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You searched for subject:(professional development). Showing records 1 – 30 of 4817 total matches.

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University of Georgia

1. Darden, George Washington. A study of the views and positions of school administrators toward professional development.

Degree: PhD, Social Foundations of Education, 2011, University of Georgia

 This multi-site case study focused on administrators who work in the schools of the Cobb County, Georgia, school system—one of the largest, most diverse, and… (more)

Subjects/Keywords: Professional development

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

APA (6th Edition):

Darden, G. W. (2011). A study of the views and positions of school administrators toward professional development. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/darden_george_w_201112_phd

Chicago Manual of Style (16th Edition):

Darden, George Washington. “A study of the views and positions of school administrators toward professional development.” 2011. Doctoral Dissertation, University of Georgia. Accessed August 17, 2018. http://purl.galileo.usg.edu/uga_etd/darden_george_w_201112_phd.

MLA Handbook (7th Edition):

Darden, George Washington. “A study of the views and positions of school administrators toward professional development.” 2011. Web. 17 Aug 2018.

Vancouver:

Darden GW. A study of the views and positions of school administrators toward professional development. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2018 Aug 17]. Available from: http://purl.galileo.usg.edu/uga_etd/darden_george_w_201112_phd.

Council of Science Editors:

Darden GW. A study of the views and positions of school administrators toward professional development. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/darden_george_w_201112_phd


University of Georgia

2. Reeves, Marion McCoy. Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction.

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

 Mandated changes in practice often leave experienced teachers in need of professional development. During the ten years prior to this study science teachers had been… (more)

Subjects/Keywords: professional development

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

APA (6th Edition):

Reeves, M. M. (2011). Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/reeves_marion_m_201112_phd

Chicago Manual of Style (16th Edition):

Reeves, Marion McCoy. “Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction.” 2011. Doctoral Dissertation, University of Georgia. Accessed August 17, 2018. http://purl.galileo.usg.edu/uga_etd/reeves_marion_m_201112_phd.

MLA Handbook (7th Edition):

Reeves, Marion McCoy. “Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction.” 2011. Web. 17 Aug 2018.

Vancouver:

Reeves MM. Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2018 Aug 17]. Available from: http://purl.galileo.usg.edu/uga_etd/reeves_marion_m_201112_phd.

Council of Science Editors:

Reeves MM. Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/reeves_marion_m_201112_phd


University of Georgia

3. Johnson, Melinda Louise. Writing 2.0: designing pathways to a 21st century writing pedagogy.

Degree: PhD, English Education, 2014, University of Georgia

 In this study, the author examines how teachers at a public middle school and high school in the Southeastern United States learn to incorporate digital… (more)

Subjects/Keywords: professional development

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APA (6th Edition):

Johnson, M. L. (2014). Writing 2.0: designing pathways to a 21st century writing pedagogy. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/johnson_melinda_l_201408_phd

Chicago Manual of Style (16th Edition):

Johnson, Melinda Louise. “Writing 2.0: designing pathways to a 21st century writing pedagogy.” 2014. Doctoral Dissertation, University of Georgia. Accessed August 17, 2018. http://purl.galileo.usg.edu/uga_etd/johnson_melinda_l_201408_phd.

MLA Handbook (7th Edition):

Johnson, Melinda Louise. “Writing 2.0: designing pathways to a 21st century writing pedagogy.” 2014. Web. 17 Aug 2018.

Vancouver:

Johnson ML. Writing 2.0: designing pathways to a 21st century writing pedagogy. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2018 Aug 17]. Available from: http://purl.galileo.usg.edu/uga_etd/johnson_melinda_l_201408_phd.

Council of Science Editors:

Johnson ML. Writing 2.0: designing pathways to a 21st century writing pedagogy. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/johnson_melinda_l_201408_phd


University of Georgia

4. Deaton, Cynthia C. Minchew. Examining evidence-based explanations in in-service science teachers' reflections.

Degree: PhD, Science Education, 2007, University of Georgia

 This qualitative study examined evidence-based explanations developed by in-service elementary science teachers as they reflected on their science teaching practice. To examine their evidence-based explanations,… (more)

Subjects/Keywords: professional development

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APA (6th Edition):

Deaton, C. C. M. (2007). Examining evidence-based explanations in in-service science teachers' reflections. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/minchew_cynthia_c_200712_phd

Chicago Manual of Style (16th Edition):

Deaton, Cynthia C Minchew. “Examining evidence-based explanations in in-service science teachers' reflections.” 2007. Doctoral Dissertation, University of Georgia. Accessed August 17, 2018. http://purl.galileo.usg.edu/uga_etd/minchew_cynthia_c_200712_phd.

MLA Handbook (7th Edition):

Deaton, Cynthia C Minchew. “Examining evidence-based explanations in in-service science teachers' reflections.” 2007. Web. 17 Aug 2018.

