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You searched for subject:(professional learning community). Showing records 1 – 30 of 231 total matches.

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University of Georgia

1. Kwon, Na Young. Understanding a teachers' community that used a partnership.

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

 The purposes of this study were to understand teachers and teacher educators in the context of community and to contribute to the research on professional(more)

Subjects/Keywords: professional learning community

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APA (6th Edition):

Kwon, N. Y. (2007). Understanding a teachers' community that used a partnership. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kwon_na-young_200712_phd

Chicago Manual of Style (16th Edition):

Kwon, Na Young. “Understanding a teachers' community that used a partnership.” 2007. Doctoral Dissertation, University of Georgia. Accessed October 19, 2019. http://purl.galileo.usg.edu/uga_etd/kwon_na-young_200712_phd.

MLA Handbook (7th Edition):

Kwon, Na Young. “Understanding a teachers' community that used a partnership.” 2007. Web. 19 Oct 2019.

Vancouver:

Kwon NY. Understanding a teachers' community that used a partnership. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Oct 19]. Available from: http://purl.galileo.usg.edu/uga_etd/kwon_na-young_200712_phd.

Council of Science Editors:

Kwon NY. Understanding a teachers' community that used a partnership. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/kwon_na-young_200712_phd


Virginia Tech

2. Jones, Stanley Bernard. An Investigation of Assistant Principals', Teachers', and Principals' Perceptions of Their Schools as Professional Learning Communities.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Virginia Tech

 The purpose of this study was to investigate assistant principals', teachers', and principals' perceptions of their schools as professional learning communities. The researcher examined how… (more)

Subjects/Keywords: Professional Learning Community

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APA (6th Edition):

Jones, S. B. (2011). An Investigation of Assistant Principals', Teachers', and Principals' Perceptions of Their Schools as Professional Learning Communities. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77329

Chicago Manual of Style (16th Edition):

Jones, Stanley Bernard. “An Investigation of Assistant Principals', Teachers', and Principals' Perceptions of Their Schools as Professional Learning Communities.” 2011. Doctoral Dissertation, Virginia Tech. Accessed October 19, 2019. http://hdl.handle.net/10919/77329.

MLA Handbook (7th Edition):

Jones, Stanley Bernard. “An Investigation of Assistant Principals', Teachers', and Principals' Perceptions of Their Schools as Professional Learning Communities.” 2011. Web. 19 Oct 2019.

Vancouver:

Jones SB. An Investigation of Assistant Principals', Teachers', and Principals' Perceptions of Their Schools as Professional Learning Communities. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10919/77329.

Council of Science Editors:

Jones SB. An Investigation of Assistant Principals', Teachers', and Principals' Perceptions of Their Schools as Professional Learning Communities. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/77329


Virginia Tech

3. Greer, Janet Agnes. Professional Learning and Collaboration.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech

 The American education system must utilize collaboration to meet the challenges and demands our culture poses for schools. Deeply rooted processes and structures favor teaching… (more)

Subjects/Keywords: collaboration; professional learning community

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APA (6th Edition):

Greer, J. A. (2012). Professional Learning and Collaboration. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26463

Chicago Manual of Style (16th Edition):

Greer, Janet Agnes. “Professional Learning and Collaboration.” 2012. Doctoral Dissertation, Virginia Tech. Accessed October 19, 2019. http://hdl.handle.net/10919/26463.

MLA Handbook (7th Edition):

Greer, Janet Agnes. “Professional Learning and Collaboration.” 2012. Web. 19 Oct 2019.

Vancouver:

Greer JA. Professional Learning and Collaboration. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10919/26463.

Council of Science Editors:

Greer JA. Professional Learning and Collaboration. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/26463


University of Texas – Austin

4. -8853-3850. Online teacher learning communities : how can Facebook support professional development?.

Degree: PhD, Science, Technology, Engineering & Mathematics Education, 2018, University of Texas – Austin

 Developing and supporting teacher identity has been largely overlooked in the professional development arena. Components of identity are typically associated with the more affective development… (more)

Subjects/Keywords: Professional development; Teacher identity; Professional identity; Online learning; Professional learning community; Professional development tools

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APA (6th Edition):

-8853-3850. (2018). Online teacher learning communities : how can Facebook support professional development?. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/67651

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-8853-3850. “Online teacher learning communities : how can Facebook support professional development?.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed October 19, 2019. http://hdl.handle.net/2152/67651.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-8853-3850. “Online teacher learning communities : how can Facebook support professional development?.” 2018. Web. 19 Oct 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8853-3850. Online teacher learning communities : how can Facebook support professional development?. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2152/67651.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-8853-3850. Online teacher learning communities : how can Facebook support professional development?. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/67651

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

5. Starks, Kenyatta. A PLAN TO IMPROVE IMPLEMENTATION FOR PROFESSIONAL LEARNING FOR TEACHERS THAT IS SUSTAINABLE AND EFFECTIVE.

