. https://repository.stcloudstate.edu/edad_etds/61.

MLA Handbook (7th Edition):

Savva, Olga. “Teachers’ Perceptions Regarding the Implementation of the School-wide Positive Behavioral Interventions and Supports (SWPBIS) Program in Minneapolis- St. Paul Metropolitan Area High Schools (Grades 9-12).” 2019. Web. 06 May 2021.

Vancouver:

Savva O. Teachers’ Perceptions Regarding the Implementation of the School-wide Positive Behavioral Interventions and Supports (SWPBIS) Program in Minneapolis- St. Paul Metropolitan Area High Schools (Grades 9-12). [Internet] [Doctoral dissertation]. St. Cloud State University; 2019. [cited 2021 May 06]. Available from: https://repository.stcloudstate.edu/edad_etds/61.

Council of Science Editors:

Savva O. Teachers’ Perceptions Regarding the Implementation of the School-wide Positive Behavioral Interventions and Supports (SWPBIS) Program in Minneapolis- St. Paul Metropolitan Area High Schools (Grades 9-12). [Doctoral Dissertation]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/edad_etds/61


University of Johannesburg

7. Steyn, Hester. A psycho-educational programme to facilitate the coping with aggression by educators in secondary schools in the South African society.

Degree: 2009, University of Johannesburg

D.Ed.

The researcher explored and described the teachers’ experience of aggression in a secondary school. In order to assist teachers who experience aggression in a… (more)

Subjects/Keywords: Aggressiveness; High school teachers; Aggressiveness in children

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Steyn, H. (2009). A psycho-educational programme to facilitate the coping with aggression by educators in secondary schools in the South African society. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/2095

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):

Steyn, Hester. “A psycho-educational programme to facilitate the coping with aggression by educators in secondary schools in the South African society.” 2009. Thesis, University of Johannesburg. Accessed May 06, 2021. http://hdl.handle.net/10210/2095.

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

MLA Handbook (7th Edition):

Steyn, Hester. “A psycho-educational programme to facilitate the coping with aggression by educators in secondary schools in the South African society.” 2009. Web. 06 May 2021.

Vancouver:

Steyn H. A psycho-educational programme to facilitate the coping with aggression by educators in secondary schools in the South African society. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2021 May 06]. Available from: http://hdl.handle.net/10210/2095.

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

Council of Science Editors:

Steyn H. A psycho-educational programme to facilitate the coping with aggression by educators in secondary schools in the South African society. [Thesis]. University of Johannesburg; 2009. Available from: http://hdl.handle.net/10210/2095

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


University of Johannesburg

8. Naicker, Aneshee. Learners' experiences of educators' aggression in a secondary school in Gauteng.

Degree: 2011, University of Johannesburg

M. Ed.

Adolescence is a phase in human development that is synonymous with change, namely, physical, cognitive, emotional and social changes. Educators start playing an… (more)

Subjects/Keywords: High school teachers; Aggressiveness; Gauteng (South Africa)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Naicker, A. (2011). Learners' experiences of educators' aggression in a secondary school in Gauteng. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3643

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):

Naicker, Aneshee. “Learners' experiences of educators' aggression in a secondary school in Gauteng.” 2011. Thesis, University of Johannesburg. Accessed May 06, 2021. http://hdl.handle.net/10210/3643.

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

MLA Handbook (7th Edition):

Naicker, Aneshee. “Learners' experiences of educators' aggression in a secondary school in Gauteng.” 2011. Web. 06 May 2021.

Vancouver:

Naicker A. Learners' experiences of educators' aggression in a secondary school in Gauteng. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2021 May 06]. Available from: http://hdl.handle.net/10210/3643.

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

Council of Science Editors:

Naicker A. Learners' experiences of educators' aggression in a secondary school in Gauteng. [Thesis]. University of Johannesburg; 2011. Available from: http://hdl.handle.net/10210/3643

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


Boston University

9. Clark, Leonard Hill. The relative wearing effect of certain activities in teaching load.

Degree: EdD, Education, 1953, Boston University

Subjects/Keywords: High school teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Clark, L. H. (1953). The relative wearing effect of certain activities in teaching load. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/16386

Chicago Manual of Style (16th Edition):

Clark, Leonard Hill. “The relative wearing effect of certain activities in teaching load.” 1953. Doctoral Dissertation, Boston University. Accessed May 06, 2021. http://hdl.handle.net/2144/16386.

MLA Handbook (7th Edition):

Clark, Leonard Hill. “The relative wearing effect of certain activities in teaching load.” 1953. Web. 06 May 2021.

Vancouver:

Clark LH. The relative wearing effect of certain activities in teaching load. [Internet] [Doctoral dissertation]. Boston University; 1953. [cited 2021 May 06]. Available from: http://hdl.handle.net/2144/16386.

