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You searched for subject:(professional learning). Showing records 1 – 30 of 2068 total matches.

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University of Saskatchewan

1. James, Wendy Leora. SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS.

Degree: 2018, University of Saskatchewan

Professional Learning is a mechanism designed to support K-12 educators in improving their professional lives, knowledge, and instructional practice. It is supported by school divisions… (more)

Subjects/Keywords: professional learning; professional development

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

APA (6th Edition):

James, W. L. (2018). SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/10649

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):

James, Wendy Leora. “SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS.” 2018. Thesis, University of Saskatchewan. Accessed October 26, 2020. http://hdl.handle.net/10388/10649.

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

MLA Handbook (7th Edition):

James, Wendy Leora. “SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS.” 2018. Web. 26 Oct 2020.

Vancouver:

James WL. SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS. [Internet] [Thesis]. University of Saskatchewan; 2018. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/10388/10649.

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

Council of Science Editors:

James WL. SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS. [Thesis]. University of Saskatchewan; 2018. Available from: http://hdl.handle.net/10388/10649

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


University of Southern California

2. 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/3632

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 October 26, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3632.

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. 26 Oct 2020.

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 2020 Oct 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3632.

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/3632


University of Waikato

3. Tebbutt, Carol Joy. Dialogue, dialogue – Talking our way into leadership: An exploration of the influence of extended professional dialogue on school leaders .

Degree: 2012, University of Waikato

 The complex and multilayered world of the 21st century no longer appears to support the conventional idea of great leadership being the result of the… (more)

Subjects/Keywords: dialogue; professional learning

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APA (6th Edition):

Tebbutt, C. J. (2012). Dialogue, dialogue – Talking our way into leadership: An exploration of the influence of extended professional dialogue on school leaders . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/6514

Chicago Manual of Style (16th Edition):

Tebbutt, Carol Joy. “Dialogue, dialogue – Talking our way into leadership: An exploration of the influence of extended professional dialogue on school leaders .” 2012. Masters Thesis, University of Waikato. Accessed October 26, 2020. http://hdl.handle.net/10289/6514.

MLA Handbook (7th Edition):

Tebbutt, Carol Joy. “Dialogue, dialogue – Talking our way into leadership: An exploration of the influence of extended professional dialogue on school leaders .” 2012. Web. 26 Oct 2020.

Vancouver:

Tebbutt CJ. Dialogue, dialogue – Talking our way into leadership: An exploration of the influence of extended professional dialogue on school leaders . [Internet] [Masters thesis]. University of Waikato; 2012. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/10289/6514.

Council of Science Editors:

Tebbutt CJ. Dialogue, dialogue – Talking our way into leadership: An exploration of the influence of extended professional dialogue on school leaders . [Masters Thesis]. University of Waikato; 2012. Available from: http://hdl.handle.net/10289/6514


University of Delaware

4. Rutter, Gayle H. An account and analysis of implementing professional learning communities in a high school.

Degree: D.Ed., University of Delaware, School of Education, 2014, University of Delaware

 This paper gives an account and an analysis of a three year implementation process of Professional Learning Communities (PLCs) in a high school. It is… (more)

Subjects/Keywords: Professional learning communities.

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APA (6th Edition):

Rutter, G. H. (2014). An account and analysis of implementing professional learning communities in a high school. (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/13452

Chicago Manual of Style (16th Edition):

Rutter, Gayle H. “An account and analysis of implementing professional learning communities in a high school.” 2014. Doctoral Dissertation, University of Delaware. Accessed October 26, 2020. http://udspace.udel.edu/handle/19716/13452.

MLA Handbook (7th Edition):

Rutter, Gayle H. “An account and analysis of implementing professional learning communities in a high school.” 2014. Web. 26 Oct 2020.

Vancouver:

Rutter GH. An account and analysis of implementing professional learning communities in a high school. [Internet] [Doctoral dissertation]. University of Delaware; 2014. [cited 2020 Oct 26]. Available from: http://udspace.udel.edu/handle/19716/13452.