Vancouver:

Deaton CCM. Examining evidence-based explanations in in-service science teachers' reflections. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2018 Aug 17]. Available from: http://purl.galileo.usg.edu/uga_etd/minchew_cynthia_c_200712_phd.

Council of Science Editors:

Deaton CCM. Examining evidence-based explanations in in-service science teachers' reflections. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/minchew_cynthia_c_200712_phd


Addis Ababa University

5. Dagne, Dangarsa. Secondary school teachers’ practice of using Teaching portfolio in their professional Development, the case of Zala Wo .

Degree: 2014, Addis Ababa University

 The purpose of this study was to explore the practices of teaching portfolios in professional development of secondary schools in Zala Woreda. To realize these… (more)

Subjects/Keywords: professional development

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APA (6th Edition):

Dagne, D. (2014). Secondary school teachers’ practice of using Teaching portfolio in their professional Development, the case of Zala Wo . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7054

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):

Dagne, Dangarsa. “Secondary school teachers’ practice of using Teaching portfolio in their professional Development, the case of Zala Wo .” 2014. Thesis, Addis Ababa University. Accessed August 17, 2018. http://etd.aau.edu.et/dspace/handle/123456789/7054.

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

MLA Handbook (7th Edition):

Dagne, Dangarsa. “Secondary school teachers’ practice of using Teaching portfolio in their professional Development, the case of Zala Wo .” 2014. Web. 17 Aug 2018.

Vancouver:

Dagne D. Secondary school teachers’ practice of using Teaching portfolio in their professional Development, the case of Zala Wo . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2018 Aug 17]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7054.

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

Council of Science Editors:

Dagne D. Secondary school teachers’ practice of using Teaching portfolio in their professional Development, the case of Zala Wo . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7054

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


California State Polytechnic University – Pomona

6. Frenes-Gomez, Denisse. 6th - 8th Vertical Math Curriculum Alignment: Algebra as the Gatekeeper.

Degree: MA, Department of Education, 2018, California State Polytechnic University – Pomona

 The purpose of this project was to create a series of professional development workshops for 6th - 8th grade math teachers to provide support and… (more)

Subjects/Keywords: professional development

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

APA (6th Edition):

Frenes-Gomez, D. (2018). 6th - 8th Vertical Math Curriculum Alignment: Algebra as the Gatekeeper. (Masters Thesis). California State Polytechnic University – Pomona. Retrieved from http://hdl.handle.net/10211.3/199707

Chicago Manual of Style (16th Edition):

Frenes-Gomez, Denisse. “6th - 8th Vertical Math Curriculum Alignment: Algebra as the Gatekeeper.” 2018. Masters Thesis, California State Polytechnic University – Pomona. Accessed August 17, 2018. http://hdl.handle.net/10211.3/199707.

MLA Handbook (7th Edition):

Frenes-Gomez, Denisse. “6th - 8th Vertical Math Curriculum Alignment: Algebra as the Gatekeeper.” 2018. Web. 17 Aug 2018.

Vancouver:

Frenes-Gomez D. 6th - 8th Vertical Math Curriculum Alignment: Algebra as the Gatekeeper. [Internet] [Masters thesis]. California State Polytechnic University – Pomona; 2018. [cited 2018 Aug 17]. Available from: http://hdl.handle.net/10211.3/199707.

Council of Science Editors:

Frenes-Gomez D. 6th - 8th Vertical Math Curriculum Alignment: Algebra as the Gatekeeper. [Masters Thesis]. California State Polytechnic University – Pomona; 2018. Available from: http://hdl.handle.net/10211.3/199707


University of Zambia

7. Mataka, Sheba Moyo. Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia .

Degree: 2011, University of Zambia

 Continuing Professional Development (CPD) programmes are planned educational activities practiced both within and outside school, primarily to develop or upgrade the professional knowledge, skills, attitudes… (more)

Subjects/Keywords: Professional Development

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APA (6th Edition):

Mataka, S. M. (2011). Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/412

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):

Mataka, Sheba Moyo. “Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia .” 2011. Thesis, University of Zambia. Accessed August 17, 2018. http://hdl.handle.net/123456789/412.

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

MLA Handbook (7th Edition):

Mataka, Sheba Moyo. “Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia .” 2011. Web. 17 Aug 2018.

Vancouver:

Mataka SM. Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia . [Internet] [Thesis]. University of Zambia; 2011. [cited 2018 Aug 17]. Available from: http://hdl.handle.net/123456789/412.

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

Council of Science Editors:

Mataka SM. Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/412

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


University of Hawaii – Manoa

8. Walker, Michael Thomas. The neuroscience of decision-making : from heuristics to matrices, making thinking visible.

Degree: 2015, University of Hawaii – Manoa

D.Ed. University of Hawaii at Manoa 2014.