Council of Science Editors:

Clark LH. The relative wearing effect of certain activities in teaching load. [Doctoral Dissertation]. Boston University; 1953. Available from: http://hdl.handle.net/2144/16386


Eastern Michigan University

10. Kaminski, Julie L. High school principals’ leadership styles and their impact on teacher efficacy.

Degree: Doctor of Education (EdD), Leadership and Counseling, 2013, Eastern Michigan University

  This study investigated the relationship between high school principals' leadership style and teacher efficacy. A mixed method study was conducted using an online survey… (more)

Subjects/Keywords: High school; leadership; teachers; self-efficacy; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kaminski, J. L. (2013). High school principals’ leadership styles and their impact on teacher efficacy. (Thesis). Eastern Michigan University. Retrieved from https://commons.emich.edu/theses/603

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):

Kaminski, Julie L. “High school principals’ leadership styles and their impact on teacher efficacy.” 2013. Thesis, Eastern Michigan University. Accessed May 06, 2021. https://commons.emich.edu/theses/603.

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

MLA Handbook (7th Edition):

Kaminski, Julie L. “High school principals’ leadership styles and their impact on teacher efficacy.” 2013. Web. 06 May 2021.

Vancouver:

Kaminski JL. High school principals’ leadership styles and their impact on teacher efficacy. [Internet] [Thesis]. Eastern Michigan University; 2013. [cited 2021 May 06]. Available from: https://commons.emich.edu/theses/603.

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

Council of Science Editors:

Kaminski JL. High school principals’ leadership styles and their impact on teacher efficacy. [Thesis]. Eastern Michigan University; 2013. Available from: https://commons.emich.edu/theses/603

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


George Mason University

11. Goldstein, Christine Koenig. Exploring Mainstream Teachers’ Perceptions of ESOL Students .

Degree: 2012, George Mason University

 The purpose of this study was to explore high school mainstream teachers’ perceptions of English for Speakers of Other Language (ESOL) students. Although research regarding… (more)

Subjects/Keywords: Perceptions; Mainstream; ESOL; Teachers; High School; Beliefs

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Goldstein, C. K. (2012). Exploring Mainstream Teachers’ Perceptions of ESOL Students . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/7502

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):

Goldstein, Christine Koenig. “Exploring Mainstream Teachers’ Perceptions of ESOL Students .” 2012. Thesis, George Mason University. Accessed May 06, 2021. http://hdl.handle.net/1920/7502.

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

MLA Handbook (7th Edition):

Goldstein, Christine Koenig. “Exploring Mainstream Teachers’ Perceptions of ESOL Students .” 2012. Web. 06 May 2021.

Vancouver:

Goldstein CK. Exploring Mainstream Teachers’ Perceptions of ESOL Students . [Internet] [Thesis]. George Mason University; 2012. [cited 2021 May 06]. Available from: http://hdl.handle.net/1920/7502.

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

Council of Science Editors:

Goldstein CK. Exploring Mainstream Teachers’ Perceptions of ESOL Students . [Thesis]. George Mason University; 2012. Available from: http://hdl.handle.net/1920/7502

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

12. Towner, Ashley M. A study on Wisconsin secondary business teachers' use of industry-based certifications and qualifications to certify students.

Degree: 2018, University of Wisconsin – Stout

 This study sought to identify what industry certifications Wisconsin secondary business educators were using and why and the qualifications acquired by teachers to certify students.… (more)

Subjects/Keywords: Business teachers; Business; High school students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Towner, A. M. (2018). A study on Wisconsin secondary business teachers' use of industry-based certifications and qualifications to certify students. (Thesis). University of Wisconsin – Stout. Retrieved from http://digital.library.wisc.edu/1793/79793 ; http://wwwcs.uwstout.edu/lib/thesis/2018/2018townera.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):

Towner, Ashley M. “A study on Wisconsin secondary business teachers' use of industry-based certifications and qualifications to certify students.” 2018. Thesis, University of Wisconsin – Stout. Accessed May 06, 2021. http://digital.library.wisc.edu/1793/79793 ; http://wwwcs.uwstout.edu/lib/thesis/2018/2018townera.pdf.

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

MLA Handbook (7th Edition):

Towner, Ashley M. “A study on Wisconsin secondary business teachers' use of industry-based certifications and qualifications to certify students.” 2018. Web. 06 May 2021.

Vancouver:

Towner AM. A study on Wisconsin secondary business teachers' use of industry-based certifications and qualifications to certify students. [Internet] [Thesis]. University of Wisconsin – Stout; 2018. [cited 2021 May 06]. Available from: http://digital.library.wisc.edu/1793/79793 ; http://wwwcs.uwstout.edu/lib/thesis/2018/2018townera.pdf.