Council of Science Editors:

Rutter GH. An account and analysis of implementing professional learning communities in a high school. [Doctoral Dissertation]. University of Delaware; 2014. Available from: http://udspace.udel.edu/handle/19716/13452


Virginia Tech

5. 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 26, 2020. 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. 26 Oct 2020.

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 2020 Oct 26]. 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


University of Tennessee – Knoxville

6. Thomason, Betty R. Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities.

Degree: 2017, University of Tennessee – Knoxville

 English Learners (ELs) are the fastest growing subset of the population in U. S. k-12 schools. ELs are students whose primary language is one other… (more)

Subjects/Keywords: English Learners; Professional Development; Professional Learning Communities

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APA (6th Edition):

Thomason, B. R. (2017). Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/4811

Chicago Manual of Style (16th Edition):

Thomason, Betty R. “Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities.” 2017. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed October 26, 2020. https://trace.tennessee.edu/utk_graddiss/4811.

MLA Handbook (7th Edition):

Thomason, Betty R. “Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities.” 2017. Web. 26 Oct 2020.

Vancouver:

Thomason BR. Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2017. [cited 2020 Oct 26]. Available from: https://trace.tennessee.edu/utk_graddiss/4811.

Council of Science Editors:

Thomason BR. Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2017. Available from: https://trace.tennessee.edu/utk_graddiss/4811


Liberty University

7. Long, Chanda. A Comparison of Student Achievement Between Missouri Professional Learning Communities Project Participants and Non-Participants.

Degree: 2008, Liberty University

 The purpose of this non-experimental quantitative study was to suggest a response to the following research question: Is there a significant relationship between student scores… (more)

Subjects/Keywords: Professional Learning Communities; Education, Administration

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APA (6th Edition):

Long, C. (2008). A Comparison of Student Achievement Between Missouri Professional Learning Communities Project Participants and Non-Participants. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/111

Chicago Manual of Style (16th Edition):

Long, Chanda. “A Comparison of Student Achievement Between Missouri Professional Learning Communities Project Participants and Non-Participants.” 2008. Doctoral Dissertation, Liberty University. Accessed October 26, 2020. http://digitalcommons.liberty.edu/doctoral/111.

MLA Handbook (7th Edition):

Long, Chanda. “A Comparison of Student Achievement Between Missouri Professional Learning Communities Project Participants and Non-Participants.” 2008. Web. 26 Oct 2020.

Vancouver:

Long C. A Comparison of Student Achievement Between Missouri Professional Learning Communities Project Participants and Non-Participants. [Internet] [Doctoral dissertation]. Liberty University; 2008. [cited 2020 Oct 26]. Available from: http://digitalcommons.liberty.edu/doctoral/111.

Council of Science Editors:

Long C. A Comparison of Student Achievement Between Missouri Professional Learning Communities Project Participants and Non-Participants. [Doctoral Dissertation]. Liberty University; 2008. Available from: http://digitalcommons.liberty.edu/doctoral/111


Texas A&M University

8. Perez Guarda, Paola. Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help.

Degree: PhD, Educational Psychology, 2014, Texas A&M University

 This study adds to the body of knowledge about professional development for teachers. Professionally well-trained teachers will most likely transfer those skills to their students.… (more)

Subjects/Keywords: professional development; online learning communities

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APA (6th Edition):

Perez Guarda, P. (2014). Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153222

Chicago Manual of Style (16th Edition):

Perez Guarda, Paola. “Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help.” 2014. Doctoral Dissertation, Texas A&M University. Accessed October 26, 2020. http://hdl.handle.net/1969.1/153222.

MLA Handbook (7th Edition):

Perez Guarda, Paola. “Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help.” 2014. Web. 26 Oct 2020.

Vancouver:

Perez Guarda P. Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/1969.1/153222.

Council of Science Editors:

Perez Guarda P. Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153222


Open Universiteit Nederland

9. Bartelts-Schilt, Marleen. Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren .

Degree: 2015, Open Universiteit Nederland

 Bekwame leraren, die zich professioneel willen ontwikkelen en willen bijdragen aan innovatie zijn onontbeerlijk voor kwalitatief hoogwaardig onderwijs. Het onderwijs moet zich immers continu aanpassen… (more)

Subjects/Keywords: motivation; learning networks; professional development

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APA (6th Edition):

Bartelts-Schilt, M. (2015). Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren . (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/6273

Chicago Manual of Style (16th Edition):

Bartelts-Schilt, Marleen. “Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren .” 2015. Masters Thesis, Open Universiteit Nederland. Accessed October 26, 2020. http://hdl.handle.net/1820/6273.

