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

Dept: Educational Leadership

You searched for subject:(observation). Showing records 1 – 11 of 11 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters

1. Robinson, Nicole M. An Evaluation of the Effectiveness of the Demonstration Classroom Professional Learning Experience.

Degree: EdD Doctor of Education, Educational Leadership, 2016, National-Louis University

  The purpose of this project was to determine the effectiveness of the Demonstration Classroom professional development opportunity in meeting its stated goals: To increase… (more)

Subjects/Keywords: professional development for teachers; program evaluation; peer observation; personalized professional learning; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Robinson, N. M. (2016). An Evaluation of the Effectiveness of the Demonstration Classroom Professional Learning Experience. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/204

Chicago Manual of Style (16th Edition):

Robinson, Nicole M. “An Evaluation of the Effectiveness of the Demonstration Classroom Professional Learning Experience.” 2016. Doctoral Dissertation, National-Louis University. Accessed November 14, 2019. http://digitalcommons.nl.edu/diss/204.

MLA Handbook (7th Edition):

Robinson, Nicole M. “An Evaluation of the Effectiveness of the Demonstration Classroom Professional Learning Experience.” 2016. Web. 14 Nov 2019.

Vancouver:

Robinson NM. An Evaluation of the Effectiveness of the Demonstration Classroom Professional Learning Experience. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2019 Nov 14]. Available from: http://digitalcommons.nl.edu/diss/204.

Council of Science Editors:

Robinson NM. An Evaluation of the Effectiveness of the Demonstration Classroom Professional Learning Experience. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/204


University of California – Berkeley

2. Wayne, Matthew Robert. Visiting Classrooms: A Design Study to Support Principals' Instructional Leadership.

Degree: Educational Leadership, 2011, University of California – Berkeley

 Principals are expected to be instructional leaders. Research on instructional leadership indicates that when principals visit classrooms they can positively impact student achievement, teacher practice,… (more)

Subjects/Keywords: Educational leadership; Educational administration; classroom visits; design study; instructional leadership; observation; principals; teacher support

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wayne, M. R. (2011). Visiting Classrooms: A Design Study to Support Principals' Instructional Leadership. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/5gx750rz

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):

Wayne, Matthew Robert. “Visiting Classrooms: A Design Study to Support Principals' Instructional Leadership.” 2011. Thesis, University of California – Berkeley. Accessed November 14, 2019. http://www.escholarship.org/uc/item/5gx750rz.

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

MLA Handbook (7th Edition):

Wayne, Matthew Robert. “Visiting Classrooms: A Design Study to Support Principals' Instructional Leadership.” 2011. Web. 14 Nov 2019.

Vancouver:

Wayne MR. Visiting Classrooms: A Design Study to Support Principals' Instructional Leadership. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2019 Nov 14]. Available from: http://www.escholarship.org/uc/item/5gx750rz.

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

Council of Science Editors:

Wayne MR. Visiting Classrooms: A Design Study to Support Principals' Instructional Leadership. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/5gx750rz

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


East Tennessee State University

3. Greene, Amanda E. Pedometers Accelerometers and Observational Methods: A Comparison of Measurements of Physical Activity in Fourth-Grade Students.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

  In recent years physical inactivity among students has become a matter of great concern. Nearly 65% of students do not meet the daily recommended… (more)

Subjects/Keywords: childhood obesity; direct observation; accelerometer; pedometer; Physical activity; Exercise Science; Kinesiology; Life Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Greene, A. E. (2011). Pedometers Accelerometers and Observational Methods: A Comparison of Measurements of Physical Activity in Fourth-Grade Students. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1373

Chicago Manual of Style (16th Edition):

Greene, Amanda E. “Pedometers Accelerometers and Observational Methods: A Comparison of Measurements of Physical Activity in Fourth-Grade Students.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed November 14, 2019. https://dc.etsu.edu/etd/1373.

MLA Handbook (7th Edition):

Greene, Amanda E. “Pedometers Accelerometers and Observational Methods: A Comparison of Measurements of Physical Activity in Fourth-Grade Students.” 2011. Web. 14 Nov 2019.

Vancouver:

Greene AE. Pedometers Accelerometers and Observational Methods: A Comparison of Measurements of Physical Activity in Fourth-Grade Students. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2019 Nov 14]. Available from: https://dc.etsu.edu/etd/1373.