Degree: EdD Doctor of Education, Educational Leadership, 2018, National-Louis University

  Every school seeks to heighten student achievement. Committed and skilled teachers are instrumental in reaching this goal. Focused professional learning opportunities help support the… (more)

Subjects/Keywords: professional learning; small group; professional learning community; teacher efficacy; Education

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APA (6th Edition):

Starks, K. (2018). A PLAN TO IMPROVE IMPLEMENTATION FOR PROFESSIONAL LEARNING FOR TEACHERS THAT IS SUSTAINABLE AND EFFECTIVE. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/272

Chicago Manual of Style (16th Edition):

Starks, Kenyatta. “A PLAN TO IMPROVE IMPLEMENTATION FOR PROFESSIONAL LEARNING FOR TEACHERS THAT IS SUSTAINABLE AND EFFECTIVE.” 2018. Doctoral Dissertation, National-Louis University. Accessed October 19, 2019. https://digitalcommons.nl.edu/diss/272.

MLA Handbook (7th Edition):

Starks, Kenyatta. “A PLAN TO IMPROVE IMPLEMENTATION FOR PROFESSIONAL LEARNING FOR TEACHERS THAT IS SUSTAINABLE AND EFFECTIVE.” 2018. Web. 19 Oct 2019.

Vancouver:

Starks K. A PLAN TO IMPROVE IMPLEMENTATION FOR PROFESSIONAL LEARNING FOR TEACHERS THAT IS SUSTAINABLE AND EFFECTIVE. [Internet] [Doctoral dissertation]. National-Louis University; 2018. [cited 2019 Oct 19]. Available from: https://digitalcommons.nl.edu/diss/272.

Council of Science Editors:

Starks K. A PLAN TO IMPROVE IMPLEMENTATION FOR PROFESSIONAL LEARNING FOR TEACHERS THAT IS SUSTAINABLE AND EFFECTIVE. [Doctoral Dissertation]. National-Louis University; 2018. Available from: https://digitalcommons.nl.edu/diss/272


Boston College

6. Nolin, Anna Patricia; Arnold, Erik Paul; Cohen, Peter D.; Flanagan, Gina Eva. Framing Innovation: Do Professional Learning Communities Influence Acceptance of Large-Scale Technology Initiatives?.

Degree: EdD, Educational Leadership and Higher Education, 2014, Boston College

 This study explored the role of professional learning communities for district leadership implementing large-scale technology initiatives such as 1:1 implementations (one computing device for every… (more)

Subjects/Keywords: Collaboration; Innovation; Learning Organization; Professional Learning Community; Technology; Technology Professional Development

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APA (6th Edition):

Nolin, Anna Patricia; Arnold, Erik Paul; Cohen, Peter D.; Flanagan, G. E. (2014). Framing Innovation: Do Professional Learning Communities Influence Acceptance of Large-Scale Technology Initiatives?. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101650

Chicago Manual of Style (16th Edition):

Nolin, Anna Patricia; Arnold, Erik Paul; Cohen, Peter D.; Flanagan, Gina Eva. “Framing Innovation: Do Professional Learning Communities Influence Acceptance of Large-Scale Technology Initiatives?.” 2014. Doctoral Dissertation, Boston College. Accessed October 19, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101650.

MLA Handbook (7th Edition):

Nolin, Anna Patricia; Arnold, Erik Paul; Cohen, Peter D.; Flanagan, Gina Eva. “Framing Innovation: Do Professional Learning Communities Influence Acceptance of Large-Scale Technology Initiatives?.” 2014. Web. 19 Oct 2019.

Vancouver:

Nolin, Anna Patricia; Arnold, Erik Paul; Cohen, Peter D.; Flanagan GE. Framing Innovation: Do Professional Learning Communities Influence Acceptance of Large-Scale Technology Initiatives?. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2019 Oct 19]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101650.

Council of Science Editors:

Nolin, Anna Patricia; Arnold, Erik Paul; Cohen, Peter D.; Flanagan GE. Framing Innovation: Do Professional Learning Communities Influence Acceptance of Large-Scale Technology Initiatives?. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101650


University of Canterbury

7. Aman, Amira. Mentoring : professional learning in a quality learning circle.

Degree: Education, 2014, University of Canterbury

 There is a wealth of literature on the induction and support of provisionally registered teachers (Boreen, 2009; Bubb, 2007; Cameron, Lovett, & Garvey Berger, 2007)… (more)

Subjects/Keywords: mentoring; professional learning; professional learning community; quality learning circle; educative mentoring; learning conversations; reflection.

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APA (6th Edition):

Aman, A. (2014). Mentoring : professional learning in a quality learning circle. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/9743

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):

Aman, Amira. “Mentoring : professional learning in a quality learning circle.” 2014. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/9743.

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

MLA Handbook (7th Edition):

Aman, Amira. “Mentoring : professional learning in a quality learning circle.” 2014. Web. 19 Oct 2019.

Vancouver:

Aman A. Mentoring : professional learning in a quality learning circle. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/9743.

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

Council of Science Editors:

Aman A. Mentoring : professional learning in a quality learning circle. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/9743

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


Temple University

8. Wiestling, Troy L. The Relationship Between Transformational Leadership Practices and Developing a Professional Learning Community.

Degree: 2010, Temple University

Educational Administration

Ed.D.