MLA Handbook (7th Edition):

Bartelts-Schilt, Marleen. “Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren .” 2015. Web. 26 Oct 2020.

Vancouver:

Bartelts-Schilt M. Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren . [Internet] [Masters thesis]. Open Universiteit Nederland; 2015. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/1820/6273.

Council of Science Editors:

Bartelts-Schilt M. Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren . [Masters Thesis]. Open Universiteit Nederland; 2015. Available from: http://hdl.handle.net/1820/6273


Boston College

10. Smith, Kara N. Online Teacher Professional Development: The Importance of Training to Deliver PD Online.

Degree: PhD, Educational Research, Measurement, and Evaluation, 2010, Boston College

 The most recent reauthorization of the Elementary and Secondary Education Act, the No Child Left Behind Act, focuses on the continued importance of teacher professional(more)

Subjects/Keywords: Online Learning; Professional Development; Training

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APA (6th Edition):

Smith, K. N. (2010). Online Teacher Professional Development: The Importance of Training to Deliver PD Online. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101779

Chicago Manual of Style (16th Edition):

Smith, Kara N. “Online Teacher Professional Development: The Importance of Training to Deliver PD Online.” 2010. Doctoral Dissertation, Boston College. Accessed October 26, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101779.

MLA Handbook (7th Edition):

Smith, Kara N. “Online Teacher Professional Development: The Importance of Training to Deliver PD Online.” 2010. Web. 26 Oct 2020.

Vancouver:

Smith KN. Online Teacher Professional Development: The Importance of Training to Deliver PD Online. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2020 Oct 26]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101779.

Council of Science Editors:

Smith KN. Online Teacher Professional Development: The Importance of Training to Deliver PD Online. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101779


University of Victoria

11. Geres-Smith, Rhonda. Transdisciplinary inquiry: exploring a new approach to professional learning in education.

Degree: Department of Curriculum and Instruction, 2020, University of Victoria

 Traditional, transmission methods of professional development (PD) for educators have been criticized as being ineffective, failing to provide enough time, context, autonomy, active engagement, and… (more)

Subjects/Keywords: Professional Learning; Transdisciplinary; Education

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APA (6th Edition):

Geres-Smith, R. (2020). Transdisciplinary inquiry: exploring a new approach to professional learning in education. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/11670

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):

Geres-Smith, Rhonda. “Transdisciplinary inquiry: exploring a new approach to professional learning in education.” 2020. Thesis, University of Victoria. Accessed October 26, 2020. http://hdl.handle.net/1828/11670.

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

MLA Handbook (7th Edition):

Geres-Smith, Rhonda. “Transdisciplinary inquiry: exploring a new approach to professional learning in education.” 2020. Web. 26 Oct 2020.

Vancouver:

Geres-Smith R. Transdisciplinary inquiry: exploring a new approach to professional learning in education. [Internet] [Thesis]. University of Victoria; 2020. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/1828/11670.

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

Council of Science Editors:

Geres-Smith R. Transdisciplinary inquiry: exploring a new approach to professional learning in education. [Thesis]. University of Victoria; 2020. Available from: http://hdl.handle.net/1828/11670

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


University of Melbourne

12. Stark, Hannah Louise. Investigating teachers’ knowledge, practice and change following an oral language professional learning program.

Degree: 2018, University of Melbourne

 Language and literacy are increasingly topics of educational and public health interest, and research suggests that these skills are significantly impacted by early educational experiences.… (more)

Subjects/Keywords: oral language; professional learning; teaching

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

APA (6th Edition):

Stark, H. L. (2018). Investigating teachers’ knowledge, practice and change following an oral language professional learning program. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/224086

Chicago Manual of Style (16th Edition):

Stark, Hannah Louise. “Investigating teachers’ knowledge, practice and change following an oral language professional learning program.” 2018. Doctoral Dissertation, University of Melbourne. Accessed October 26, 2020. http://hdl.handle.net/11343/224086.