Council of Science Editors:

Greene AE. Pedometers Accelerometers and Observational Methods: A Comparison of Measurements of Physical Activity in Fourth-Grade Students. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1373


East Tennessee State University

4. Widener, Robert Edward, Jr. Evaluating Special Education Teachers: Do We Get the Job Done? A Regional Perspective.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

  Legislation enacted by federal and state governments has created a transition in the service delivery model of instruction provided to many students identified as… (more)

Subjects/Keywords: Special Education; Observation; Inclusion; Evaluation; Education; Educational Administration and Supervision; Special Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Widener, Robert Edward, J. (2011). Evaluating Special Education Teachers: Do We Get the Job Done? A Regional Perspective. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1287

Chicago Manual of Style (16th Edition):

Widener, Robert Edward, Jr. “Evaluating Special Education Teachers: Do We Get the Job Done? A Regional Perspective.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed November 14, 2019. https://dc.etsu.edu/etd/1287.

MLA Handbook (7th Edition):

Widener, Robert Edward, Jr. “Evaluating Special Education Teachers: Do We Get the Job Done? A Regional Perspective.” 2011. Web. 14 Nov 2019.

Vancouver:

Widener, Robert Edward J. Evaluating Special Education Teachers: Do We Get the Job Done? A Regional Perspective. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2019 Nov 14]. Available from: https://dc.etsu.edu/etd/1287.

Council of Science Editors:

Widener, Robert Edward J. Evaluating Special Education Teachers: Do We Get the Job Done? A Regional Perspective. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1287


East Tennessee State University

5. Sutton, Charles T, Mr. Teacher Attitudes and Practices that Support Student Learning.

Degree: EdD (Doctor of Education), Educational Leadership, 2014, East Tennessee State University

  Generally in today’s classrooms educators have the responsibility to develop teaching practices that are best suited for a particular group of learners. Since the… (more)

Subjects/Keywords: Teacher Observation; Classroom; Student Discipline; Management; Punishment; Bullying; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sutton, Charles T, M. (2014). Teacher Attitudes and Practices that Support Student Learning. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2358

Chicago Manual of Style (16th Edition):

Sutton, Charles T, Mr. “Teacher Attitudes and Practices that Support Student Learning.” 2014. Doctoral Dissertation, East Tennessee State University. Accessed November 14, 2019. https://dc.etsu.edu/etd/2358.

MLA Handbook (7th Edition):

Sutton, Charles T, Mr. “Teacher Attitudes and Practices that Support Student Learning.” 2014. Web. 14 Nov 2019.

Vancouver:

Sutton, Charles T M. Teacher Attitudes and Practices that Support Student Learning. [Internet] [Doctoral dissertation]. East Tennessee State University; 2014. [cited 2019 Nov 14]. Available from: https://dc.etsu.edu/etd/2358.

Council of Science Editors:

Sutton, Charles T M. Teacher Attitudes and Practices that Support Student Learning. [Doctoral Dissertation]. East Tennessee State University; 2014. Available from: https://dc.etsu.edu/etd/2358

6. Matari, Hanan. LAYING THE FOUNDATION TO IMPROVE LITERACY IN A K–12 ISLAMIC SCHOOL THROUGH THE INTRODUCTION OF A PROFESSIONAL LEARNING COMMUNITY: A FORMATIVE EVALUATION.

Degree: EdD Doctor of Education, Educational Leadership, 2019, National-Louis University

  To improve professional development, a professional learning community (PLC) was initiated at a small, K–12 Islamic school in northwest suburban Chicago, IL. This evaluation… (more)

Subjects/Keywords: Professional Learning Communities; Peer Observation; Professional Development; K-12 teachers; Educational Assessment, Evaluation, and Research; Language and Literacy Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Matari, H. (2019). LAYING THE FOUNDATION TO IMPROVE LITERACY IN A K–12 ISLAMIC SCHOOL THROUGH THE INTRODUCTION OF A PROFESSIONAL LEARNING COMMUNITY: A FORMATIVE EVALUATION. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/362

Chicago Manual of Style (16th Edition):

Matari, Hanan. “LAYING THE FOUNDATION TO IMPROVE LITERACY IN A K–12 ISLAMIC SCHOOL THROUGH THE INTRODUCTION OF A PROFESSIONAL LEARNING COMMUNITY: A FORMATIVE EVALUATION.” 2019. Doctoral Dissertation, National-Louis University. Accessed November 14, 2019. https://digitalcommons.nl.edu/diss/362.

MLA Handbook (7th Edition):

Matari, Hanan. “LAYING THE FOUNDATION TO IMPROVE LITERACY IN A K–12 ISLAMIC SCHOOL THROUGH THE INTRODUCTION OF A PROFESSIONAL LEARNING COMMUNITY: A FORMATIVE EVALUATION.” 2019. Web. 14 Nov 2019.