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

Council of Science Editors:

Towner AM. A study on Wisconsin secondary business teachers' use of industry-based certifications and qualifications to certify students. [Thesis]. University of Wisconsin – Stout; 2018. Available from: http://digital.library.wisc.edu/1793/79793 ; http://wwwcs.uwstout.edu/lib/thesis/2018/2018townera.pdf

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


Montana State University

13. Pettry, Danielle Nichole. The development of specialized content knowledge in beginning algebra among secondary mathematics pre-service teachers.

Degree: PhD, College of Letters & Science, 2016, Montana State University

 The goal of teacher preparation programs is to equip future secondary mathematics teachers for the broad spectrum of mathematical learners they will encounter. Part of… (more)

Subjects/Keywords: Student teachers; Algebra; High school students; Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pettry, D. N. (2016). The development of specialized content knowledge in beginning algebra among secondary mathematics pre-service teachers. (Doctoral Dissertation). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/12377

Chicago Manual of Style (16th Edition):

Pettry, Danielle Nichole. “The development of specialized content knowledge in beginning algebra among secondary mathematics pre-service teachers.” 2016. Doctoral Dissertation, Montana State University. Accessed May 06, 2021. https://scholarworks.montana.edu/xmlui/handle/1/12377.

MLA Handbook (7th Edition):

Pettry, Danielle Nichole. “The development of specialized content knowledge in beginning algebra among secondary mathematics pre-service teachers.” 2016. Web. 06 May 2021.

Vancouver:

Pettry DN. The development of specialized content knowledge in beginning algebra among secondary mathematics pre-service teachers. [Internet] [Doctoral dissertation]. Montana State University; 2016. [cited 2021 May 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/12377.

Council of Science Editors:

Pettry DN. The development of specialized content knowledge in beginning algebra among secondary mathematics pre-service teachers. [Doctoral Dissertation]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/12377


Michigan State University

14. Willsey, Jack Ernest, 1935-. A study to determine selected demographic characteristics of high school teachers identified as innovators.

Degree: PhD, Department of Secondary Education and Curriculum, 1971, Michigan State University

Subjects/Keywords: High school teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Willsey, Jack Ernest, 1. (1971). A study to determine selected demographic characteristics of high school teachers identified as innovators. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:44873

Chicago Manual of Style (16th Edition):

Willsey, Jack Ernest, 1935-. “A study to determine selected demographic characteristics of high school teachers identified as innovators.” 1971. Doctoral Dissertation, Michigan State University. Accessed May 06, 2021. http://etd.lib.msu.edu/islandora/object/etd:44873.

MLA Handbook (7th Edition):

Willsey, Jack Ernest, 1935-. “A study to determine selected demographic characteristics of high school teachers identified as innovators.” 1971. Web. 06 May 2021.

Vancouver:

Willsey, Jack Ernest 1. A study to determine selected demographic characteristics of high school teachers identified as innovators. [Internet] [Doctoral dissertation]. Michigan State University; 1971. [cited 2021 May 06]. Available from: http://etd.lib.msu.edu/islandora/object/etd:44873.

Council of Science Editors:

Willsey, Jack Ernest 1. A study to determine selected demographic characteristics of high school teachers identified as innovators. [Doctoral Dissertation]. Michigan State University; 1971. Available from: http://etd.lib.msu.edu/islandora/object/etd:44873


University of Missouri – Columbia

15. Reichert, Cheryl S. An examination of professional development practices for secondary teachers through the lens of adult learning theory.

Degree: 2016, University of Missouri – Columbia

 This qualitative case study investigated the professional development for teachers in one Missouri school district from the perspective of principals and teachers to determine whether… (more)

Subjects/Keywords: Career development; High school teachers  – Training of

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Reichert, C. S. (2016). An examination of professional development practices for secondary teachers through the lens of adult learning theory. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/59776

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):

Reichert, Cheryl S. “An examination of professional development practices for secondary teachers through the lens of adult learning theory.” 2016. Thesis, University of Missouri – Columbia. Accessed May 06, 2021. https://doi.org/10.32469/10355/59776.

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

MLA Handbook (7th Edition):

Reichert, Cheryl S. “An examination of professional development practices for secondary teachers through the lens of adult learning theory.” 2016. Web. 06 May 2021.

Vancouver:

Reichert CS. An examination of professional development practices for secondary teachers through the lens of adult learning theory. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2021 May 06]. Available from: https://doi.org/10.32469/10355/59776.

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

Council of Science Editors:

Reichert CS. An examination of professional development practices for secondary teachers through the lens of adult learning theory. [Thesis]. University of Missouri – Columbia; 2016. Available from: https://doi.org/10.32469/10355/59776

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

16. Trinkle, Catherine A. What's behind the revolving door : a study of push and pull factors influencing teacher retention: Attracting and retaining effective teachers.