Everyone involved in education is a decision-maker, from classroom teachers to trustees, and the decisions we make are… (more)

Subjects/Keywords: professional development

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

APA (6th Edition):

Walker, M. T. (2015). The neuroscience of decision-making : from heuristics to matrices, making thinking visible. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/100354

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, Michael Thomas. “The neuroscience of decision-making : from heuristics to matrices, making thinking visible.” 2015. Thesis, University of Hawaii – Manoa. Accessed August 17, 2018. http://hdl.handle.net/10125/100354.

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

MLA Handbook (7th Edition):

Walker, Michael Thomas. “The neuroscience of decision-making : from heuristics to matrices, making thinking visible.” 2015. Web. 17 Aug 2018.

Vancouver:

Walker MT. The neuroscience of decision-making : from heuristics to matrices, making thinking visible. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2018 Aug 17]. Available from: http://hdl.handle.net/10125/100354.

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

Council of Science Editors:

Walker MT. The neuroscience of decision-making : from heuristics to matrices, making thinking visible. [Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/100354

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


University of Southern California

9. Kruizinga, Kristin Dawn. Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 One of the most influential factors affecting students’ academic performance consists of the pedagogical practices enacted within the classroom. Efforts to enhance teachers’ instructional practices… (more)

Subjects/Keywords: professional development; professional learning

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APA (6th Edition):

Kruizinga, K. D. (2012). Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3624

Chicago Manual of Style (16th Edition):

Kruizinga, Kristin Dawn. “Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development.” 2012. Doctoral Dissertation, University of Southern California. Accessed August 17, 2018. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3624.

MLA Handbook (7th Edition):

Kruizinga, Kristin Dawn. “Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development.” 2012. Web. 17 Aug 2018.

Vancouver:

Kruizinga KD. Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2018 Aug 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3624.

Council of Science Editors:

Kruizinga KD. Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3624


University of KwaZulu-Natal

10. Samuel, Michael Anthony. Beyond the Garden of Eden: deep teacher professional development.

Degree: 2009, University of KwaZulu-Natal

 Becoming a professional teacher is falsely understood to be a simple process: usually consisting of a transference of skills to execute classroom pedagogy or classroom… (more)

Subjects/Keywords: Teacher professional development.

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APA (6th Edition):

Samuel, M. A. (2009). Beyond the Garden of Eden: deep teacher professional development. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/10960

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):

Samuel, Michael Anthony. “Beyond the Garden of Eden: deep teacher professional development.” 2009. Thesis, University of KwaZulu-Natal. Accessed August 17, 2018. http://hdl.handle.net/10413/10960.

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

MLA Handbook (7th Edition):

Samuel, Michael Anthony. “Beyond the Garden of Eden: deep teacher professional development.” 2009. Web. 17 Aug 2018.

Vancouver:

Samuel MA. Beyond the Garden of Eden: deep teacher professional development. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2018 Aug 17]. Available from: http://hdl.handle.net/10413/10960.

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

Council of Science Editors:

Samuel MA. Beyond the Garden of Eden: deep teacher professional development. [Thesis]. University of KwaZulu-Natal; 2009. Available from: http://hdl.handle.net/10413/10960

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


University of Georgia

11. LeMoine, Lisa. Identification of predictors of educators' technology implementation.

Degree: EdD, Occupational Studies, 2007, University of Georgia

 New national reform movements and state-driven policies and standards have resulted in an increased demand for professional development at the local level, specifically in technology… (more)

Subjects/Keywords: Technology-professional development

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APA (6th Edition):

LeMoine, L. (2007). Identification of predictors of educators' technology implementation. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lemoine_lisa_w_200712_edd

Chicago Manual of Style (16th Edition):

LeMoine, Lisa. “Identification of predictors of educators' technology implementation.” 2007. Doctoral Dissertation, University of Georgia. Accessed August 17, 2018. http://purl.galileo.usg.edu/uga_etd/lemoine_lisa_w_200712_edd.

MLA Handbook (7th Edition):

LeMoine, Lisa. “Identification of predictors of educators' technology implementation.” 2007. Web. 17 Aug 2018.

Vancouver:

LeMoine L. Identification of predictors of educators' technology implementation. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2018 Aug 17]. Available from: http://purl.galileo.usg.edu/uga_etd/lemoine_lisa_w_200712_edd.

Council of Science Editors:

LeMoine L. Identification of predictors of educators' technology implementation. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/lemoine_lisa_w_200712_edd


University of Rochester

12. Berger, Marcy L. "There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol.

Degree: PhD, 2017, University of Rochester

 Some of the current policy regarding teacher assessment claims to offer both a way to evaluate teachers' effectiveness as well as a mechanism by which… (more)

Subjects/Keywords: Accountability; Professional development.