MLA Handbook (7th Edition):

Stark, Hannah Louise. “Investigating teachers’ knowledge, practice and change following an oral language professional learning program.” 2018. Web. 26 Oct 2020.

Vancouver:

Stark HL. Investigating teachers’ knowledge, practice and change following an oral language professional learning program. [Internet] [Doctoral dissertation]. University of Melbourne; 2018. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/11343/224086.

Council of Science Editors:

Stark HL. Investigating teachers’ knowledge, practice and change following an oral language professional learning program. [Doctoral Dissertation]. University of Melbourne; 2018. Available from: http://hdl.handle.net/11343/224086


Virginia Tech

13. 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 26, 2020. http://hdl.handle.net/10919/26463.

MLA Handbook (7th Edition):

Greer, Janet Agnes. “Professional Learning and Collaboration.” 2012. Web. 26 Oct 2020.

Vancouver:

Greer JA. Professional Learning and Collaboration. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Oct 26]. 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


Virginia Tech

14. Pinello, Kimberly Ann. The Relationship between Professional Learning Communities and Student Achievement in Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

 Many K-12 schools across the US have embraced the philosophy of professional learning communities (PLC) as a school improvement measure; however significant quantitative research is… (more)

Subjects/Keywords: professional learning communities; student achievement

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APA (6th Edition):

Pinello, K. A. (2017). The Relationship between Professional Learning Communities and Student Achievement in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85191

Chicago Manual of Style (16th Edition):

Pinello, Kimberly Ann. “The Relationship between Professional Learning Communities and Student Achievement in Virginia.” 2017. Doctoral Dissertation, Virginia Tech. Accessed October 26, 2020. http://hdl.handle.net/10919/85191.

MLA Handbook (7th Edition):

Pinello, Kimberly Ann. “The Relationship between Professional Learning Communities and Student Achievement in Virginia.” 2017. Web. 26 Oct 2020.

Vancouver:

Pinello KA. The Relationship between Professional Learning Communities and Student Achievement in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/10919/85191.

Council of Science Editors:

Pinello KA. The Relationship between Professional Learning Communities and Student Achievement in Virginia. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85191


University of Missouri – Columbia

15. Mercer, Scott A. How the implementation of Professional Learning Communities can affect school culture.

Degree: 2016, University of Missouri – Columbia

 This qualitative research piece asks former teachers and administrators of a multibuilding rural district to recall their experiences implementing Professional Learning Communities. Their offerings are… (more)

Subjects/Keywords: Professional learning communities; Educational leadership

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APA (6th Edition):

Mercer, S. A. (2016). How the implementation of Professional Learning Communities can affect school culture. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/56546

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):

Mercer, Scott A. “How the implementation of Professional Learning Communities can affect school culture.” 2016. Thesis, University of Missouri – Columbia. Accessed October 26, 2020. https://doi.org/10.32469/10355/56546.

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

MLA Handbook (7th Edition):

Mercer, Scott A. “How the implementation of Professional Learning Communities can affect school culture.” 2016. Web. 26 Oct 2020.

Vancouver:

Mercer SA. How the implementation of Professional Learning Communities can affect school culture. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2020 Oct 26]. Available from: https://doi.org/10.32469/10355/56546.

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

Council of Science Editors:

Mercer SA. How the implementation of Professional Learning Communities can affect school culture. [Thesis]. University of Missouri – Columbia; 2016. Available from: https://doi.org/10.32469/10355/56546

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


University of Oklahoma

16. Ackley, Kathryn. BUILDING TRUST AND EFFICACY THROUGH CRITICAL FRIENDS GROUPS: A PROCESS EVALUATION.

Degree: EdD, 2017, University of Oklahoma

 Two ongoing challenges that schools face, particularly urban schools, are finding ways to develop and retain quality teachers and to contribute to student academic success.… (more)

Subjects/Keywords: Professional Learning; Trust; Efficacy

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APA (6th Edition):

Ackley, K. (2017). BUILDING TRUST AND EFFICACY THROUGH CRITICAL FRIENDS GROUPS: A PROCESS EVALUATION. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/50874

Chicago Manual of Style (16th Edition):

Ackley, Kathryn. “BUILDING TRUST AND EFFICACY THROUGH CRITICAL FRIENDS GROUPS: A PROCESS EVALUATION.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed October 26, 2020. http://hdl.handle.net/11244/50874.