Degree: Thesis (D. Ed.), 2018, Ball State University

 The researcher investigated how full-time, secondary-level teachers in high poverty or high minority and non-high poverty or high minority schools in Indiana and across the… (more)

Subjects/Keywords: High school teachers  – Employment.; High school teachers  – Attitudes.; Teacher turnover  – United States.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Trinkle, C. A. (2018). What's behind the revolving door : a study of push and pull factors influencing teacher retention: Attracting and retaining effective teachers. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/201118

Chicago Manual of Style (16th Edition):

Trinkle, Catherine A. “What's behind the revolving door : a study of push and pull factors influencing teacher retention: Attracting and retaining effective teachers.” 2018. Doctoral Dissertation, Ball State University. Accessed May 06, 2021. http://cardinalscholar.bsu.edu/handle/123456789/201118.

MLA Handbook (7th Edition):

Trinkle, Catherine A. “What's behind the revolving door : a study of push and pull factors influencing teacher retention: Attracting and retaining effective teachers.” 2018. Web. 06 May 2021.

Vancouver:

Trinkle CA. What's behind the revolving door : a study of push and pull factors influencing teacher retention: Attracting and retaining effective teachers. [Internet] [Doctoral dissertation]. Ball State University; 2018. [cited 2021 May 06]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/201118.

Council of Science Editors:

Trinkle CA. What's behind the revolving door : a study of push and pull factors influencing teacher retention: Attracting and retaining effective teachers. [Doctoral Dissertation]. Ball State University; 2018. Available from: http://cardinalscholar.bsu.edu/handle/123456789/201118

17. Pattee, Andrew Robert. Effective Use of Digital Technologies of High School Teachers as Digital Immigrants in Six Rural Public Schools .

Degree: 2011, Drake U

 Problem: A widening experiential gap of effective use of technology in K-12 schools between “digital immigrants” and “digital natives” (Prensky, 2001) is becoming more evident… (more)

Subjects/Keywords: High school teachers – Technological innovations; High school teachers – Education – Digitization; Education, Secondary – Digital techniques

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pattee, A. R. (2011). Effective Use of Digital Technologies of High School Teachers as Digital Immigrants in Six Rural Public Schools . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1621

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):

Pattee, Andrew Robert. “Effective Use of Digital Technologies of High School Teachers as Digital Immigrants in Six Rural Public Schools .” 2011. Thesis, Drake U. Accessed May 06, 2021. http://hdl.handle.net/2092/1621.

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

MLA Handbook (7th Edition):

Pattee, Andrew Robert. “Effective Use of Digital Technologies of High School Teachers as Digital Immigrants in Six Rural Public Schools .” 2011. Web. 06 May 2021.

Vancouver:

Pattee AR. Effective Use of Digital Technologies of High School Teachers as Digital Immigrants in Six Rural Public Schools . [Internet] [Thesis]. Drake U; 2011. [cited 2021 May 06]. Available from: http://hdl.handle.net/2092/1621.

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

Council of Science Editors:

Pattee AR. Effective Use of Digital Technologies of High School Teachers as Digital Immigrants in Six Rural Public Schools . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1621

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


University of Johannesburg

18. Naude, Casper Hendrik Badenhorst. Personeelopleiding as bestuurstaak van die Departementshoof Ekonomiese Wetenskappe.

Degree: 2014, University of Johannesburg

M.Ed. (Educational Management)

Contented, motivated and well-trained subject teachers are a basic requirement for the effective functioning of the Department of Economic Sciences. Within this… (more)

Subjects/Keywords: High school department heads; High school teachers - In-service training; High schools - Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Naude, C. H. B. (2014). Personeelopleiding as bestuurstaak van die Departementshoof Ekonomiese Wetenskappe. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11650

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):

Naude, Casper Hendrik Badenhorst. “Personeelopleiding as bestuurstaak van die Departementshoof Ekonomiese Wetenskappe.” 2014. Thesis, University of Johannesburg. Accessed May 06, 2021. http://hdl.handle.net/10210/11650.

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

MLA Handbook (7th Edition):

Naude, Casper Hendrik Badenhorst. “Personeelopleiding as bestuurstaak van die Departementshoof Ekonomiese Wetenskappe.” 2014. Web. 06 May 2021.

Vancouver:

Naude CHB. Personeelopleiding as bestuurstaak van die Departementshoof Ekonomiese Wetenskappe. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 May 06]. Available from: http://hdl.handle.net/10210/11650.

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

Council of Science Editors:

Naude CHB. Personeelopleiding as bestuurstaak van die Departementshoof Ekonomiese Wetenskappe. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11650

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


University of Tasmania

19. Macrostie, John Thomas. The application of conceptual level theory to school based inservice teacher education.

Degree: 1991, University of Tasmania

 The purpose of this study was to develop, implement and evaluate a school based inservice program designed to stimulate the Conceptual Level (CL) of teachers.… (more)

Subjects/Keywords: High school teachers; Teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Macrostie, J. T. (1991). The application of conceptual level theory to school based inservice teacher education. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/20328/1/whole_MacrostieJohnThomas1992_thesis.pdf

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

Chicago Manual of Style (16th Edition):

Macrostie, John Thomas. “The application of conceptual level theory to school based inservice teacher education.” 1991. Thesis, University of Tasmania. Accessed May 06, 2021. https://eprints.utas.edu.au/20328/1/whole_MacrostieJohnThomas1992_thesis.pdf.