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

APA (6th Edition):

Berger, M. L. (2017). "There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/33057

Chicago Manual of Style (16th Edition):

Berger, Marcy L. “"There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol.” 2017. Doctoral Dissertation, University of Rochester. Accessed August 17, 2018. http://hdl.handle.net/1802/33057.

MLA Handbook (7th Edition):

Berger, Marcy L. “"There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol.” 2017. Web. 17 Aug 2018.

Vancouver:

Berger ML. "There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol. [Internet] [Doctoral dissertation]. University of Rochester; 2017. [cited 2018 Aug 17]. Available from: http://hdl.handle.net/1802/33057.

Council of Science Editors:

Berger ML. "There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol. [Doctoral Dissertation]. University of Rochester; 2017. Available from: http://hdl.handle.net/1802/33057


University of KwaZulu-Natal

13. [No author]. Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme.

Degree: Education, 2010, University of KwaZulu-Natal

 Apartheid education practices have left an indelible mark on Black students in South Africa even after 16 years of democratic rule. For many years tertiary… (more)

Subjects/Keywords: Professional development.; Education.

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APA (6th Edition):

author], [. (2010). Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/5435

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):

author], [No. “Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme. ” 2010. Thesis, University of KwaZulu-Natal. Accessed August 17, 2018. http://hdl.handle.net/10413/5435.

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

MLA Handbook (7th Edition):

author], [No. “Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme. ” 2010. Web. 17 Aug 2018.

Vancouver:

author] [. Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme. [Internet] [Thesis]. University of KwaZulu-Natal; 2010. [cited 2018 Aug 17]. Available from: http://hdl.handle.net/10413/5435.

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

Council of Science Editors:

author] [. Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme. [Thesis]. University of KwaZulu-Natal; 2010. Available from: http://hdl.handle.net/10413/5435

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

14. Schroeder, Patricia Anne. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.

Degree: 2013, Texas Digital Library

 The purpose of this qualitative case study was to build on a prior study that examined how principals acquired and applied new knowledge from professional(more)

Subjects/Keywords: principal professional development

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APA (6th Edition):

Schroeder, P. A. (2013). Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. (Thesis). Texas Digital Library. Retrieved from http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66678

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):

Schroeder, Patricia Anne. “Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.” 2013. Thesis, Texas Digital Library. Accessed August 17, 2018. http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66678.

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

MLA Handbook (7th Edition):

Schroeder, Patricia Anne. “Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.” 2013. Web. 17 Aug 2018.

Vancouver:

Schroeder PA. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. [Internet] [Thesis]. Texas Digital Library; 2013. [cited 2018 Aug 17]. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66678.

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

Council of Science Editors:

Schroeder PA. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. [Thesis]. Texas Digital Library; 2013. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66678

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


Addis Ababa University

15. Gebrehiwot, Kesete. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .

Degree: 2011, Addis Ababa University

 The study was suited in cluster school-Teacher Education Institutes relationship in Tigray Region which aims to investigate the status accomplishment, practice and challenges, impact along… (more)

Subjects/Keywords: teacher professional development

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

APA (6th Edition):

Gebrehiwot, K. (2011). The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6426

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):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Thesis, Addis Ababa University. Accessed August 17, 2018. http://etd.aau.edu.et/dspace/handle/123456789/6426.

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

MLA Handbook (7th Edition):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Web. 17 Aug 2018.

Vancouver:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Internet] [Thesis]. Addis Ababa University; 2011. [cited 2018 Aug 17]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6426.

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

Council of Science Editors:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Thesis]. Addis Ababa University; 2011. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6426

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


Addis Ababa University

16. Gebrehiwot, Kesete. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .

Degree: 2011, Addis Ababa University

 The study was suited in cluster school-Teacher Education Institutes relationship in Tigray Region which aims to investigate the status accomplishment, practice and challenges, impact along… (more)

Subjects/Keywords: teacher professional development

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

APA (6th Edition):

Gebrehiwot, K. (2011). The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6428

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):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Thesis, Addis Ababa University. Accessed August 17, 2018. http://etd.aau.edu.et/dspace/handle/123456789/6428.

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

MLA Handbook (7th Edition):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Web. 17 Aug 2018.

Vancouver:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Internet] [Thesis]. Addis Ababa University; 2011. [cited 2018 Aug 17]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6428.

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

Council of Science Editors:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Thesis]. Addis Ababa University; 2011. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6428

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


Addis Ababa University

17. HIRPA, BANE. RURAL SCHOOL TEACHERS’ PERSONAL INITIATIVE IN IMPROVEING PROFESSIONAL COMPETETNCES IN WEST SHEWA ZONE, OROMIYA REGIONAL STATE, ETHIOPIA .