MLA Handbook (7th Edition):

Ackley, Kathryn. “BUILDING TRUST AND EFFICACY THROUGH CRITICAL FRIENDS GROUPS: A PROCESS EVALUATION.” 2017. Web. 26 Oct 2020.

Vancouver:

Ackley K. BUILDING TRUST AND EFFICACY THROUGH CRITICAL FRIENDS GROUPS: A PROCESS EVALUATION. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/11244/50874.

Council of Science Editors:

Ackley K. BUILDING TRUST AND EFFICACY THROUGH CRITICAL FRIENDS GROUPS: A PROCESS EVALUATION. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/50874


University of Houston

17. Fendley, Paula. AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT.

Degree: EdD, Professional Leadership, 2014, University of Houston

 This study focused on evaluating the Linked Learning program in one large urban district. Linked Learning is a program linking students to rigorous college preparatory… (more)

Subjects/Keywords: Linked learning; Learning; Readiness; Professional development

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APA (6th Edition):

Fendley, P. (2014). AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1632

Chicago Manual of Style (16th Edition):

Fendley, Paula. “AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT.” 2014. Doctoral Dissertation, University of Houston. Accessed October 26, 2020. http://hdl.handle.net/10657/1632.

MLA Handbook (7th Edition):

Fendley, Paula. “AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT.” 2014. Web. 26 Oct 2020.

Vancouver:

Fendley P. AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/10657/1632.

Council of Science Editors:

Fendley P. AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1632


University of Georgia

18. Idsardi, Robert Christopher. Congruence of stem faculty conceptions of how students learn and instructional practices.

Degree: 2018, University of Georgia

 Active-learning can be beneficial for undergraduate STEM students, but difficult for faculty to implement without support. This dissertation is composed of two manuscripts which aim… (more)

Subjects/Keywords: Active-learning; STEM; professional development; student learning

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APA (6th Edition):

Idsardi, R. C. (2018). Congruence of stem faculty conceptions of how students learn and instructional practices. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/38385

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):

Idsardi, Robert Christopher. “Congruence of stem faculty conceptions of how students learn and instructional practices.” 2018. Thesis, University of Georgia. Accessed October 26, 2020. http://hdl.handle.net/10724/38385.

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

MLA Handbook (7th Edition):

Idsardi, Robert Christopher. “Congruence of stem faculty conceptions of how students learn and instructional practices.” 2018. Web. 26 Oct 2020.

Vancouver:

Idsardi RC. Congruence of stem faculty conceptions of how students learn and instructional practices. [Internet] [Thesis]. University of Georgia; 2018. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/10724/38385.

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

Council of Science Editors:

Idsardi RC. Congruence of stem faculty conceptions of how students learn and instructional practices. [Thesis]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/38385

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


University of Leicester

19. Irwan, Dedi. School self-evaluation and organisational learning approaches to improving the quality of professional learning of teachers in school.

Degree: PhD, 2020, University of Leicester

 This research involved 712 teachers and school leaders from 43 high schools in West Kalimantan Province, Indonesia, which spread from urban to rural areas. With… (more)

Subjects/Keywords: Professional Learning; School Self-Evaluation; Organisational Learning

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APA (6th Edition):

Irwan, D. (2020). School self-evaluation and organisational learning approaches to improving the quality of professional learning of teachers in school. (Doctoral Dissertation). University of Leicester. Retrieved from https://doi.org/10.25392/leicester.data.12689597.v1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.811494

Chicago Manual of Style (16th Edition):

Irwan, Dedi. “School self-evaluation and organisational learning approaches to improving the quality of professional learning of teachers in school.” 2020. Doctoral Dissertation, University of Leicester. Accessed October 26, 2020. https://doi.org/10.25392/leicester.data.12689597.v1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.811494.