This quantitative study investigated self-perception of elementary school principals' leadership practices and the impact of these practices on developing and fostering a… (more)

Subjects/Keywords: Education, Administration; community; leadership; learning; professional; transformational

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APA (6th Edition):

Wiestling, T. L. (2010). The Relationship Between Transformational Leadership Practices and Developing a Professional Learning Community. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,88657

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):

Wiestling, Troy L. “The Relationship Between Transformational Leadership Practices and Developing a Professional Learning Community.” 2010. Thesis, Temple University. Accessed October 19, 2019. http://digital.library.temple.edu/u?/p245801coll10,88657.

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

MLA Handbook (7th Edition):

Wiestling, Troy L. “The Relationship Between Transformational Leadership Practices and Developing a Professional Learning Community.” 2010. Web. 19 Oct 2019.

Vancouver:

Wiestling TL. The Relationship Between Transformational Leadership Practices and Developing a Professional Learning Community. [Internet] [Thesis]. Temple University; 2010. [cited 2019 Oct 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,88657.

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

Council of Science Editors:

Wiestling TL. The Relationship Between Transformational Leadership Practices and Developing a Professional Learning Community. [Thesis]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,88657

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

9. Vogel, Rebecca. Professional Learning Communities and Student Achievement .

Degree: 2012, California State University – San Marcos

 This purpose of this mixed-method case study was to investigate the affects of district mandated Professional Learning Community (PLC) forms on teacher collaboration and student… (more)

Subjects/Keywords: Professional Learning Community,; teacher collaboration; student achievement

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APA (6th Edition):

Vogel, R. (2012). Professional Learning Communities and Student Achievement . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/235

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):

Vogel, Rebecca. “Professional Learning Communities and Student Achievement .” 2012. Thesis, California State University – San Marcos. Accessed October 19, 2019. http://hdl.handle.net/10211.8/235.

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

MLA Handbook (7th Edition):

Vogel, Rebecca. “Professional Learning Communities and Student Achievement .” 2012. Web. 19 Oct 2019.

Vancouver:

Vogel R. Professional Learning Communities and Student Achievement . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10211.8/235.

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

Council of Science Editors:

Vogel R. Professional Learning Communities and Student Achievement . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/235

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

10. Rittenour, Nicole K. The Use of Principal Professional Learning Communities by Secondary Principals in Minnesota.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2017, St. Cloud State University

  Principals in Minnesota are required to remain current in knowledge of leadership for relicensure and evaluation purposes. One method used by Minnesota principals to… (more)

Subjects/Keywords: principal; professional learning community; Educational Leadership

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APA (6th Edition):

Rittenour, N. K. (2017). The Use of Principal Professional Learning Communities by Secondary Principals in Minnesota. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/26

Chicago Manual of Style (16th Edition):

Rittenour, Nicole K. “The Use of Principal Professional Learning Communities by Secondary Principals in Minnesota.” 2017. Doctoral Dissertation, St. Cloud State University. Accessed October 19, 2019. https://repository.stcloudstate.edu/edad_etds/26.

MLA Handbook (7th Edition):

Rittenour, Nicole K. “The Use of Principal Professional Learning Communities by Secondary Principals in Minnesota.” 2017. Web. 19 Oct 2019.

Vancouver:

Rittenour NK. The Use of Principal Professional Learning Communities by Secondary Principals in Minnesota. [Internet] [Doctoral dissertation]. St. Cloud State University; 2017. [cited 2019 Oct 19]. Available from: https://repository.stcloudstate.edu/edad_etds/26.

Council of Science Editors:

Rittenour NK. The Use of Principal Professional Learning Communities by Secondary Principals in Minnesota. [Doctoral Dissertation]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/edad_etds/26


University of Southern California

11. Reynolds, David. How professional learning communities use student data to increase achievement.

Degree: EdD, Education (Leadership), 2008, University of Southern California

 No Child Left Behind has brought an increased expectation of accountability for all students. Professional Learning Communities is a strategy in which teachers can analyze… (more)

Subjects/Keywords: Professional Learning Community

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APA (6th Edition):

Reynolds, D. (2008). How professional learning communities use student data to increase achievement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/71149/rec/3252

Chicago Manual of Style (16th Edition):

Reynolds, David. “How professional learning communities use student data to increase achievement.” 2008. Doctoral Dissertation, University of Southern California. Accessed October 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/71149/rec/3252.

MLA Handbook (7th Edition):

Reynolds, David. “How professional learning communities use student data to increase achievement.” 2008. Web. 19 Oct 2019.

Vancouver:

Reynolds D. How professional learning communities use student data to increase achievement. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 Oct 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/71149/rec/3252.

Council of Science Editors:

Reynolds D. How professional learning communities use student data to increase achievement. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/71149/rec/3252


University of New Orleans

12. Adams, Kelvin. The Impact of Whole Faculty Study Groups and Peer Observations on the Professional Learning Community.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2005, University of New Orleans

 In an era of school reform it should not be uncommon for educators to review every strategy or tool to initiate changes that will result… (more)

Subjects/Keywords: Professional Learning Community

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APA (6th Edition):

Adams, K. (2005). The Impact of Whole Faculty Study Groups and Peer Observations on the Professional Learning Community. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/253

Chicago Manual of Style (16th Edition):

Adams, Kelvin. “The Impact of Whole Faculty Study Groups and Peer Observations on the Professional Learning Community.” 2005. Doctoral Dissertation, University of New Orleans. Accessed October 19, 2019. https://scholarworks.uno.edu/td/253.