Degree: 2015, Addis Ababa University

 The purpose of this study was to investigate teachers’ attitudes towards their own professional development, their perception on Major professional development actives and to what… (more)

Subjects/Keywords: professional development actives

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

APA (6th Edition):

HIRPA, B. (2015). RURAL SCHOOL TEACHERS’ PERSONAL INITIATIVE IN IMPROVEING PROFESSIONAL COMPETETNCES IN WEST SHEWA ZONE, OROMIYA REGIONAL STATE, ETHIOPIA . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7084

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):

HIRPA, BANE. “RURAL SCHOOL TEACHERS’ PERSONAL INITIATIVE IN IMPROVEING PROFESSIONAL COMPETETNCES IN WEST SHEWA ZONE, OROMIYA REGIONAL STATE, ETHIOPIA .” 2015. Thesis, Addis Ababa University. Accessed August 17, 2018. http://etd.aau.edu.et/dspace/handle/123456789/7084.

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

MLA Handbook (7th Edition):

HIRPA, BANE. “RURAL SCHOOL TEACHERS’ PERSONAL INITIATIVE IN IMPROVEING PROFESSIONAL COMPETETNCES IN WEST SHEWA ZONE, OROMIYA REGIONAL STATE, ETHIOPIA .” 2015. Web. 17 Aug 2018.

Vancouver:

HIRPA B. RURAL SCHOOL TEACHERS’ PERSONAL INITIATIVE IN IMPROVEING PROFESSIONAL COMPETETNCES IN WEST SHEWA ZONE, OROMIYA REGIONAL STATE, ETHIOPIA . [Internet] [Thesis]. Addis Ababa University; 2015. [cited 2018 Aug 17]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7084.

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

Council of Science Editors:

HIRPA B. RURAL SCHOOL TEACHERS’ PERSONAL INITIATIVE IN IMPROVEING PROFESSIONAL COMPETETNCES IN WEST SHEWA ZONE, OROMIYA REGIONAL STATE, ETHIOPIA . [Thesis]. Addis Ababa University; 2015. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7084

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


Addis Ababa University

18. MEHRETEAB, GEBRESELASSIE. PRINCIPALS’ ROLES IN FOSTERING TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN GOVERNMENT SECONDARY SCHOOLS OF ADDIS ABABA .

Degree: 2015, Addis Ababa University

 The researcher’s purpose of conducting this study was to investigate the role of school principals in fostering teacher continuous professional development (CPD). The researcher examined… (more)

Subjects/Keywords: continuous professional development

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

APA (6th Edition):

MEHRETEAB, G. (2015). PRINCIPALS’ ROLES IN FOSTERING TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN GOVERNMENT SECONDARY SCHOOLS OF ADDIS ABABA . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7855

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):

MEHRETEAB, GEBRESELASSIE. “PRINCIPALS’ ROLES IN FOSTERING TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN GOVERNMENT SECONDARY SCHOOLS OF ADDIS ABABA .” 2015. Thesis, Addis Ababa University. Accessed August 17, 2018. http://etd.aau.edu.et/dspace/handle/123456789/7855.

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

MLA Handbook (7th Edition):

MEHRETEAB, GEBRESELASSIE. “PRINCIPALS’ ROLES IN FOSTERING TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN GOVERNMENT SECONDARY SCHOOLS OF ADDIS ABABA .” 2015. Web. 17 Aug 2018.

Vancouver:

MEHRETEAB G. PRINCIPALS’ ROLES IN FOSTERING TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN GOVERNMENT SECONDARY SCHOOLS OF ADDIS ABABA . [Internet] [Thesis]. Addis Ababa University; 2015. [cited 2018 Aug 17]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7855.

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

Council of Science Editors:

MEHRETEAB G. PRINCIPALS’ ROLES IN FOSTERING TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN GOVERNMENT SECONDARY SCHOOLS OF ADDIS ABABA . [Thesis]. Addis Ababa University; 2015. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7855

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


University of Cape Town

19. Ritchie, Carol Jean. School management and the development of professional learning communities : a comparative case study.

Degree: MEd, School of Education, 2010, University of Cape Town

 This study compares the management practices at two primary schools with a similar socio-economic background but vastly differing academic results. I identify the extent to… (more)

Subjects/Keywords: Teachers - professional development

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

APA (6th Edition):

Ritchie, C. J. (2010). School management and the development of professional learning communities : a comparative case study. (Masters Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/14352

Chicago Manual of Style (16th Edition):

Ritchie, Carol Jean. “School management and the development of professional learning communities : a comparative case study.” 2010. Masters Thesis, University of Cape Town. Accessed August 17, 2018. http://hdl.handle.net/11427/14352.

MLA Handbook (7th Edition):

Ritchie, Carol Jean. “School management and the development of professional learning communities : a comparative case study.” 2010. Web. 17 Aug 2018.

Vancouver:

Ritchie CJ. School management and the development of professional learning communities : a comparative case study. [Internet] [Masters thesis]. University of Cape Town; 2010. [cited 2018 Aug 17]. Available from: http://hdl.handle.net/11427/14352.