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

MLA Handbook (7th Edition):

Macrostie, John Thomas. “The application of conceptual level theory to school based inservice teacher education.” 1991. Web. 06 May 2021.

Vancouver:

Macrostie JT. The application of conceptual level theory to school based inservice teacher education. [Internet] [Thesis]. University of Tasmania; 1991. [cited 2021 May 06]. Available from: https://eprints.utas.edu.au/20328/1/whole_MacrostieJohnThomas1992_thesis.pdf.

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

Council of Science Editors:

Macrostie JT. The application of conceptual level theory to school based inservice teacher education. [Thesis]. University of Tasmania; 1991. Available from: https://eprints.utas.edu.au/20328/1/whole_MacrostieJohnThomas1992_thesis.pdf

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


Montana State University

20. Walker, William Dennis. An identification of the attitudes of junior high teachers toward their teaching assignments.

Degree: M Ed, Education., 1972, Montana State University

Subjects/Keywords: High school teachers; Teachers – Attitudes

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Walker, W. D. (1972). An identification of the attitudes of junior high teachers toward their teaching assignments. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/11133

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):

Walker, William Dennis. “An identification of the attitudes of junior high teachers toward their teaching assignments.” 1972. Thesis, Montana State University. Accessed May 06, 2021. https://scholarworks.montana.edu/xmlui/handle/1/11133.

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

MLA Handbook (7th Edition):

Walker, William Dennis. “An identification of the attitudes of junior high teachers toward their teaching assignments.” 1972. Web. 06 May 2021.

Vancouver:

Walker WD. An identification of the attitudes of junior high teachers toward their teaching assignments. [Internet] [Thesis]. Montana State University; 1972. [cited 2021 May 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/11133.

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

Council of Science Editors:

Walker WD. An identification of the attitudes of junior high teachers toward their teaching assignments. [Thesis]. Montana State University; 1972. Available from: https://scholarworks.montana.edu/xmlui/handle/1/11133

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


Michigan State University

21. Yates, Claire (Claire Fredrick). Mentor teachers as teacher educators : a qualitative study of educative mentoring.

Degree: 2017, Michigan State University

Thesis Ph. D. Michigan State University. Curriculum, Instruction, and Teacher Education 2017

There is increasing pressure on Education Preparation Providers to provide clinically rich opportunities… (more)

Subjects/Keywords: Mentoring in education – Michigan; Teachers – Training of – Michigan; Master teachers – Michigan; High school teachers – Michigan; Teachers – Training of; Mentoring in education; Master teachers; High school teachers; Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Yates, C. (. F. (2017). Mentor teachers as teacher educators : a qualitative study of educative mentoring. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:4691

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):

Yates, Claire (Claire Fredrick). “Mentor teachers as teacher educators : a qualitative study of educative mentoring.” 2017. Thesis, Michigan State University. Accessed May 06, 2021. http://etd.lib.msu.edu/islandora/object/etd:4691.

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

MLA Handbook (7th Edition):

Yates, Claire (Claire Fredrick). “Mentor teachers as teacher educators : a qualitative study of educative mentoring.” 2017. Web. 06 May 2021.

Vancouver:

Yates C(F. Mentor teachers as teacher educators : a qualitative study of educative mentoring. [Internet] [Thesis]. Michigan State University; 2017. [cited 2021 May 06]. Available from: http://etd.lib.msu.edu/islandora/object/etd:4691.

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

Council of Science Editors:

Yates C(F. Mentor teachers as teacher educators : a qualitative study of educative mentoring. [Thesis]. Michigan State University; 2017. Available from: http://etd.lib.msu.edu/islandora/object/etd:4691

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


Nelson Mandela Metropolitan University

22. Forbes, Carine Madge Sybil. Empowering educators to deal with challenging behaviour at high schools in poor socio-economic areas.

Degree: MEdu, Faculty of Education, 2014, Nelson Mandela Metropolitan University

 Inclusive education and the abolishment of corporal punishment by the National Department of Education have a profound influence on the behaviour of the learners in… (more)

Subjects/Keywords: School discipline; High school teachers  – Economic conditions; High school teachers  – Social conditions; Children  – Conduct of life

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Forbes, C. M. S. (2014). Empowering educators to deal with challenging behaviour at high schools in poor socio-economic areas. (Masters Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1020258

Chicago Manual of Style (16th Edition):

Forbes, Carine Madge Sybil. “Empowering educators to deal with challenging behaviour at high schools in poor socio-economic areas.” 2014. Masters Thesis, Nelson Mandela Metropolitan University. Accessed May 06, 2021. http://hdl.handle.net/10948/d1020258.