MLA Handbook (7th Edition):

Adams, Kelvin. “The Impact of Whole Faculty Study Groups and Peer Observations on the Professional Learning Community.” 2005. Web. 19 Oct 2019.

Vancouver:

Adams K. The Impact of Whole Faculty Study Groups and Peer Observations on the Professional Learning Community. [Internet] [Doctoral dissertation]. University of New Orleans; 2005. [cited 2019 Oct 19]. Available from: https://scholarworks.uno.edu/td/253.

Council of Science Editors:

Adams K. The Impact of Whole Faculty Study Groups and Peer Observations on the Professional Learning Community. [Doctoral Dissertation]. University of New Orleans; 2005. Available from: https://scholarworks.uno.edu/td/253


Virginia Tech

13. Hurd, Charles C. The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement.

Degree: PhD, Educational Leadership and Policy Studies, 2010, Virginia Tech

 This case study examined the principles of a professional learning community (PLC) in an elementary school setting and their impact on instructional practices and effect… (more)

Subjects/Keywords: Collaboration; English Language Learner; Professional Learning Community

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

APA (6th Edition):

Hurd, C. C. (2010). The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26703

Chicago Manual of Style (16th Edition):

Hurd, Charles C. “The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement.” 2010. Doctoral Dissertation, Virginia Tech. Accessed October 19, 2019. http://hdl.handle.net/10919/26703.

MLA Handbook (7th Edition):

Hurd, Charles C. “The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement.” 2010. Web. 19 Oct 2019.

Vancouver:

Hurd CC. The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10919/26703.

Council of Science Editors:

Hurd CC. The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26703


Georgia State University

14. Henderson, Jennifer. Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development.

Degree: Doctor of Education (EdD), Middle and Secondary Education, 2018, Georgia State University

  The purpose of this qualitative research study was to determine how learning about research-based principles of student learning shifts teacher professional dialogue within an… (more)

Subjects/Keywords: Professional Learning Community; Student Learning; Professional Dialogue; Embedded Professional Development. Algebra 1; Secondary Mathematics

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APA (6th Edition):

Henderson, J. (2018). Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/69

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):

Henderson, Jennifer. “Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development.” 2018. Thesis, Georgia State University. Accessed October 19, 2019. https://scholarworks.gsu.edu/mse_diss/69.

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

MLA Handbook (7th Edition):

Henderson, Jennifer. “Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development.” 2018. Web. 19 Oct 2019.

Vancouver:

Henderson J. Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development. [Internet] [Thesis]. Georgia State University; 2018. [cited 2019 Oct 19]. Available from: https://scholarworks.gsu.edu/mse_diss/69.

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

Council of Science Editors:

Henderson J. Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/69

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


Universiteit Utrecht

15. Geerling, J. De Centrale Opleidingscommissie als Professional Learning Community.

Degree: 2016, Universiteit Utrecht

 Onze snel veranderende samenleving noodzaakt organisaties en professionals continue te blijven leren en meegroeien. Mensen leren niet alleen tijdens opleidingen en trainingen, maar juist ook… (more)

Subjects/Keywords: Professional Learning Community; Centrale Opleidingscommissie; Professional Development; Samenwerkend leren; Medische vervolgopleidingen

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APA (6th Edition):

Geerling, J. (2016). De Centrale Opleidingscommissie als Professional Learning Community. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/328804

Chicago Manual of Style (16th Edition):

Geerling, J. “De Centrale Opleidingscommissie als Professional Learning Community.” 2016. Masters Thesis, Universiteit Utrecht. Accessed October 19, 2019. http://dspace.library.uu.nl:8080/handle/1874/328804.

MLA Handbook (7th Edition):

Geerling, J. “De Centrale Opleidingscommissie als Professional Learning Community.” 2016. Web. 19 Oct 2019.

Vancouver:

Geerling J. De Centrale Opleidingscommissie als Professional Learning Community. [Internet] [Masters thesis]. Universiteit Utrecht; 2016. [cited 2019 Oct 19]. Available from: http://dspace.library.uu.nl:8080/handle/1874/328804.

Council of Science Editors:

Geerling J. De Centrale Opleidingscommissie als Professional Learning Community. [Masters Thesis]. Universiteit Utrecht; 2016. Available from: http://dspace.library.uu.nl:8080/handle/1874/328804


University of Waikato

16. Ahlawat, Gautam. Participatory Action Research (PAR) as a Professional Learning Community (PLC) strategy for Secondary School Teacher Professional Development (PD) .

Degree: 2015, University of Waikato

 Participatory action research (PAR) was used to investigate the effect of a purposeful and sustained professional learning community (PLC) on teacher professional development (PD) in… (more)

Subjects/Keywords: Participatory Action Research; Professional Learning Community; Professional Development; PAR as pedagogy

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APA (6th Edition):

Ahlawat, G. (2015). Participatory Action Research (PAR) as a Professional Learning Community (PLC) strategy for Secondary School Teacher Professional Development (PD) . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/10292

Chicago Manual of Style (16th Edition):

Ahlawat, Gautam. “Participatory Action Research (PAR) as a Professional Learning Community (PLC) strategy for Secondary School Teacher Professional Development (PD) .” 2015. Masters Thesis, University of Waikato. Accessed October 19, 2019. http://hdl.handle.net/10289/10292.

