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Degree: Doctor of Education (EdD)

You searched for subject:(professional learning). Showing records 1 – 28 of 28 total matches.

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Georgia State University

1. 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 23, 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. 23 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 23]. 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


Georgia State University

2. Whitaker, Gyimah I. Exploring Gifted Pedagogy: Evaluating Teacher Knowledge and Implementation of Common Core Professional Learning.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2015, Georgia State University

  The purpose of this quantitative study was to determine the effectiveness of professional learning with teachers on the Core Six Essential Strategies (CSES) within… (more)

Subjects/Keywords: Urban; Gifted; Common Core; Professional Learning

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APA (6th Edition):

Whitaker, G. I. (2015). Exploring Gifted Pedagogy: Evaluating Teacher Knowledge and Implementation of Common Core Professional Learning. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/120

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):

Whitaker, Gyimah I. “Exploring Gifted Pedagogy: Evaluating Teacher Knowledge and Implementation of Common Core Professional Learning.” 2015. Thesis, Georgia State University. Accessed October 23, 2019. https://scholarworks.gsu.edu/eps_diss/120.

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

MLA Handbook (7th Edition):

Whitaker, Gyimah I. “Exploring Gifted Pedagogy: Evaluating Teacher Knowledge and Implementation of Common Core Professional Learning.” 2015. Web. 23 Oct 2019.

Vancouver:

Whitaker GI. Exploring Gifted Pedagogy: Evaluating Teacher Knowledge and Implementation of Common Core Professional Learning. [Internet] [Thesis]. Georgia State University; 2015. [cited 2019 Oct 23]. Available from: https://scholarworks.gsu.edu/eps_diss/120.

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

Council of Science Editors:

Whitaker GI. Exploring Gifted Pedagogy: Evaluating Teacher Knowledge and Implementation of Common Core Professional Learning. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/120

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

3. Forrester, Catherine Margaret. The Influence of On-site Professional Development on Teacher Practice.

Degree: Doctor of Education (EdD), 2018, Australian Catholic University

  The purpose of this research was to explore how on-site professional development (PD) addresses the goal of improved teacher practice. It was conducted within… (more)

Subjects/Keywords: on-site professional development; teacher practice; professional learning communities; leading for learning; collaboration; reform; Education

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APA (6th Edition):

Forrester, C. M. (2018). The Influence of On-site Professional Development on Teacher Practice. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/720

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):

Forrester, Catherine Margaret. “The Influence of On-site Professional Development on Teacher Practice.” 2018. Thesis, Australian Catholic University. Accessed October 23, 2019. https://researchbank.acu.edu.au/theses/720.

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

MLA Handbook (7th Edition):

Forrester, Catherine Margaret. “The Influence of On-site Professional Development on Teacher Practice.” 2018. Web. 23 Oct 2019.

Vancouver:

Forrester CM. The Influence of On-site Professional Development on Teacher Practice. [Internet] [Thesis]. Australian Catholic University; 2018. [cited 2019 Oct 23]. Available from: https://researchbank.acu.edu.au/theses/720.

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

Council of Science Editors:

Forrester CM. The Influence of On-site Professional Development on Teacher Practice. [Thesis]. Australian Catholic University; 2018. Available from: https://researchbank.acu.edu.au/theses/720

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


Florida International University

4. Hernandez, Eduardo. Exploring How Transformational Experiences of Faculty Participating in Global Learning Workshops Inform Practice.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2015, Florida International University

  This case study addresses gaps in the global learning, transformational learning, and professional development literature. Research is lacking on the questions of if and… (more)

Subjects/Keywords: Global learning; Transformational learning; Professional development; Curriculum and Instruction; Education; Higher Education and Teaching; Humane Education; Teacher Education and Professional Development

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APA (6th Edition):

Hernandez, E. (2015). Exploring How Transformational Experiences of Faculty Participating in Global Learning Workshops Inform Practice. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/2282 ; 10.25148/etd.FIDC000180 ; FIDC000180

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):

Hernandez, Eduardo. “Exploring How Transformational Experiences of Faculty Participating in Global Learning Workshops Inform Practice.” 2015. Thesis, Florida International University. Accessed October 23, 2019. http://digitalcommons.fiu.edu/etd/2282 ; 10.25148/etd.FIDC000180 ; FIDC000180.