MLA Handbook (7th Edition):

Forbes, Carine Madge Sybil. “Empowering educators to deal with challenging behaviour at high schools in poor socio-economic areas.” 2014. Web. 06 May 2021.

Vancouver:

Forbes CMS. Empowering educators to deal with challenging behaviour at high schools in poor socio-economic areas. [Internet] [Masters thesis]. Nelson Mandela Metropolitan University; 2014. [cited 2021 May 06]. Available from: http://hdl.handle.net/10948/d1020258.

Council of Science Editors:

Forbes CMS. Empowering educators to deal with challenging behaviour at high schools in poor socio-economic areas. [Masters Thesis]. Nelson Mandela Metropolitan University; 2014. Available from: http://hdl.handle.net/10948/d1020258


University of Johannesburg

23. Ramango, Seipati Patricia. Teachers’ experiences of continuing professional development in a secondary school in Tembisa.

Degree: 2014, University of Johannesburg

M.Ed. (Educational Management)

The Department of Basic Education initiated continuing professional development (CPD) for quality professional development aimed at supporting and revitalising teaching. Also, to… (more)

Subjects/Keywords: High school teachers - In-service training - South Africa; High school teachers - Training of - South Africa; School management teams - South Africa

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ramango, S. P. (2014). Teachers’ experiences of continuing professional development in a secondary school in Tembisa. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/12251

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):

Ramango, Seipati Patricia. “Teachers’ experiences of continuing professional development in a secondary school in Tembisa.” 2014. Thesis, University of Johannesburg. Accessed May 06, 2021. http://hdl.handle.net/10210/12251.

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

MLA Handbook (7th Edition):

Ramango, Seipati Patricia. “Teachers’ experiences of continuing professional development in a secondary school in Tembisa.” 2014. Web. 06 May 2021.

Vancouver:

Ramango SP. Teachers’ experiences of continuing professional development in a secondary school in Tembisa. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 May 06]. Available from: http://hdl.handle.net/10210/12251.

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

Council of Science Editors:

Ramango SP. Teachers’ experiences of continuing professional development in a secondary school in Tembisa. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/12251

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


University of Tasmania

24. Nolan, Betty. A study of the relationship between discipline specific training and the images secondary teacher trainees hold of teaching.

Degree: 1995, University of Tasmania

 The central purpose of this study is to investigate whether or not the images which secondary teachers hold of teaching are partly determined by their… (more)

Subjects/Keywords: High school teachers; Teachers; Student teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Nolan, B. (1995). A study of the relationship between discipline specific training and the images secondary teacher trainees hold of teaching. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/21054/1/whole_NolanBetty1994_thesis.pdf

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

Chicago Manual of Style (16th Edition):

Nolan, Betty. “A study of the relationship between discipline specific training and the images secondary teacher trainees hold of teaching.” 1995. Thesis, University of Tasmania. Accessed May 06, 2021. https://eprints.utas.edu.au/21054/1/whole_NolanBetty1994_thesis.pdf.

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

MLA Handbook (7th Edition):

Nolan, Betty. “A study of the relationship between discipline specific training and the images secondary teacher trainees hold of teaching.” 1995. Web. 06 May 2021.

Vancouver:

Nolan B. A study of the relationship between discipline specific training and the images secondary teacher trainees hold of teaching. [Internet] [Thesis]. University of Tasmania; 1995. [cited 2021 May 06]. Available from: https://eprints.utas.edu.au/21054/1/whole_NolanBetty1994_thesis.pdf.

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

Council of Science Editors:

Nolan B. A study of the relationship between discipline specific training and the images secondary teacher trainees hold of teaching. [Thesis]. University of Tasmania; 1995. Available from: https://eprints.utas.edu.au/21054/1/whole_NolanBetty1994_thesis.pdf

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


University of Tasmania

25. Webb, Penelope Christina. Invisible teachers, visible problems : perspectives on relief teaching.

Degree: 1999, University of Tasmania

 As a result of staff shortages, relief or substitute teachers are playing an increasing role in many schools, yet they are largely invisible in policies,… (more)

Subjects/Keywords: Substitute teachers; Teachers; High school teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Webb, P. C. (1999). Invisible teachers, visible problems : perspectives on relief teaching. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/22027/1/whole_WebbPenelopeChristina1999_thesis.pdf

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

Chicago Manual of Style (16th Edition):

Webb, Penelope Christina. “Invisible teachers, visible problems : perspectives on relief teaching.” 1999. Thesis, University of Tasmania. Accessed May 06, 2021. https://eprints.utas.edu.au/22027/1/whole_WebbPenelopeChristina1999_thesis.pdf.