MLA Handbook (7th Edition):

Irwan, Dedi. “School self-evaluation and organisational learning approaches to improving the quality of professional learning of teachers in school.” 2020. Web. 26 Oct 2020.

Vancouver:

Irwan D. School self-evaluation and organisational learning approaches to improving the quality of professional learning of teachers in school. [Internet] [Doctoral dissertation]. University of Leicester; 2020. [cited 2020 Oct 26]. Available from: https://doi.org/10.25392/leicester.data.12689597.v1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.811494.

Council of Science Editors:

Irwan D. School self-evaluation and organisational learning approaches to improving the quality of professional learning of teachers in school. [Doctoral Dissertation]. University of Leicester; 2020. Available from: https://doi.org/10.25392/leicester.data.12689597.v1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.811494


University of Canterbury

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

Degree: MEd, 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Aman, A. (2014). Mentoring : professional learning in a quality learning circle. (Masters Thesis). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/9475

Chicago Manual of Style (16th Edition):

Aman, Amira. “Mentoring : professional learning in a quality learning circle.” 2014. Masters Thesis, University of Canterbury. Accessed October 26, 2020. http://dx.doi.org/10.26021/9475.

MLA Handbook (7th Edition):

Aman, Amira. “Mentoring : professional learning in a quality learning circle.” 2014. Web. 26 Oct 2020.

Vancouver:

Aman A. Mentoring : professional learning in a quality learning circle. [Internet] [Masters thesis]. University of Canterbury; 2014. [cited 2020 Oct 26]. Available from: http://dx.doi.org/10.26021/9475.

Council of Science Editors:

Aman A. Mentoring : professional learning in a quality learning circle. [Masters Thesis]. University of Canterbury; 2014. Available from: http://dx.doi.org/10.26021/9475


University of Toronto

21. Macchione, Elizabeth Jacqueline. Searching Out Loud Together: Reflections from a Faculty Learning Circle.

Degree: 2014, University of Toronto

This qualitative study explored the experiences and reflections of nine part-time and newly hired College educators who agreed to participate in the development of a… (more)

Subjects/Keywords: College educators; faculty learning circles; professional development; professional learning; 0515

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

APA (6th Edition):

Macchione, E. J. (2014). Searching Out Loud Together: Reflections from a Faculty Learning Circle. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/67878

Chicago Manual of Style (16th Edition):

Macchione, Elizabeth Jacqueline. “Searching Out Loud Together: Reflections from a Faculty Learning Circle.” 2014. Masters Thesis, University of Toronto. Accessed October 26, 2020. http://hdl.handle.net/1807/67878.

MLA Handbook (7th Edition):

Macchione, Elizabeth Jacqueline. “Searching Out Loud Together: Reflections from a Faculty Learning Circle.” 2014. Web. 26 Oct 2020.

Vancouver:

Macchione EJ. Searching Out Loud Together: Reflections from a Faculty Learning Circle. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/1807/67878.

Council of Science Editors:

Macchione EJ. Searching Out Loud Together: Reflections from a Faculty Learning Circle. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/67878

22. 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 26, 2020. 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. 26 Oct 2020.

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 2020 Oct 26]. 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

23. Clarke, Katie Carol. The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives.

Degree: 2014, Minnesota State University – Mankato

 The purpose of this mixed-methods study was to identify the successes and challenges in establishing professional learning communities (PLC) within 25 school districts in southwest… (more)

Subjects/Keywords: collaboration; professional development; professional learning communities; teacher learning; Educational Leadership

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APA (6th Edition):

Clarke, K. C. (2014). The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives. (Thesis). Minnesota State University – Mankato. Retrieved from https://cornerstone.lib.mnsu.edu/etds/341

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):

Clarke, Katie Carol. “The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives.” 2014. Thesis, Minnesota State University – Mankato. Accessed October 26, 2020. https://cornerstone.lib.mnsu.edu/etds/341.

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

MLA Handbook (7th Edition):

Clarke, Katie Carol. “The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives.” 2014. Web. 26 Oct 2020.