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

MLA Handbook (7th Edition):

Hernandez, Eduardo. “Exploring How Transformational Experiences of Faculty Participating in Global Learning Workshops Inform Practice.” 2015. Web. 23 Oct 2019.

Vancouver:

Hernandez E. Exploring How Transformational Experiences of Faculty Participating in Global Learning Workshops Inform Practice. [Internet] [Thesis]. Florida International University; 2015. [cited 2019 Oct 23]. Available from: http://digitalcommons.fiu.edu/etd/2282 ; 10.25148/etd.FIDC000180 ; FIDC000180.

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

Council of Science Editors:

Hernandez E. Exploring How Transformational Experiences of Faculty Participating in Global Learning Workshops Inform Practice. [Thesis]. Florida International University; 2015. Available from: http://digitalcommons.fiu.edu/etd/2282 ; 10.25148/etd.FIDC000180 ; FIDC000180

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


Bowling Green State University

5. Gallagher, Debra K. LEARNING STYLES, SELF-EFFICACY, AND SATISFACTION WITH ONLINE LEARNING: IS ONLINE LEARNING FOR EVERYONE?.

Degree: Doctor of Education (EdD), Leadership Studies, 2007, Bowling Green State University

 This causal-comparative study examined learning style differences in and computer self-efficacy and satisfaction with online professional development. Thirty teachers enrolled in a Lesson Lab BreakThrough… (more)

Subjects/Keywords: professional development; Kolb's Learning Style Inventory; Online learning; computer self-efficacy; WebLEI; learning style; adult learning; satisfaction; CUSE

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APA (6th Edition):

Gallagher, D. K. (2007). LEARNING STYLES, SELF-EFFICACY, AND SATISFACTION WITH ONLINE LEARNING: IS ONLINE LEARNING FOR EVERYONE?. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1171920981

Chicago Manual of Style (16th Edition):

Gallagher, Debra K. “LEARNING STYLES, SELF-EFFICACY, AND SATISFACTION WITH ONLINE LEARNING: IS ONLINE LEARNING FOR EVERYONE?.” 2007. Doctoral Dissertation, Bowling Green State University. Accessed October 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1171920981.

MLA Handbook (7th Edition):

Gallagher, Debra K. “LEARNING STYLES, SELF-EFFICACY, AND SATISFACTION WITH ONLINE LEARNING: IS ONLINE LEARNING FOR EVERYONE?.” 2007. Web. 23 Oct 2019.

Vancouver:

Gallagher DK. LEARNING STYLES, SELF-EFFICACY, AND SATISFACTION WITH ONLINE LEARNING: IS ONLINE LEARNING FOR EVERYONE?. [Internet] [Doctoral dissertation]. Bowling Green State University; 2007. [cited 2019 Oct 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1171920981.

Council of Science Editors:

Gallagher DK. LEARNING STYLES, SELF-EFFICACY, AND SATISFACTION WITH ONLINE LEARNING: IS ONLINE LEARNING FOR EVERYONE?. [Doctoral Dissertation]. Bowling Green State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1171920981


Montana Tech

6. Beres, Corrienne Janet. LEARNING COMMUNITIES, ACHIEVEMENT AND COMPLETION: EXPLORING RELATIONSHIPS IN SOUTHERN ALBERTA SECONDARY SCHOOLS.

Degree: Doctor of Education (EdD), 2008, Montana Tech

 Longitudinal studies carried out by Statistics Canada and Human Resources Development Canada (Bowlby & McMullen, 2002) identified that dropout rates are high in Canada in… (more)

Subjects/Keywords: learning communities; PLC; professional learning communities

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APA (6th Edition):

Beres, C. J. (2008). LEARNING COMMUNITIES, ACHIEVEMENT AND COMPLETION: EXPLORING RELATIONSHIPS IN SOUTHERN ALBERTA SECONDARY SCHOOLS. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/1253

Chicago Manual of Style (16th Edition):

Beres, Corrienne Janet. “LEARNING COMMUNITIES, ACHIEVEMENT AND COMPLETION: EXPLORING RELATIONSHIPS IN SOUTHERN ALBERTA SECONDARY SCHOOLS.” 2008. Doctoral Dissertation, Montana Tech. Accessed October 23, 2019. https://scholarworks.umt.edu/etd/1253.