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

MLA Handbook (7th Edition):

Webb, Penelope Christina. “Invisible teachers, visible problems : perspectives on relief teaching.” 1999. Web. 06 May 2021.

Vancouver:

Webb PC. Invisible teachers, visible problems : perspectives on relief teaching. [Internet] [Thesis]. University of Tasmania; 1999. [cited 2021 May 06]. Available from: https://eprints.utas.edu.au/22027/1/whole_WebbPenelopeChristina1999_thesis.pdf.

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

Council of Science Editors:

Webb PC. Invisible teachers, visible problems : perspectives on relief teaching. [Thesis]. University of Tasmania; 1999. Available from: https://eprints.utas.edu.au/22027/1/whole_WebbPenelopeChristina1999_thesis.pdf

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


Massey University

26. Beckley, Jay. The wellbeing of New Zealand teachers : the relationship between health, stress, job demands and teacher efficacy : a thesis presented for the partial fulfilment for the requirements of Master of Educational Psychology at Massey University, Albany, New Zealand .

Degree: 2011, Massey University

 Teacher stress is a phenomenon that has attracted a vast amount of attention over the last forty years. Historically, national and international research has demonstrated… (more)

Subjects/Keywords: High school teachers; Teacher effectiveness; New Zealand; Job stress; Workload; Secondary school teachers; Health

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Beckley, J. (2011). The wellbeing of New Zealand teachers : the relationship between health, stress, job demands and teacher efficacy : a thesis presented for the partial fulfilment for the requirements of Master of Educational Psychology at Massey University, Albany, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/3067

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):

Beckley, Jay. “The wellbeing of New Zealand teachers : the relationship between health, stress, job demands and teacher efficacy : a thesis presented for the partial fulfilment for the requirements of Master of Educational Psychology at Massey University, Albany, New Zealand .” 2011. Thesis, Massey University. Accessed May 06, 2021. http://hdl.handle.net/10179/3067.

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

MLA Handbook (7th Edition):

Beckley, Jay. “The wellbeing of New Zealand teachers : the relationship between health, stress, job demands and teacher efficacy : a thesis presented for the partial fulfilment for the requirements of Master of Educational Psychology at Massey University, Albany, New Zealand .” 2011. Web. 06 May 2021.

Vancouver:

Beckley J. The wellbeing of New Zealand teachers : the relationship between health, stress, job demands and teacher efficacy : a thesis presented for the partial fulfilment for the requirements of Master of Educational Psychology at Massey University, Albany, New Zealand . [Internet] [Thesis]. Massey University; 2011. [cited 2021 May 06]. Available from: http://hdl.handle.net/10179/3067.

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

Council of Science Editors:

Beckley J. The wellbeing of New Zealand teachers : the relationship between health, stress, job demands and teacher efficacy : a thesis presented for the partial fulfilment for the requirements of Master of Educational Psychology at Massey University, Albany, New Zealand . [Thesis]. Massey University; 2011. Available from: http://hdl.handle.net/10179/3067

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

27. Koloi-Keaikitse, Setlhomo. Classroom assessment practices : a survey of Botswana primary and secondary school teachers.

Degree: PhD, 2012, Ball State University

 The Classroom Assessment Practices and Skills (CAPS) questionnaire was administered to a sample of 691 primary and secondary school teachers in Botswana,Southern Africa to survey… (more)

Subjects/Keywords: Educational tests and measurements; Elementary school teachers  – Botswana  – Attitudes; Middle school teachers  – Botswana  – Attitudes; High school teachers  – Botswana  – Attitudes

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Koloi-Keaikitse, S. (2012). Classroom assessment practices : a survey of Botswana primary and secondary school teachers. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/195866

Chicago Manual of Style (16th Edition):

Koloi-Keaikitse, Setlhomo. “Classroom assessment practices : a survey of Botswana primary and secondary school teachers.” 2012. Doctoral Dissertation, Ball State University. Accessed May 06, 2021. http://cardinalscholar.bsu.edu/handle/123456789/195866.

MLA Handbook (7th Edition):

Koloi-Keaikitse, Setlhomo. “Classroom assessment practices : a survey of Botswana primary and secondary school teachers.” 2012. Web. 06 May 2021.

Vancouver:

Koloi-Keaikitse S. Classroom assessment practices : a survey of Botswana primary and secondary school teachers. [Internet] [Doctoral dissertation]. Ball State University; 2012. [cited 2021 May 06]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/195866.

Council of Science Editors:

Koloi-Keaikitse S. Classroom assessment practices : a survey of Botswana primary and secondary school teachers. [Doctoral Dissertation]. Ball State University; 2012. Available from: http://cardinalscholar.bsu.edu/handle/123456789/195866


Michigan State University

28. Delp, Steven C. The influence a distributed leadership process has on high school novice teacher induction experiences.