Vancouver:

Matari H. LAYING THE FOUNDATION TO IMPROVE LITERACY IN A K–12 ISLAMIC SCHOOL THROUGH THE INTRODUCTION OF A PROFESSIONAL LEARNING COMMUNITY: A FORMATIVE EVALUATION. [Internet] [Doctoral dissertation]. National-Louis University; 2019. [cited 2019 Nov 14]. Available from: https://digitalcommons.nl.edu/diss/362.

Council of Science Editors:

Matari H. LAYING THE FOUNDATION TO IMPROVE LITERACY IN A K–12 ISLAMIC SCHOOL THROUGH THE INTRODUCTION OF A PROFESSIONAL LEARNING COMMUNITY: A FORMATIVE EVALUATION. [Doctoral Dissertation]. National-Louis University; 2019. Available from: https://digitalcommons.nl.edu/diss/362


Kennesaw State University

7. Kelly, Sean. A Case Study Examining Teacher Responses to Principal Feedback of Class Observations.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership, 2014, Kennesaw State University

  Four teachers from each of the four major academic disciplines: Mathematics, Science, Social Studies, and English Language from a suburban high school in the… (more)

Subjects/Keywords: class room observation; teacher observation; feedback; response; supervisor; reflection; explanation; focus response; principal; qualitative method; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kelly, S. (2014). A Case Study Examining Teacher Responses to Principal Feedback of Class Observations. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/educleaddoc_etd/1

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):

Kelly, Sean. “A Case Study Examining Teacher Responses to Principal Feedback of Class Observations.” 2014. Thesis, Kennesaw State University. Accessed November 14, 2019. https://digitalcommons.kennesaw.edu/educleaddoc_etd/1.

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

MLA Handbook (7th Edition):

Kelly, Sean. “A Case Study Examining Teacher Responses to Principal Feedback of Class Observations.” 2014. Web. 14 Nov 2019.

Vancouver:

Kelly S. A Case Study Examining Teacher Responses to Principal Feedback of Class Observations. [Internet] [Thesis]. Kennesaw State University; 2014. [cited 2019 Nov 14]. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/1.

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

Council of Science Editors:

Kelly S. A Case Study Examining Teacher Responses to Principal Feedback of Class Observations. [Thesis]. Kennesaw State University; 2014. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/1

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

8. Roberts, Lesley S. Incorporating An Assessment of Mastery Motivation In Elementary School Students Within A School Psychological Evaluation.

Degree: EdD Doctor of Education, Educational Leadership, 2014, National-Louis University

  The purpose of this project was to explore and determine a systematic way of measuring Mastery Motivation in students. Mastery Motivation is a dimension… (more)

Subjects/Keywords: Mastery Motivation; Motivation; Success; Intelligence; Observation Tool; School Psychological Observations; Mastery Motivation; Success in Elementary School Students; Education; Educational Leadership; Educational Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Roberts, L. S. (2014). Incorporating An Assessment of Mastery Motivation In Elementary School Students Within A School Psychological Evaluation. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/87

Chicago Manual of Style (16th Edition):

Roberts, Lesley S. “Incorporating An Assessment of Mastery Motivation In Elementary School Students Within A School Psychological Evaluation.” 2014. Doctoral Dissertation, National-Louis University. Accessed November 14, 2019. http://digitalcommons.nl.edu/diss/87.

MLA Handbook (7th Edition):

Roberts, Lesley S. “Incorporating An Assessment of Mastery Motivation In Elementary School Students Within A School Psychological Evaluation.” 2014. Web. 14 Nov 2019.

Vancouver:

Roberts LS. Incorporating An Assessment of Mastery Motivation In Elementary School Students Within A School Psychological Evaluation. [Internet] [Doctoral dissertation]. National-Louis University; 2014. [cited 2019 Nov 14]. Available from: http://digitalcommons.nl.edu/diss/87.

Council of Science Editors:

Roberts LS. Incorporating An Assessment of Mastery Motivation In Elementary School Students Within A School Psychological Evaluation. [Doctoral Dissertation]. National-Louis University; 2014. Available from: http://digitalcommons.nl.edu/diss/87


East Tennessee State University

9. Reed-Wright, Karen. A Paradigm Shift in Professional Development: Weaving Threads of Understandings Through Job-Embedded Coaching for Increased Student Achievement.