MLA Handbook (7th Edition):

Beres, Corrienne Janet. “LEARNING COMMUNITIES, ACHIEVEMENT AND COMPLETION: EXPLORING RELATIONSHIPS IN SOUTHERN ALBERTA SECONDARY SCHOOLS.” 2008. Web. 23 Oct 2019.

Vancouver:

Beres CJ. LEARNING COMMUNITIES, ACHIEVEMENT AND COMPLETION: EXPLORING RELATIONSHIPS IN SOUTHERN ALBERTA SECONDARY SCHOOLS. [Internet] [Doctoral dissertation]. Montana Tech; 2008. [cited 2019 Oct 23]. Available from: https://scholarworks.umt.edu/etd/1253.

Council of Science Editors:

Beres CJ. LEARNING COMMUNITIES, ACHIEVEMENT AND COMPLETION: EXPLORING RELATIONSHIPS IN SOUTHERN ALBERTA SECONDARY SCHOOLS. [Doctoral Dissertation]. Montana Tech; 2008. Available from: https://scholarworks.umt.edu/etd/1253


Georgia State University

7. Barr, Michael C. Professional Learning Communities and Teacher Decision-Making.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2017, Georgia State University

Professional learning communities (PLCs) have been adopted and implemented in many schools as a strategy for ensuring teacher capacity building, job-embedded professional learning, improved… (more)

Subjects/Keywords: Professional learning communities; Teacher decision-making; Educational leadership

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APA (6th Edition):

Barr, M. C. (2017). Professional Learning Communities and Teacher Decision-Making. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/172

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):

Barr, Michael C. “Professional Learning Communities and Teacher Decision-Making.” 2017. Thesis, Georgia State University. Accessed October 23, 2019. https://scholarworks.gsu.edu/eps_diss/172.

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

MLA Handbook (7th Edition):

Barr, Michael C. “Professional Learning Communities and Teacher Decision-Making.” 2017. Web. 23 Oct 2019.

Vancouver:

Barr MC. Professional Learning Communities and Teacher Decision-Making. [Internet] [Thesis]. Georgia State University; 2017. [cited 2019 Oct 23]. Available from: https://scholarworks.gsu.edu/eps_diss/172.

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

Council of Science Editors:

Barr MC. Professional Learning Communities and Teacher Decision-Making. [Thesis]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/eps_diss/172

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

8. Rafferty, Michael J. Perceptions Of Empowered Teacher Leaders.

Degree: Doctor of Education (EdD), Educational Leadership, 2018, University of New England

  Teacher Leadership movements over the last 30 years have attempted to create leadership opportunities within and across an organization. The purpose of this mixed… (more)

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

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APA (6th Edition):

Rafferty, M. J. (2018). Perceptions Of Empowered Teacher Leaders. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/181

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):

Rafferty, Michael J. “Perceptions Of Empowered Teacher Leaders.” 2018. Thesis, University of New England. Accessed October 23, 2019. https://dune.une.edu/theses/181.

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

MLA Handbook (7th Edition):

Rafferty, Michael J. “Perceptions Of Empowered Teacher Leaders.” 2018. Web. 23 Oct 2019.

Vancouver:

Rafferty MJ. Perceptions Of Empowered Teacher Leaders. [Internet] [Thesis]. University of New England; 2018. [cited 2019 Oct 23]. Available from: https://dune.une.edu/theses/181.