Vancouver:

Clarke KC. The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives. [Internet] [Thesis]. Minnesota State University – Mankato; 2014. [cited 2020 Oct 26]. Available from: https://cornerstone.lib.mnsu.edu/etds/341.

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

Council of Science Editors:

Clarke KC. The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives. [Thesis]. Minnesota State University – Mankato; 2014. Available from: https://cornerstone.lib.mnsu.edu/etds/341

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


Boston College

24. 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 26, 2020. 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. 26 Oct 2020.

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 2020 Oct 26]. 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


National University of Ireland – Galway

25. O'Toole, Naomh. Developing a culture of professional practice learning in an FET context .

Degree: 2018, National University of Ireland – Galway

 This research explored ways of promoting a professional learning community (PLC) in the further education and training (FET) context. There was limited evidence related to… (more)

Subjects/Keywords: Professional practice learning FET; Professional practice learning; FET; Education

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

APA (6th Edition):

O'Toole, N. (2018). Developing a culture of professional practice learning in an FET context . (Thesis). National University of Ireland – Galway. Retrieved from http://hdl.handle.net/10379/14771

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):

O'Toole, Naomh. “Developing a culture of professional practice learning in an FET context .” 2018. Thesis, National University of Ireland – Galway. Accessed October 26, 2020. http://hdl.handle.net/10379/14771.

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

MLA Handbook (7th Edition):

O'Toole, Naomh. “Developing a culture of professional practice learning in an FET context .” 2018. Web. 26 Oct 2020.

Vancouver:

O'Toole N. Developing a culture of professional practice learning in an FET context . [Internet] [Thesis]. National University of Ireland – Galway; 2018. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/10379/14771.

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

Council of Science Editors:

O'Toole N. Developing a culture of professional practice learning in an FET context . [Thesis]. National University of Ireland – Galway; 2018. Available from: http://hdl.handle.net/10379/14771

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


University of Victoria

26. Kraig, Charlie. Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners.

Degree: Dept. of Educational Psychology and Leadership Studies, 2013, University of Victoria

 This thesis explores the notion of teachers as adult learners, the professional development and professional learning available to them, and a space where these ideas… (more)

Subjects/Keywords: teacher learning; professional development; adult learner; professional learning

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

APA (6th Edition):

Kraig, C. (2013). Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/4895

Chicago Manual of Style (16th Edition):

Kraig, Charlie. “Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners.” 2013. Masters Thesis, University of Victoria. Accessed October 26, 2020. http://hdl.handle.net/1828/4895.

MLA Handbook (7th Edition):

Kraig, Charlie. “Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners.” 2013. Web. 26 Oct 2020.

Vancouver:

Kraig C. Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners. [Internet] [Masters thesis]. University of Victoria; 2013. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/1828/4895.

Council of Science Editors:

Kraig C. Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners. [Masters Thesis]. University of Victoria; 2013. Available from: http://hdl.handle.net/1828/4895


University of Melbourne

27. Robertson, Pamela L. Measuring the development of professional learning teams.

Degree: 2012, University of Melbourne

 In many schools, groups of teachers are meeting regularly with the intention of improving their practice so they can enhance the learning of their students.… (more)

Subjects/Keywords: professional learning communities; professional education; organisational learning; teacher collaboration; assessment

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APA (6th Edition):

Robertson, P. L. (2012). Measuring the development of professional learning teams. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/38227

Chicago Manual of Style (16th Edition):

Robertson, Pamela L. “Measuring the development of professional learning teams.” 2012. Masters Thesis, University of Melbourne. Accessed October 26, 2020. http://hdl.handle.net/11343/38227.

MLA Handbook (7th Edition):

Robertson, Pamela L. “Measuring the development of professional learning teams.” 2012. Web. 26 Oct 2020.

Vancouver:

Robertson PL. Measuring the development of professional learning teams. [Internet] [Masters thesis]. University of Melbourne; 2012. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/11343/38227.