MLA Handbook (7th Edition):

Ahlawat, Gautam. “Participatory Action Research (PAR) as a Professional Learning Community (PLC) strategy for Secondary School Teacher Professional Development (PD) .” 2015. Web. 19 Oct 2019.

Vancouver:

Ahlawat G. Participatory Action Research (PAR) as a Professional Learning Community (PLC) strategy for Secondary School Teacher Professional Development (PD) . [Internet] [Masters thesis]. University of Waikato; 2015. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10289/10292.

Council of Science Editors:

Ahlawat G. Participatory Action Research (PAR) as a Professional Learning Community (PLC) strategy for Secondary School Teacher Professional Development (PD) . [Masters Thesis]. University of Waikato; 2015. Available from: http://hdl.handle.net/10289/10292


University of Missouri – Columbia

17. Long, Kathy Lynn Sigler. Teachers learning together: the role of professional conference attendance.

Degree: 2011, University of Missouri – Columbia

 The purpose of this study was to explore the connections to professional development, professional conferences, professional learning communities, benefits associated with conversing and collaborating with… (more)

Subjects/Keywords: professional development; professional learning community; collaboration; whole brain teaching

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APA (6th Edition):

Long, K. L. S. (2011). Teachers learning together: the role of professional conference attendance. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/14421

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):

Long, Kathy Lynn Sigler. “Teachers learning together: the role of professional conference attendance.” 2011. Thesis, University of Missouri – Columbia. Accessed October 19, 2019. http://hdl.handle.net/10355/14421.

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

MLA Handbook (7th Edition):

Long, Kathy Lynn Sigler. “Teachers learning together: the role of professional conference attendance.” 2011. Web. 19 Oct 2019.

Vancouver:

Long KLS. Teachers learning together: the role of professional conference attendance. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10355/14421.

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

Council of Science Editors:

Long KLS. Teachers learning together: the role of professional conference attendance. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/14421

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


Texas Tech University

18. -2609-4060. Exploring the relationship between professional learning communities and the growth in teaching quality and student achievement.

Degree: EdD, Educational Leadership, 2018, Texas Tech University

Professional learning communities (PLCs) have been a national phenomenon implemented in schools across the nation since the 1990s. PLCs offer hope for schools by providing… (more)

Subjects/Keywords: Professional Learning Community; PLC; Collaboration; Communication; Teaming; Professional Development; Student Achievement

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APA (6th Edition):

-2609-4060. (2018). Exploring the relationship between professional learning communities and the growth in teaching quality and student achievement. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/73849

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-2609-4060. “Exploring the relationship between professional learning communities and the growth in teaching quality and student achievement.” 2018. Doctoral Dissertation, Texas Tech University. Accessed October 19, 2019. http://hdl.handle.net/2346/73849.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-2609-4060. “Exploring the relationship between professional learning communities and the growth in teaching quality and student achievement.” 2018. Web. 19 Oct 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-2609-4060. Exploring the relationship between professional learning communities and the growth in teaching quality and student achievement. [Internet] [Doctoral dissertation]. Texas Tech University; 2018. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2346/73849.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-2609-4060. Exploring the relationship between professional learning communities and the growth in teaching quality and student achievement. [Doctoral Dissertation]. Texas Tech University; 2018. Available from: http://hdl.handle.net/2346/73849

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Lehigh University

19. Brunton, Gregory Scott. Collaboration within Intercultural Professional Learning Communities a Case Study.

Degree: EdD, Educational Leadership, 2016, Lehigh University

Professional Learning Communities (PLCs) are a way of organizing the educational staff so that they can engage in purposeful, collegial learning with the aim of… (more)

Subjects/Keywords: collaboration; intercultural; international; PLC; professional learning communities; professional learning community; Education; Educational Leadership

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APA (6th Edition):

Brunton, G. S. (2016). Collaboration within Intercultural Professional Learning Communities a Case Study. (Thesis). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2531

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):

Brunton, Gregory Scott. “Collaboration within Intercultural Professional Learning Communities a Case Study.” 2016. Thesis, Lehigh University. Accessed October 19, 2019. https://preserve.lehigh.edu/etd/2531.

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

MLA Handbook (7th Edition):

Brunton, Gregory Scott. “Collaboration within Intercultural Professional Learning Communities a Case Study.” 2016. Web. 19 Oct 2019.

Vancouver:

Brunton GS. Collaboration within Intercultural Professional Learning Communities a Case Study. [Internet] [Thesis]. Lehigh University; 2016. [cited 2019 Oct 19]. Available from: https://preserve.lehigh.edu/etd/2531.

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

Council of Science Editors:

Brunton GS. Collaboration within Intercultural Professional Learning Communities a Case Study. [Thesis]. Lehigh University; 2016. Available from: https://preserve.lehigh.edu/etd/2531

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


University of Iowa

20. Deignan, Ryan P. K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study.

Degree: MA, Music, 2017, University of Iowa

  The purpose of this study was to measure the quantity, quality, and types of collaboration amongst K-12 music teachers in the state of Iowa.… (more)

Subjects/Keywords: cooperative learning; co-teaching; peer observation; professional development; professional learning community; teacher collaboration; Music

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APA (6th Edition):

Deignan, R. P. (2017). K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study. (Masters Thesis). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/5928

Chicago Manual of Style (16th Edition):

Deignan, Ryan P. “K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study.” 2017. Masters Thesis, University of Iowa. Accessed October 19, 2019. https://ir.uiowa.edu/etd/5928.