Degree: 2012, Michigan State University

Thesis Ph. D. Michigan State University. K-12 Educational Administration 2012.

As more and more attention is directed towards public schools and the improvement of student… (more)

Subjects/Keywords: High school teachers – Michigan – Attitudes; High school principals – Michigan; Educational leadership – Michigan; Educational leadership; High school principals; High school teachers – Attitudes; Educational administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Delp, S. C. (2012). The influence a distributed leadership process has on high school novice teacher induction experiences. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:40

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):

Delp, Steven C. “The influence a distributed leadership process has on high school novice teacher induction experiences.” 2012. Thesis, Michigan State University. Accessed May 06, 2021. http://etd.lib.msu.edu/islandora/object/etd:40.

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

MLA Handbook (7th Edition):

Delp, Steven C. “The influence a distributed leadership process has on high school novice teacher induction experiences.” 2012. Web. 06 May 2021.

Vancouver:

Delp SC. The influence a distributed leadership process has on high school novice teacher induction experiences. [Internet] [Thesis]. Michigan State University; 2012. [cited 2021 May 06]. Available from: http://etd.lib.msu.edu/islandora/object/etd:40.

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

Council of Science Editors:

Delp SC. The influence a distributed leadership process has on high school novice teacher induction experiences. [Thesis]. Michigan State University; 2012. Available from: http://etd.lib.msu.edu/islandora/object/etd:40

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


Michigan State University

29. Von der Embse, Nathaniel Paul. High-stakes accountability : examining student and teacher anxiety within large scale testing.

Degree: 2012, Michigan State University

Thesis Ph. D. Michigan State University. School Psychology 2012.

With the authorization of No Child Left Behind, school districts across the United States are required… (more)

Subjects/Keywords: Test anxiety – Michigan; High school teachers – Michigan – Psychology; High school students – Michigan – Psychology; High school students – Psychology; High school teachers – Psychology; Test anxiety; Educational tests & measurements; Educational psychology; Education policy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Von der Embse, N. P. (2012). High-stakes accountability : examining student and teacher anxiety within large scale testing. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:1830

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):

Von der Embse, Nathaniel Paul. “High-stakes accountability : examining student and teacher anxiety within large scale testing.” 2012. Thesis, Michigan State University. Accessed May 06, 2021. http://etd.lib.msu.edu/islandora/object/etd:1830.

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

MLA Handbook (7th Edition):

Von der Embse, Nathaniel Paul. “High-stakes accountability : examining student and teacher anxiety within large scale testing.” 2012. Web. 06 May 2021.

Vancouver:

Von der Embse NP. High-stakes accountability : examining student and teacher anxiety within large scale testing. [Internet] [Thesis]. Michigan State University; 2012. [cited 2021 May 06]. Available from: http://etd.lib.msu.edu/islandora/object/etd:1830.

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

Council of Science Editors:

Von der Embse NP. High-stakes accountability : examining student and teacher anxiety within large scale testing. [Thesis]. Michigan State University; 2012. Available from: http://etd.lib.msu.edu/islandora/object/etd:1830

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


Massey University

30. Andrews, Stephanie Tania. Barriers and enablers for school leaders implementing PB4L Tier 2 with fidelity in New Zealand secondary schools.

Degree: Master of Education, Educational Administration and Leadership Subject, 2019, Massey University

 This thesis explores the barriers and enablers to implementing Positive Behaviour for Learning (PB4L) Tier 2 with fidelity in New Zealand secondary schools. PB4L was… (more)

Subjects/Keywords: School discipline; New Zealand; Problem children; Behavior modification; High schools; High school teachers; Attitudes

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Andrews, S. T. (2019). Barriers and enablers for school leaders implementing PB4L Tier 2 with fidelity in New Zealand secondary schools. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/15724

Chicago Manual of Style (16th Edition):

Andrews, Stephanie Tania. “Barriers and enablers for school leaders implementing PB4L Tier 2 with fidelity in New Zealand secondary schools.” 2019. Masters Thesis, Massey University. Accessed May 06, 2021. http://hdl.handle.net/10179/15724.

MLA Handbook (7th Edition):

Andrews, Stephanie Tania. “Barriers and enablers for school leaders implementing PB4L Tier 2 with fidelity in New Zealand secondary schools.” 2019. Web. 06 May 2021.

Vancouver:

Andrews ST. Barriers and enablers for school leaders implementing PB4L Tier 2 with fidelity in New Zealand secondary schools. [Internet] [Masters thesis]. Massey University; 2019. [cited 2021 May 06]. Available from: http://hdl.handle.net/10179/15724.

Council of Science Editors:

Andrews ST. Barriers and enablers for school leaders implementing PB4L Tier 2 with fidelity in New Zealand secondary schools. [Masters Thesis]. Massey University; 2019. Available from: http://hdl.handle.net/10179/15724

[1] [2] [3] [4] [5] … [40]

.