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

Council of Science Editors:

Rafferty MJ. Perceptions Of Empowered Teacher Leaders. [Thesis]. University of New England; 2018. Available from: https://dune.une.edu/theses/181

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


Georgia State University

9. Wynn, Ronald Scott. Examining Professional Learning Communities in a Title I High School.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2019, Georgia State University

  In July 2017, the state of Georgia implemented a teacher certification renewal program that required educators to participate in a job-embedded professional learning communities… (more)

Subjects/Keywords: Professional Learning Communities; Collaboration; Shared Instructional Leadership; Multiple Regression

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

APA (6th Edition):

Wynn, R. S. (2019). Examining Professional Learning Communities in a Title I High School. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/201

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):

Wynn, Ronald Scott. “Examining Professional Learning Communities in a Title I High School.” 2019. Thesis, Georgia State University. Accessed October 23, 2019. https://scholarworks.gsu.edu/eps_diss/201.

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

MLA Handbook (7th Edition):

Wynn, Ronald Scott. “Examining Professional Learning Communities in a Title I High School.” 2019. Web. 23 Oct 2019.

Vancouver:

Wynn RS. Examining Professional Learning Communities in a Title I High School. [Internet] [Thesis]. Georgia State University; 2019. [cited 2019 Oct 23]. Available from: https://scholarworks.gsu.edu/eps_diss/201.

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

Council of Science Editors:

Wynn RS. Examining Professional Learning Communities in a Title I High School. [Thesis]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/eps_diss/201

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

10. Zito, Mark Francis. Is Working Together Worth It? Examining the Relationship Between the Quality of Teacher Collaboration, Instruction, and Student Achievement.

Degree: Doctor of Education (EdD), Education (also CAGS), 2011, U of Massachusetts : PhD

  The purpose of this study was to examine the impact of a three-year Professional Learning Community (PLC) staff development initiative that took place in… (more)

Subjects/Keywords: Instructional Practice; Professional Learning Communities; Student Achievement; Teacher Collaboration; Education

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

APA (6th Edition):

Zito, M. F. (2011). Is Working Together Worth It? Examining the Relationship Between the Quality of Teacher Collaboration, Instruction, and Student Achievement. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/404

Chicago Manual of Style (16th Edition):

Zito, Mark Francis. “Is Working Together Worth It? Examining the Relationship Between the Quality of Teacher Collaboration, Instruction, and Student Achievement.” 2011. Doctoral Dissertation, U of Massachusetts : PhD. Accessed October 23, 2019. https://scholarworks.umass.edu/open_access_dissertations/404.

MLA Handbook (7th Edition):

Zito, Mark Francis. “Is Working Together Worth It? Examining the Relationship Between the Quality of Teacher Collaboration, Instruction, and Student Achievement.” 2011. Web. 23 Oct 2019.

Vancouver:

Zito MF. Is Working Together Worth It? Examining the Relationship Between the Quality of Teacher Collaboration, Instruction, and Student Achievement. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2011. [cited 2019 Oct 23]. Available from: https://scholarworks.umass.edu/open_access_dissertations/404.

Council of Science Editors:

Zito MF. Is Working Together Worth It? Examining the Relationship Between the Quality of Teacher Collaboration, Instruction, and Student Achievement. [Doctoral Dissertation]. U of Massachusetts : PhD; 2011. Available from: https://scholarworks.umass.edu/open_access_dissertations/404

11. Thomas, Elmer. The Relationship Between Teacher Perceptions Of Professional Learning Communities And Student Achievement.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2018, Eastern Kentucky U

  A significant challenge facing public schools is the need to increase student achievement while having student gains enhanced through growth models. Teaching strategies/methods have… (more)

Subjects/Keywords: Leadership; PLC; Principal; Professional Learning Communities; Shared Leadership; Student Achievement; Educational Assessment, Evaluation, and Research; Teacher Education and Professional Development

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

APA (6th Edition):

Thomas, E. (2018). The Relationship Between Teacher Perceptions Of Professional Learning Communities And Student Achievement. (Doctoral Dissertation). Eastern Kentucky U. Retrieved from https://encompass.eku.edu/etd/498

Chicago Manual of Style (16th Edition):

Thomas, Elmer. “The Relationship Between Teacher Perceptions Of Professional Learning Communities And Student Achievement.” 2018. Doctoral Dissertation, Eastern Kentucky U. Accessed October 23, 2019. https://encompass.eku.edu/etd/498.

MLA Handbook (7th Edition):

Thomas, Elmer. “The Relationship Between Teacher Perceptions Of Professional Learning Communities And Student Achievement.” 2018. Web. 23 Oct 2019.