MLA Handbook (7th Edition):

Deignan, Ryan P. “K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study.” 2017. Web. 19 Oct 2019.

Vancouver:

Deignan RP. K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study. [Internet] [Masters thesis]. University of Iowa; 2017. [cited 2019 Oct 19]. Available from: https://ir.uiowa.edu/etd/5928.

Council of Science Editors:

Deignan RP. K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study. [Masters Thesis]. University of Iowa; 2017. Available from: https://ir.uiowa.edu/etd/5928


University of Illinois – Chicago

21. Chang, Franklin K. Organization and Leadership Supports That Promote Teacher Collective Learning at the School Level: A Case.

Degree: 2014, University of Illinois – Chicago

 This case study focuses on one comprehensive high school’s effective organizational support for teacher collaborative learning processes as a route to improving teaching practices for… (more)

Subjects/Keywords: professional learning community; collective teacher learning; student success

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APA (6th Edition):

Chang, F. K. (2014). Organization and Leadership Supports That Promote Teacher Collective Learning at the School Level: A Case. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19008

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):

Chang, Franklin K. “Organization and Leadership Supports That Promote Teacher Collective Learning at the School Level: A Case.” 2014. Thesis, University of Illinois – Chicago. Accessed October 19, 2019. http://hdl.handle.net/10027/19008.

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

MLA Handbook (7th Edition):

Chang, Franklin K. “Organization and Leadership Supports That Promote Teacher Collective Learning at the School Level: A Case.” 2014. Web. 19 Oct 2019.

Vancouver:

Chang FK. Organization and Leadership Supports That Promote Teacher Collective Learning at the School Level: A Case. [Internet] [Thesis]. University of Illinois – Chicago; 2014. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10027/19008.

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

Council of Science Editors:

Chang FK. Organization and Leadership Supports That Promote Teacher Collective Learning at the School Level: A Case. [Thesis]. University of Illinois – Chicago; 2014. Available from: http://hdl.handle.net/10027/19008

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

22. Prentice, Alyce H. Investigating Collaborative Inquiry: A Case Study of a Professional Learning Community at Lennox Charter High School.

Degree: Doctorate in Education, Education, 2016, Loyola Marymount University

  The purpose of this study was to investigate teacher perceptions of Collaborative Inquiry embedded in a Professional Learning Community during departmental collaboration time and… (more)

Subjects/Keywords: Adult Learning; Collaboration; Collaborative Inquiry; Professional Learning Community; Educational Leadership

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APA (6th Edition):

Prentice, A. H. (2016). Investigating Collaborative Inquiry: A Case Study of a Professional Learning Community at Lennox Charter High School. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/460

Chicago Manual of Style (16th Edition):

Prentice, Alyce H. “Investigating Collaborative Inquiry: A Case Study of a Professional Learning Community at Lennox Charter High School.” 2016. Doctoral Dissertation, Loyola Marymount University. Accessed October 19, 2019. https://digitalcommons.lmu.edu/etd/460.

MLA Handbook (7th Edition):

Prentice, Alyce H. “Investigating Collaborative Inquiry: A Case Study of a Professional Learning Community at Lennox Charter High School.” 2016. Web. 19 Oct 2019.

Vancouver:

Prentice AH. Investigating Collaborative Inquiry: A Case Study of a Professional Learning Community at Lennox Charter High School. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2016. [cited 2019 Oct 19]. Available from: https://digitalcommons.lmu.edu/etd/460.

Council of Science Editors:

Prentice AH. Investigating Collaborative Inquiry: A Case Study of a Professional Learning Community at Lennox Charter High School. [Doctoral Dissertation]. Loyola Marymount University; 2016. Available from: https://digitalcommons.lmu.edu/etd/460


University of Victoria

23. Hamer, Melissa. “I can be there one day”: learning and leadership development in a community of self-identified women in technology.

Degree: Department of Curriculum and Instruction, 2019, University of Victoria

 Women’s underrepresentation in the technology industry is a relevant and timely issue. The increasing use of technology and its expansion into our daily lives demand… (more)

Subjects/Keywords: community; women; technology; leadership; learning; professional development; collective learning

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APA (6th Edition):

Hamer, M. (2019). “I can be there one day”: learning and leadership development in a community of self-identified women in technology. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/11113

Chicago Manual of Style (16th Edition):

Hamer, Melissa. ““I can be there one day”: learning and leadership development in a community of self-identified women in technology.” 2019. Masters Thesis, University of Victoria. Accessed October 19, 2019. http://hdl.handle.net/1828/11113.

MLA Handbook (7th Edition):

Hamer, Melissa. ““I can be there one day”: learning and leadership development in a community of self-identified women in technology.” 2019. Web. 19 Oct 2019.

Vancouver:

Hamer M. “I can be there one day”: learning and leadership development in a community of self-identified women in technology. [Internet] [Masters thesis]. University of Victoria; 2019. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1828/11113.