Council of Science Editors:

Ritchie CJ. School management and the development of professional learning communities : a comparative case study. [Masters Thesis]. University of Cape Town; 2010. Available from: http://hdl.handle.net/11427/14352


California State University – Sacramento

20. Franzella, Shonna L. An evaluation of the 2008-2009 Beginning Teacher Support and Assessment seminars held in the Sacramento City Unified School District.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

 This paper examines the methods for presenting appropriate, meaningful professional development to beginning teachers. Research supports the following key elements of effective professional development: a… (more)

Subjects/Keywords: Education; Professional development

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APA (6th Edition):

Franzella, S. L. (2010). An evaluation of the 2008-2009 Beginning Teacher Support and Assessment seminars held in the Sacramento City Unified School District. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/524

Chicago Manual of Style (16th Edition):

Franzella, Shonna L. “An evaluation of the 2008-2009 Beginning Teacher Support and Assessment seminars held in the Sacramento City Unified School District.” 2010. Masters Thesis, California State University – Sacramento. Accessed August 17, 2018. http://hdl.handle.net/10211.9/524.

MLA Handbook (7th Edition):

Franzella, Shonna L. “An evaluation of the 2008-2009 Beginning Teacher Support and Assessment seminars held in the Sacramento City Unified School District.” 2010. Web. 17 Aug 2018.

Vancouver:

Franzella SL. An evaluation of the 2008-2009 Beginning Teacher Support and Assessment seminars held in the Sacramento City Unified School District. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2018 Aug 17]. Available from: http://hdl.handle.net/10211.9/524.

Council of Science Editors:

Franzella SL. An evaluation of the 2008-2009 Beginning Teacher Support and Assessment seminars held in the Sacramento City Unified School District. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/524


Penn State University

21. Brunner, Rhonda Aileen. The Perceived Impact of Professional Development on Attitudes and Beliefs and Actions and Behavior: A Comparative Case Study in an Urban District.

Degree: EdD, Educational Leadership, 2009, Penn State University

 Abstract Only a few studies link characteristics of professional development with teachers’ instruction and student achievement; however, over the past decade, considerable literature has emerged… (more)

Subjects/Keywords: professional development; literacy

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APA (6th Edition):

Brunner, R. A. (2009). The Perceived Impact of Professional Development on Attitudes and Beliefs and Actions and Behavior: A Comparative Case Study in an Urban District. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9971

Chicago Manual of Style (16th Edition):

Brunner, Rhonda Aileen. “The Perceived Impact of Professional Development on Attitudes and Beliefs and Actions and Behavior: A Comparative Case Study in an Urban District.” 2009. Doctoral Dissertation, Penn State University. Accessed August 17, 2018. https://etda.libraries.psu.edu/catalog/9971.

MLA Handbook (7th Edition):

Brunner, Rhonda Aileen. “The Perceived Impact of Professional Development on Attitudes and Beliefs and Actions and Behavior: A Comparative Case Study in an Urban District.” 2009. Web. 17 Aug 2018.

Vancouver:

Brunner RA. The Perceived Impact of Professional Development on Attitudes and Beliefs and Actions and Behavior: A Comparative Case Study in an Urban District. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2018 Aug 17]. Available from: https://etda.libraries.psu.edu/catalog/9971.

Council of Science Editors:

Brunner RA. The Perceived Impact of Professional Development on Attitudes and Beliefs and Actions and Behavior: A Comparative Case Study in an Urban District. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/9971


Texas A&M University

22. Schroeder, Patricia Anne. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.

Degree: 2013, Texas A&M University

 The purpose of this qualitative case study was to build on a prior study that examined how principals acquired and applied new knowledge from professional(more)

Subjects/Keywords: principal professional development

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APA (6th Edition):

Schroeder, P. A. (2013). Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151785

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):

Schroeder, Patricia Anne. “Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.” 2013. Thesis, Texas A&M University. Accessed August 17, 2018. http://hdl.handle.net/1969.1/151785.

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

MLA Handbook (7th Edition):

Schroeder, Patricia Anne. “Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.” 2013. Web. 17 Aug 2018.

Vancouver:

Schroeder PA. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2018 Aug 17]. Available from: http://hdl.handle.net/1969.1/151785.

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

Council of Science Editors:

Schroeder PA. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151785

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


University of Illinois – Chicago

23. Fierro, Jr., Raymond. Professional Development Curriculum as a Shaping Force for Police Training.

Degree: 2017, University of Illinois – Chicago

 Perhaps like never before, policing has been thrust into the national spotlight with every aspect of police practice scrutinized for its potential consequence for the… (more)

Subjects/Keywords: Professional Development; Curriculum

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APA (6th Edition):

Fierro, Jr., R. (2017). Professional Development Curriculum as a Shaping Force for Police Training. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21835

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):

Fierro, Jr., Raymond. “Professional Development Curriculum as a Shaping Force for Police Training.” 2017. Thesis, University of Illinois – Chicago. Accessed August 17, 2018. http://hdl.handle.net/10027/21835.