Vancouver:

Thomas E. The Relationship Between Teacher Perceptions Of Professional Learning Communities And Student Achievement. [Internet] [Doctoral dissertation]. Eastern Kentucky U; 2018. [cited 2019 Oct 23]. Available from: https://encompass.eku.edu/etd/498.

Council of Science Editors:

Thomas E. The Relationship Between Teacher Perceptions Of Professional Learning Communities And Student Achievement. [Doctoral Dissertation]. Eastern Kentucky U; 2018. Available from: https://encompass.eku.edu/etd/498

12. Dozier, Karen. The Impact of Math Innovations in Elementary Mathematics Classrooms in Georgia Vision Project Districts.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2016, Georgia State University

  The purpose of this dissertation was to study how teachers and school leaders perceived a specific set of classroom math innovations, and how those… (more)

Subjects/Keywords: Concrete representational abstract model; Differentiation; Flexible grouping; Math innovations; Professional learning; Student subgroups

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APA (6th Edition):

Dozier, K. (2016). The Impact of Math Innovations in Elementary Mathematics Classrooms in Georgia Vision Project Districts. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/151

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):

Dozier, Karen. “The Impact of Math Innovations in Elementary Mathematics Classrooms in Georgia Vision Project Districts.” 2016. Thesis, Georgia State University. Accessed October 23, 2019. https://scholarworks.gsu.edu/eps_diss/151.

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

MLA Handbook (7th Edition):

Dozier, Karen. “The Impact of Math Innovations in Elementary Mathematics Classrooms in Georgia Vision Project Districts.” 2016. Web. 23 Oct 2019.

Vancouver:

Dozier K. The Impact of Math Innovations in Elementary Mathematics Classrooms in Georgia Vision Project Districts. [Internet] [Thesis]. Georgia State University; 2016. [cited 2019 Oct 23]. Available from: https://scholarworks.gsu.edu/eps_diss/151.

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

Council of Science Editors:

Dozier K. The Impact of Math Innovations in Elementary Mathematics Classrooms in Georgia Vision Project Districts. [Thesis]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/eps_diss/151

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


San Jose State University

13. Cheng, Pamela Lan. Professional Learning Community (PLC): Technology Integration at a Title I Elementary School.

Degree: Doctor of Education (EdD), Education, 2017, San Jose State University

  Calls for educational technology integration over more than thirty years have taken on new urgency in an era of computerized assessments for accountability. As… (more)

Subjects/Keywords: Digital Use Divide; One to One; Professional Learning Community; Teacher Leadership; Technology Integration; Title 1

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APA (6th Edition):

Cheng, P. L. (2017). Professional Learning Community (PLC): Technology Integration at a Title I Elementary School. (Doctoral Dissertation). San Jose State University. Retrieved from https://doi.org/10.31979/etd.58wj-dk5q ; https://scholarworks.sjsu.edu/etd_dissertations/4

Chicago Manual of Style (16th Edition):

Cheng, Pamela Lan. “Professional Learning Community (PLC): Technology Integration at a Title I Elementary School.” 2017. Doctoral Dissertation, San Jose State University. Accessed October 23, 2019. https://doi.org/10.31979/etd.58wj-dk5q ; https://scholarworks.sjsu.edu/etd_dissertations/4.

MLA Handbook (7th Edition):

Cheng, Pamela Lan. “Professional Learning Community (PLC): Technology Integration at a Title I Elementary School.” 2017. Web. 23 Oct 2019.

Vancouver:

Cheng PL. Professional Learning Community (PLC): Technology Integration at a Title I Elementary School. [Internet] [Doctoral dissertation]. San Jose State University; 2017. [cited 2019 Oct 23]. Available from: https://doi.org/10.31979/etd.58wj-dk5q ; https://scholarworks.sjsu.edu/etd_dissertations/4.