Council of Science Editors:

Hamer M. “I can be there one day”: learning and leadership development in a community of self-identified women in technology. [Masters Thesis]. University of Victoria; 2019. Available from: http://hdl.handle.net/1828/11113


University of Colorado

24. Swanson, Rebecca Deborah. Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities for Informal Stem Educators.

Degree: PhD, 2018, University of Colorado

  Informal STEM educators, teaching in out-of-school environments, have few opportunities for professional development. These educators often have widely varied professional backgrounds and areas of… (more)

Subjects/Keywords: informal; online learning context; professional development; professional learning community; stem; Science and Mathematics Education; Teacher Education and Professional Development

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APA (6th Edition):

Swanson, R. D. (2018). Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities for Informal Stem Educators. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/104

Chicago Manual of Style (16th Edition):

Swanson, Rebecca Deborah. “Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities for Informal Stem Educators.” 2018. Doctoral Dissertation, University of Colorado. Accessed October 19, 2019. https://scholar.colorado.edu/educ_gradetds/104.

MLA Handbook (7th Edition):

Swanson, Rebecca Deborah. “Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities for Informal Stem Educators.” 2018. Web. 19 Oct 2019.

Vancouver:

Swanson RD. Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities for Informal Stem Educators. [Internet] [Doctoral dissertation]. University of Colorado; 2018. [cited 2019 Oct 19]. Available from: https://scholar.colorado.edu/educ_gradetds/104.

Council of Science Editors:

Swanson RD. Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities for Informal Stem Educators. [Doctoral Dissertation]. University of Colorado; 2018. Available from: https://scholar.colorado.edu/educ_gradetds/104


University of Saskatchewan

25. Ishola, Bukola Mayowa 1986-. Personalized Approaches to Supporting the Learning Needs of Lifelong Professional Learners.

Degree: 2019, University of Saskatchewan

 Advanced learning technology research has begun to take on a complex challenge: supporting lifelong learning. Professional learning is an essential subset of lifelong learning that… (more)

Subjects/Keywords: Lifelong learning; education data mining; professional learning; personalization; user modelling; online learning community

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APA (6th Edition):

Ishola, B. M. 1. (2019). Personalized Approaches to Supporting the Learning Needs of Lifelong Professional Learners. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/11907

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):

Ishola, Bukola Mayowa 1986-. “Personalized Approaches to Supporting the Learning Needs of Lifelong Professional Learners.” 2019. Thesis, University of Saskatchewan. Accessed October 19, 2019. http://hdl.handle.net/10388/11907.

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

MLA Handbook (7th Edition):

Ishola, Bukola Mayowa 1986-. “Personalized Approaches to Supporting the Learning Needs of Lifelong Professional Learners.” 2019. Web. 19 Oct 2019.

Vancouver:

Ishola BM1. Personalized Approaches to Supporting the Learning Needs of Lifelong Professional Learners. [Internet] [Thesis]. University of Saskatchewan; 2019. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10388/11907.

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

Council of Science Editors:

Ishola BM1. Personalized Approaches to Supporting the Learning Needs of Lifelong Professional Learners. [Thesis]. University of Saskatchewan; 2019. Available from: http://hdl.handle.net/10388/11907

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


Virginia Tech

26. Jones, Joanne H. The Relationship Between Professional Learning Communities and Instructional Practices.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech

 This case study examined the implementation of the Professional Learning Communities (PLCs) at a high school that was labeled as a turnaround school (overall academic… (more)

Subjects/Keywords: professional development; professional learning community; results-orientation; teacher effectiveness; collaborative teaming; action-orientation

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APA (6th Edition):

Jones, J. H. (2012). The Relationship Between Professional Learning Communities and Instructional Practices. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37493

Chicago Manual of Style (16th Edition):

Jones, Joanne H. “The Relationship Between Professional Learning Communities and Instructional Practices.” 2012. Doctoral Dissertation, Virginia Tech. Accessed October 19, 2019. http://hdl.handle.net/10919/37493.

MLA Handbook (7th Edition):

Jones, Joanne H. “The Relationship Between Professional Learning Communities and Instructional Practices.” 2012. Web. 19 Oct 2019.

Vancouver:

Jones JH. The Relationship Between Professional Learning Communities and Instructional Practices. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10919/37493.

Council of Science Editors:

Jones JH. The Relationship Between Professional Learning Communities and Instructional Practices. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/37493


University of New Mexico

27. Pena, Jennifer M. Teaching Evidence-Based Practices to Teachers.

Degree: Special Education, 2018, University of New Mexico

  A convenience sample of 32 teachers (general and special education) and instructional coaches participated in professional development (PD) focused on finding, researching, and implementing… (more)

Subjects/Keywords: evidence-based practice; professional development; inclusion; coaching; professional learning community; collaboration; Special Education and Teaching

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APA (6th Edition):

Pena, J. M. (2018). Teaching Evidence-Based Practices to Teachers. (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/educ_spcd_etds/34

Chicago Manual of Style (16th Edition):

Pena, Jennifer M. “Teaching Evidence-Based Practices to Teachers.” 2018. Doctoral Dissertation, University of New Mexico. Accessed October 19, 2019. https://digitalrepository.unm.edu/educ_spcd_etds/34.

MLA Handbook (7th Edition):

Pena, Jennifer M. “Teaching Evidence-Based Practices to Teachers.” 2018. Web. 19 Oct 2019.