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

MLA Handbook (7th Edition):

Fierro, Jr., Raymond. “Professional Development Curriculum as a Shaping Force for Police Training.” 2017. Web. 17 Aug 2018.

Vancouver:

Fierro, Jr. R. Professional Development Curriculum as a Shaping Force for Police Training. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2018 Aug 17]. Available from: http://hdl.handle.net/10027/21835.

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

Council of Science Editors:

Fierro, Jr. R. Professional Development Curriculum as a Shaping Force for Police Training. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21835

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


University of Texas – Austin

24. Jones, Sara Jolly. An evaluation of professional development methods and their effects on teachers' technological pedogogical content knowledge and technology use.

Degree: Educational Psychology, 2011, University of Texas – Austin

 Although technology is becoming more common in schools, effectively integrating technology into the classroom can be a challenge for teachers. Teachers must understand how technology… (more)

Subjects/Keywords: Professional development; Technology

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APA (6th Edition):

Jones, S. J. (2011). An evaluation of professional development methods and their effects on teachers' technological pedogogical content knowledge and technology use. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-08-4324

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):

Jones, Sara Jolly. “An evaluation of professional development methods and their effects on teachers' technological pedogogical content knowledge and technology use.” 2011. Thesis, University of Texas – Austin. Accessed August 17, 2018. http://hdl.handle.net/2152/ETD-UT-2011-08-4324.

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

MLA Handbook (7th Edition):

Jones, Sara Jolly. “An evaluation of professional development methods and their effects on teachers' technological pedogogical content knowledge and technology use.” 2011. Web. 17 Aug 2018.

Vancouver:

Jones SJ. An evaluation of professional development methods and their effects on teachers' technological pedogogical content knowledge and technology use. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2018 Aug 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-4324.

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

Council of Science Editors:

Jones SJ. An evaluation of professional development methods and their effects on teachers' technological pedogogical content knowledge and technology use. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-4324

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


Colorado State University

25. Cindrich, Cindy. The phenomena driving youth professional development initiatives in northeastern Colorado.

Degree: PhD, Education, 2017, Colorado State University

 The purpose of the study was to describe the phenomena driving youth professional development initiatives across 10 counties in northeastern Colorado by interpreting open-ended surveys… (more)

Subjects/Keywords: Workforce Development; Professional Development; Youth

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APA (6th Edition):

Cindrich, C. (2017). The phenomena driving youth professional development initiatives in northeastern Colorado. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/183954

Chicago Manual of Style (16th Edition):

Cindrich, Cindy. “The phenomena driving youth professional development initiatives in northeastern Colorado.” 2017. Doctoral Dissertation, Colorado State University. Accessed August 17, 2018. http://hdl.handle.net/10217/183954.

MLA Handbook (7th Edition):

Cindrich, Cindy. “The phenomena driving youth professional development initiatives in northeastern Colorado.” 2017. Web. 17 Aug 2018.

Vancouver:

Cindrich C. The phenomena driving youth professional development initiatives in northeastern Colorado. [Internet] [Doctoral dissertation]. Colorado State University; 2017. [cited 2018 Aug 17]. Available from: http://hdl.handle.net/10217/183954.

Council of Science Editors:

Cindrich C. The phenomena driving youth professional development initiatives in northeastern Colorado. [Doctoral Dissertation]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/183954


University of Zambia

26. Mapipo, Hellen. Continuous professional development of regular teachers in special educational needs: A case of Copperbelt Province, Zambia .

Degree: 2013, University of Zambia

 The lifelong learning and career development known as continuous professional development (CPD) of teachers is emerging as a key priority area internationally. Continuous professional development(more)

Subjects/Keywords: Career Development; Professional Development

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APA (6th Edition):

Mapipo, H. (2013). Continuous professional development of regular teachers in special educational needs: A case of Copperbelt Province, Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3061

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):

Mapipo, Hellen. “Continuous professional development of regular teachers in special educational needs: A case of Copperbelt Province, Zambia .” 2013. Thesis, University of Zambia. Accessed August 17, 2018. http://hdl.handle.net/123456789/3061.

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

MLA Handbook (7th Edition):

Mapipo, Hellen. “Continuous professional development of regular teachers in special educational needs: A case of Copperbelt Province, Zambia .” 2013. Web. 17 Aug 2018.

Vancouver:

Mapipo H. Continuous professional development of regular teachers in special educational needs: A case of Copperbelt Province, Zambia . [Internet] [Thesis]. University of Zambia; 2013. [cited 2018 Aug 17]. Available from: http://hdl.handle.net/123456789/3061.