Degree: EdD (Doctor of Education), Educational Leadership, 2009, East Tennessee State University

  The intent of this qualitative study was to investigate changes in teacher understandings and student achievement as a result of job-embedded coaching, a professional… (more)

Subjects/Keywords: dialogue; observation; best practices; teaching strategies; job-embedded; coaching; professional development; planning; reflection; classroom instruction; Education; Educational Assessment, Evaluation, and Research; Elementary Education and Teaching; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Reed-Wright, K. (2009). A Paradigm Shift in Professional Development: Weaving Threads of Understandings Through Job-Embedded Coaching for Increased Student Achievement. (Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1833

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):

Reed-Wright, Karen. “A Paradigm Shift in Professional Development: Weaving Threads of Understandings Through Job-Embedded Coaching for Increased Student Achievement.” 2009. Thesis, East Tennessee State University. Accessed November 14, 2019. https://dc.etsu.edu/etd/1833.

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

MLA Handbook (7th Edition):

Reed-Wright, Karen. “A Paradigm Shift in Professional Development: Weaving Threads of Understandings Through Job-Embedded Coaching for Increased Student Achievement.” 2009. Web. 14 Nov 2019.

Vancouver:

Reed-Wright K. A Paradigm Shift in Professional Development: Weaving Threads of Understandings Through Job-Embedded Coaching for Increased Student Achievement. [Internet] [Thesis]. East Tennessee State University; 2009. [cited 2019 Nov 14]. Available from: https://dc.etsu.edu/etd/1833.

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

Council of Science Editors:

Reed-Wright K. A Paradigm Shift in Professional Development: Weaving Threads of Understandings Through Job-Embedded Coaching for Increased Student Achievement. [Thesis]. East Tennessee State University; 2009. Available from: https://dc.etsu.edu/etd/1833

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

10. Clark, Carolyn A. Professional Growth: Informal Peer Observation.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, University of New England

  The practice of peer observation has recently gained attention as educational and political leaders examine teacher effectiveness. Prior research studies about peer observation were… (more)

Subjects/Keywords: peer observation; peer review; formative evaluation; teacher effectiveness; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration; Elementary Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Clark, C. A. (2017). Professional Growth: Informal Peer Observation. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/116

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):

Clark, Carolyn A. “Professional Growth: Informal Peer Observation.” 2017. Thesis, University of New England. Accessed November 14, 2019. https://dune.une.edu/theses/116.

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

MLA Handbook (7th Edition):

Clark, Carolyn A. “Professional Growth: Informal Peer Observation.” 2017. Web. 14 Nov 2019.

Vancouver:

Clark CA. Professional Growth: Informal Peer Observation. [Internet] [Thesis]. University of New England; 2017. [cited 2019 Nov 14]. Available from: https://dune.une.edu/theses/116.

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

Council of Science Editors:

Clark CA. Professional Growth: Informal Peer Observation. [Thesis]. University of New England; 2017. Available from: https://dune.une.edu/theses/116

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

11. Nasatir, Scott I. The Effects of Consistent Observation and Feedback on Teacher Practice and Motivation to Refine Instruction.

Degree: EdD Doctor of Education, Educational Leadership, 2016, National-Louis University

  This evaluation of a pilot program investigates the effects consistent observation and feedback had on teacher practice and motivation to refine instruction. An observation-feedback… (more)

Subjects/Keywords: Teacher; Evaluation; Observation; Feedback; Practice; Motivation; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Other Teacher Education and Professional Development; Secondary Education and Teaching; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Nasatir, S. I. (2016). The Effects of Consistent Observation and Feedback on Teacher Practice and Motivation to Refine Instruction. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/173

Chicago Manual of Style (16th Edition):

Nasatir, Scott I. “The Effects of Consistent Observation and Feedback on Teacher Practice and Motivation to Refine Instruction.” 2016. Doctoral Dissertation, National-Louis University. Accessed November 14, 2019. http://digitalcommons.nl.edu/diss/173.

MLA Handbook (7th Edition):

Nasatir, Scott I. “The Effects of Consistent Observation and Feedback on Teacher Practice and Motivation to Refine Instruction.” 2016. Web. 14 Nov 2019.

Vancouver:

Nasatir SI. The Effects of Consistent Observation and Feedback on Teacher Practice and Motivation to Refine Instruction. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2019 Nov 14]. Available from: http://digitalcommons.nl.edu/diss/173.

Council of Science Editors:

Nasatir SI. The Effects of Consistent Observation and Feedback on Teacher Practice and Motivation to Refine Instruction. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/173

.