Council of Science Editors:

Robertson PL. Measuring the development of professional learning teams. [Masters Thesis]. University of Melbourne; 2012. Available from: http://hdl.handle.net/11343/38227


University of Melbourne

28. Crigan, Judith Ann. A framework for the study of collaborative teams in education.

Degree: 2019, University of Melbourne

 Educators are facing pressure to improve teaching effectiveness, and the use of teacher collaboration focussed on improving teaching practice is being put forward as one… (more)

Subjects/Keywords: professional learning team; professional learning community; educational psychology; teamwork

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APA (6th Edition):

Crigan, J. A. (2019). A framework for the study of collaborative teams in education. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/226881

Chicago Manual of Style (16th Edition):

Crigan, Judith Ann. “A framework for the study of collaborative teams in education.” 2019. Doctoral Dissertation, University of Melbourne. Accessed October 26, 2020. http://hdl.handle.net/11343/226881.

MLA Handbook (7th Edition):

Crigan, Judith Ann. “A framework for the study of collaborative teams in education.” 2019. Web. 26 Oct 2020.

Vancouver:

Crigan JA. A framework for the study of collaborative teams in education. [Internet] [Doctoral dissertation]. University of Melbourne; 2019. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/11343/226881.

Council of Science Editors:

Crigan JA. A framework for the study of collaborative teams in education. [Doctoral Dissertation]. University of Melbourne; 2019. Available from: http://hdl.handle.net/11343/226881


University of Delaware

29. Zack, Diane H. Professional learning sessions to support teachers incorporating technology to update their lessons and assessments.

Degree: D.Ed., University of Delaware, School of Education, 2017, University of Delaware

 The primary focus of this Executive Leadership Portfolio (ELP) is to investigate whether teachers who actively participate in professional development designed to model best practices… (more)

Subjects/Keywords: Education; Digital tools; Educational technology; Professional development; Professional learning; Professional learning communitites; TPACK

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APA (6th Edition):

Zack, D. H. (2017). Professional learning sessions to support teachers incorporating technology to update their lessons and assessments. (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/23459

Chicago Manual of Style (16th Edition):

Zack, Diane H. “Professional learning sessions to support teachers incorporating technology to update their lessons and assessments.” 2017. Doctoral Dissertation, University of Delaware. Accessed October 26, 2020. http://udspace.udel.edu/handle/19716/23459.

MLA Handbook (7th Edition):

Zack, Diane H. “Professional learning sessions to support teachers incorporating technology to update their lessons and assessments.” 2017. Web. 26 Oct 2020.

Vancouver:

Zack DH. Professional learning sessions to support teachers incorporating technology to update their lessons and assessments. [Internet] [Doctoral dissertation]. University of Delaware; 2017. [cited 2020 Oct 26]. Available from: http://udspace.udel.edu/handle/19716/23459.

Council of Science Editors:

Zack DH. Professional learning sessions to support teachers incorporating technology to update their lessons and assessments. [Doctoral Dissertation]. University of Delaware; 2017. Available from: http://udspace.udel.edu/handle/19716/23459


Kennesaw State University

30. Kennedy, Ashley. Teacher Perceptions of School-Based and District Professional Development.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2017, Kennesaw State University

Professional development is a leading topic of discussion in the field of education. Because teachers are responsible for implementing relevant instructional practices, meeting the… (more)

Subjects/Keywords: teacher perceptions; professional development; school-based and district professional learning; professional learning communities; Educational Leadership

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APA (6th Edition):

Kennedy, A. (2017). Teacher Perceptions of School-Based and District Professional Development. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17

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):

Kennedy, Ashley. “Teacher Perceptions of School-Based and District Professional Development.” 2017. Thesis, Kennesaw State University. Accessed October 26, 2020. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17.

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

MLA Handbook (7th Edition):

Kennedy, Ashley. “Teacher Perceptions of School-Based and District Professional Development.” 2017. Web. 26 Oct 2020.

Vancouver:

Kennedy A. Teacher Perceptions of School-Based and District Professional Development. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2020 Oct 26]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17.

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

Council of Science Editors:

Kennedy A. Teacher Perceptions of School-Based and District Professional Development. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17

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

[1] [2] [3] [4] [5] … [69]

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