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

Council of Science Editors:

Mapipo H. Continuous professional development of regular teachers in special educational needs: A case of Copperbelt Province, Zambia . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/3061

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


University of Alberta

27. Rivard Magnan, Annette M. Effects of professional commitment and organizational context on the professional development of Canadian occupational therapists.

Degree: PhD, Faculty of Rehabilitation Medicine, 2010, University of Alberta

 Over the past two decades, health care has undergone massive change, both in scientific and technological advancements, and in the manner in which services are… (more)

Subjects/Keywords: organizational context; professional commitment; professional development

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APA (6th Edition):

Rivard Magnan, A. M. (2010). Effects of professional commitment and organizational context on the professional development of Canadian occupational therapists. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/bn999845c

Chicago Manual of Style (16th Edition):

Rivard Magnan, Annette M. “Effects of professional commitment and organizational context on the professional development of Canadian occupational therapists.” 2010. Doctoral Dissertation, University of Alberta. Accessed August 17, 2018. https://era.library.ualberta.ca/files/bn999845c.

MLA Handbook (7th Edition):

Rivard Magnan, Annette M. “Effects of professional commitment and organizational context on the professional development of Canadian occupational therapists.” 2010. Web. 17 Aug 2018.

Vancouver:

Rivard Magnan AM. Effects of professional commitment and organizational context on the professional development of Canadian occupational therapists. [Internet] [Doctoral dissertation]. University of Alberta; 2010. [cited 2018 Aug 17]. Available from: https://era.library.ualberta.ca/files/bn999845c.

Council of Science Editors:

Rivard Magnan AM. Effects of professional commitment and organizational context on the professional development of Canadian occupational therapists. [Doctoral Dissertation]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/bn999845c


Texas A&M University

28. Rashe, Rachel. Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students.

Degree: 2012, Texas A&M University

 Higher education is currently facing a number of challenges that are leading doctoral students to seek employment outside of the traditional research-focused institution. With students… (more)

Subjects/Keywords: Professional development; professional socialization; communication; doctoral students

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APA (6th Edition):

Rashe, R. (2012). Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11574

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):

Rashe, Rachel. “Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students.” 2012. Thesis, Texas A&M University. Accessed August 17, 2018. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11574.

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

MLA Handbook (7th Edition):

Rashe, Rachel. “Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students.” 2012. Web. 17 Aug 2018.

Vancouver:

Rashe R. Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2018 Aug 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11574.

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

Council of Science Editors:

Rashe R. Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11574

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


Northeastern University

29. Damon, Patrick J. Professional relationships: an interpretive phenomenological analysis of professional development experiences and teacher's self-efficacy.

Degree: EdD, School of Education, 2016, Northeastern University

 Federal legislation continually draws attention to public education requiring more assessments, higher standards for learning, and rigorous instruction. To address this concern, emphasis is placed… (more)

Subjects/Keywords: professional development; professional efficacy; self-efficacy

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

APA (6th Edition):

Damon, P. J. (2016). Professional relationships: an interpretive phenomenological analysis of professional development experiences and teacher's self-efficacy. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20237070

Chicago Manual of Style (16th Edition):

Damon, Patrick J. “Professional relationships: an interpretive phenomenological analysis of professional development experiences and teacher's self-efficacy.” 2016. Doctoral Dissertation, Northeastern University. Accessed August 17, 2018. http://hdl.handle.net/2047/D20237070.

MLA Handbook (7th Edition):

Damon, Patrick J. “Professional relationships: an interpretive phenomenological analysis of professional development experiences and teacher's self-efficacy.” 2016. Web. 17 Aug 2018.

Vancouver:

Damon PJ. Professional relationships: an interpretive phenomenological analysis of professional development experiences and teacher's self-efficacy. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2018 Aug 17]. Available from: http://hdl.handle.net/2047/D20237070.

Council of Science Editors:

Damon PJ. Professional relationships: an interpretive phenomenological analysis of professional development experiences and teacher's self-efficacy. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20237070


Georgia State University

30. Gul, Tugce. Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity.

Degree: PhD, Middle and Secondary Education, 2016, Georgia State University

  The importance of teacher leadership has received intense interest as an area of educational research over the past three decades (Crowther, Kaagan, Ferguson &… (more)

Subjects/Keywords: Teacher leadership; Professional development; Professional identity; Professional vision; Teacher-driven professional development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gul, T. (2016). Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/17

Chicago Manual of Style (16th Edition):

Gul, Tugce. “Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity.” 2016. Doctoral Dissertation, Georgia State University. Accessed August 17, 2018. https://scholarworks.gsu.edu/mse_diss/17.

MLA Handbook (7th Edition):

Gul, Tugce. “Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity.” 2016. Web. 17 Aug 2018.

Vancouver:

Gul T. Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2018 Aug 17]. Available from: https://scholarworks.gsu.edu/mse_diss/17.

Council of Science Editors:

Gul T. Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/17

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