Council of Science Editors:

Cheng PL. Professional Learning Community (PLC): Technology Integration at a Title I Elementary School. [Doctoral Dissertation]. San Jose State University; 2017. Available from: https://doi.org/10.31979/etd.58wj-dk5q ; https://scholarworks.sjsu.edu/etd_dissertations/4


Ohio University

14. Turner, Maryalice B. Teacher Efficacy Beliefs in Collaborative Learning Communities: A Statewide Study in Large High Schools.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2012, Ohio University

  This observational study explored the connections between collaborative teacher learning communities as related to teacher efficacy in the largest high schools in Ohio. These… (more)

Subjects/Keywords: Education; Educational Evaluation; Educational Leadership; Education Policy; School Administration; Secondary Education; Teaching; small learning communities; smaller learning communities; professional learning communities; teacher efficacy; collaborative learning communities

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

APA (6th Edition):

Turner, M. B. (2012). Teacher Efficacy Beliefs in Collaborative Learning Communities: A Statewide Study in Large High Schools. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1353333296

Chicago Manual of Style (16th Edition):

Turner, Maryalice B. “Teacher Efficacy Beliefs in Collaborative Learning Communities: A Statewide Study in Large High Schools.” 2012. Doctoral Dissertation, Ohio University. Accessed October 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1353333296.

MLA Handbook (7th Edition):

Turner, Maryalice B. “Teacher Efficacy Beliefs in Collaborative Learning Communities: A Statewide Study in Large High Schools.” 2012. Web. 23 Oct 2019.

Vancouver:

Turner MB. Teacher Efficacy Beliefs in Collaborative Learning Communities: A Statewide Study in Large High Schools. [Internet] [Doctoral dissertation]. Ohio University; 2012. [cited 2019 Oct 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1353333296.

Council of Science Editors:

Turner MB. Teacher Efficacy Beliefs in Collaborative Learning Communities: A Statewide Study in Large High Schools. [Doctoral Dissertation]. Ohio University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1353333296


University of Vermont

15. Longchamp, Juliette Cavanaugh. The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2017, University of Vermont

  Teacher evaluation is changing in the United States, primarily due to federal policies requiring that measures of student growth be embedded within teacher evaluation… (more)

Subjects/Keywords: Professional Growth; Student Learning Objectives; Teacher Collaboration; Teacher Effectiveness; Teacher Evaluation; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Longchamp, J. C. (2017). The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/734

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):

Longchamp, Juliette Cavanaugh. “The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study.” 2017. Thesis, University of Vermont. Accessed October 23, 2019. https://scholarworks.uvm.edu/graddis/734.

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

MLA Handbook (7th Edition):

Longchamp, Juliette Cavanaugh. “The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study.” 2017. Web. 23 Oct 2019.

Vancouver:

Longchamp JC. The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study. [Internet] [Thesis]. University of Vermont; 2017. [cited 2019 Oct 23]. Available from: https://scholarworks.uvm.edu/graddis/734.

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

Council of Science Editors:

Longchamp JC. The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study. [Thesis]. University of Vermont; 2017. Available from: https://scholarworks.uvm.edu/graddis/734

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

16. Ellis, Auburn E. Integrating Aesthetics: Transforming Continuing and Professional Education Through Africentric Practice.

Degree: Doctor of Education (EdD), Adult and Continuing Education, 2013, National-Louis University

  K-12 practitioners in urban areas are faced with unique circumstances while serving racially marginalized students in public schools. As a response to this issue,… (more)

Subjects/Keywords: Continuing and Professional Education; adult and continuing education; art based learning; africentric; culturally grounded; Art Practice; Curriculum and Instruction; Higher Education

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APA (6th Edition):

Ellis, A. E. (2013). Integrating Aesthetics: Transforming Continuing and Professional Education Through Africentric Practice. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/73

Chicago Manual of Style (16th Edition):

Ellis, Auburn E. “Integrating Aesthetics: Transforming Continuing and Professional Education Through Africentric Practice.” 2013. Doctoral Dissertation, National-Louis University. Accessed October 23, 2019. http://digitalcommons.nl.edu/diss/73.

MLA Handbook (7th Edition):

Ellis, Auburn E. “Integrating Aesthetics: Transforming Continuing and Professional Education Through Africentric Practice.” 2013. Web. 23 Oct 2019.