Vancouver:

Pena JM. Teaching Evidence-Based Practices to Teachers. [Internet] [Doctoral dissertation]. University of New Mexico; 2018. [cited 2019 Oct 19]. Available from: https://digitalrepository.unm.edu/educ_spcd_etds/34.

Council of Science Editors:

Pena JM. Teaching Evidence-Based Practices to Teachers. [Doctoral Dissertation]. University of New Mexico; 2018. Available from: https://digitalrepository.unm.edu/educ_spcd_etds/34


Iowa State University

28. Aylsworth, Anthony James. Professional learning communities: An analysis of teacher participation in a PLC and the relationship with student academic achievement.

Degree: 2012, Iowa State University

 This study sought to compare teacher participation in a Professional Learning Community with the performance of their students. Student achievement data from multiple subject-alike groups… (more)

Subjects/Keywords: PLC; Professional Development; Professional Learning Community; Teacher Collaboration; Education; Educational Administration and Supervision

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APA (6th Edition):

Aylsworth, A. J. (2012). Professional learning communities: An analysis of teacher participation in a PLC and the relationship with student academic achievement. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/12264

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):

Aylsworth, Anthony James. “Professional learning communities: An analysis of teacher participation in a PLC and the relationship with student academic achievement.” 2012. Thesis, Iowa State University. Accessed October 19, 2019. https://lib.dr.iastate.edu/etd/12264.

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

MLA Handbook (7th Edition):

Aylsworth, Anthony James. “Professional learning communities: An analysis of teacher participation in a PLC and the relationship with student academic achievement.” 2012. Web. 19 Oct 2019.

Vancouver:

Aylsworth AJ. Professional learning communities: An analysis of teacher participation in a PLC and the relationship with student academic achievement. [Internet] [Thesis]. Iowa State University; 2012. [cited 2019 Oct 19]. Available from: https://lib.dr.iastate.edu/etd/12264.

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

Council of Science Editors:

Aylsworth AJ. Professional learning communities: An analysis of teacher participation in a PLC and the relationship with student academic achievement. [Thesis]. Iowa State University; 2012. Available from: https://lib.dr.iastate.edu/etd/12264

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


Northeastern University

29. Fay, Kelly. An English department transformation: an interpretative phenomenological case study of a high school English department turnaround.

Degree: EdD, School of Education, 2017, Northeastern University

 In 2003, North Shore Vocational High School was one of the lowest-performing school systems in Massachusetts based on scores on the Massachusetts Comprehensive Assessment System… (more)

Subjects/Keywords: literacy; pedagogical content knowledge; professional development; professional learning community; school turnaround; vocational education

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APA (6th Edition):

Fay, K. (2017). An English department transformation: an interpretative phenomenological case study of a high school English department turnaround. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20259313

Chicago Manual of Style (16th Edition):

Fay, Kelly. “An English department transformation: an interpretative phenomenological case study of a high school English department turnaround.” 2017. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20259313.

MLA Handbook (7th Edition):

Fay, Kelly. “An English department transformation: an interpretative phenomenological case study of a high school English department turnaround.” 2017. Web. 19 Oct 2019.

Vancouver:

Fay K. An English department transformation: an interpretative phenomenological case study of a high school English department turnaround. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20259313.

Council of Science Editors:

Fay K. An English department transformation: an interpretative phenomenological case study of a high school English department turnaround. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20259313

30. Voshell, Andrea Lorene. Teacher Leadership: Emergent Leadership in a Complex System Functioning as a Professional Learning Community.

Degree: PhD, Educ Foundations & Leadership, 2013, Old Dominion University

  The extent to which organizational, social, cultural, and leadership contexts within schools support or impede the complexity of emergent leadership as it relates to… (more)

Subjects/Keywords: Emergent leadership; Professional learning community; Teacher leadership; Educational Leadership; Teacher Education and Professional Development

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

APA (6th Edition):

Voshell, A. L. (2013). Teacher Leadership: Emergent Leadership in a Complex System Functioning as a Professional Learning Community. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781303166174 ; https://digitalcommons.odu.edu/efl_etds/177

Chicago Manual of Style (16th Edition):

Voshell, Andrea Lorene. “Teacher Leadership: Emergent Leadership in a Complex System Functioning as a Professional Learning Community.” 2013. Doctoral Dissertation, Old Dominion University. Accessed October 19, 2019. 9781303166174 ; https://digitalcommons.odu.edu/efl_etds/177.

MLA Handbook (7th Edition):

Voshell, Andrea Lorene. “Teacher Leadership: Emergent Leadership in a Complex System Functioning as a Professional Learning Community.” 2013. Web. 19 Oct 2019.

Vancouver:

Voshell AL. Teacher Leadership: Emergent Leadership in a Complex System Functioning as a Professional Learning Community. [Internet] [Doctoral dissertation]. Old Dominion University; 2013. [cited 2019 Oct 19]. Available from: 9781303166174 ; https://digitalcommons.odu.edu/efl_etds/177.

Council of Science Editors:

Voshell AL. Teacher Leadership: Emergent Leadership in a Complex System Functioning as a Professional Learning Community. [Doctoral Dissertation]. Old Dominion University; 2013. Available from: 9781303166174 ; https://digitalcommons.odu.edu/efl_etds/177

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