Vancouver:

Ellis AE. Integrating Aesthetics: Transforming Continuing and Professional Education Through Africentric Practice. [Internet] [Doctoral dissertation]. National-Louis University; 2013. [cited 2019 Oct 23]. Available from: http://digitalcommons.nl.edu/diss/73.

Council of Science Editors:

Ellis AE. Integrating Aesthetics: Transforming Continuing and Professional Education Through Africentric Practice. [Doctoral Dissertation]. National-Louis University; 2013. Available from: http://digitalcommons.nl.edu/diss/73


Montana Tech

17. Gilmore, Cheryl Anne. Change, Principal Trust and Enabling School Structures: An Analysis of Relationships in Southern Alberta Schools.

Degree: Doctor of Education (EdD), 2007, Montana Tech

 Improved student learning continues to be a pressing issue compelling schools and districts to undergo change. Schools are complex organizations and there are a number… (more)

Subjects/Keywords: bureaucracy; organizational structures; principal leadership; professional learning community; quantitative

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

APA (6th Edition):

Gilmore, C. A. (2007). Change, Principal Trust and Enabling School Structures: An Analysis of Relationships in Southern Alberta Schools. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/178

Chicago Manual of Style (16th Edition):

Gilmore, Cheryl Anne. “Change, Principal Trust and Enabling School Structures: An Analysis of Relationships in Southern Alberta Schools.” 2007. Doctoral Dissertation, Montana Tech. Accessed October 23, 2019. https://scholarworks.umt.edu/etd/178.

MLA Handbook (7th Edition):

Gilmore, Cheryl Anne. “Change, Principal Trust and Enabling School Structures: An Analysis of Relationships in Southern Alberta Schools.” 2007. Web. 23 Oct 2019.

Vancouver:

Gilmore CA. Change, Principal Trust and Enabling School Structures: An Analysis of Relationships in Southern Alberta Schools. [Internet] [Doctoral dissertation]. Montana Tech; 2007. [cited 2019 Oct 23]. Available from: https://scholarworks.umt.edu/etd/178.

Council of Science Editors:

Gilmore CA. Change, Principal Trust and Enabling School Structures: An Analysis of Relationships in Southern Alberta Schools. [Doctoral Dissertation]. Montana Tech; 2007. Available from: https://scholarworks.umt.edu/etd/178


Georgia State University

18. Baiden, Felicia. Critical Conversations: A Social Justice-Driven Professional Learning Community.

Degree: Doctor of Education (EdD), Middle and Secondary Education, 2019, Georgia State University

  The purpose of this qualitative case study was to examine the phenomenon of a social justice-driven professional learning community. This study included 17 P-12… (more)

Subjects/Keywords: professional learning community; social justice; equity; critical conversations; teaching for social justice; critical literacy; multicultural children’s literature

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

APA (6th Edition):

Baiden, F. (2019). Critical Conversations: A Social Justice-Driven Professional Learning Community. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/79

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):

Baiden, Felicia. “Critical Conversations: A Social Justice-Driven Professional Learning Community.” 2019. Thesis, Georgia State University. Accessed October 23, 2019. https://scholarworks.gsu.edu/mse_diss/79.

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

MLA Handbook (7th Edition):

Baiden, Felicia. “Critical Conversations: A Social Justice-Driven Professional Learning Community.” 2019. Web. 23 Oct 2019.

Vancouver:

Baiden F. Critical Conversations: A Social Justice-Driven Professional Learning Community. [Internet] [Thesis]. Georgia State University; 2019. [cited 2019 Oct 23]. Available from: https://scholarworks.gsu.edu/mse_diss/79.

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

Council of Science Editors:

Baiden F. Critical Conversations: A Social Justice-Driven Professional Learning Community. [Thesis]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/mse_diss/79

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

19. Teeple, Kerry S. Components of Docent Training Programs in Nationally Accredited Museums in the United States and Their Correspondence to the Adult Learning Model for Faculty Development.

Degree: Doctor of Education (EdD), Education, 2019, University of Findlay

 Empirical evidence of docent training practices in nationally accredited museums in the United States is limited. Much information can be found in the literature on… (more)

Subjects/Keywords: Adult Education; Education; Museum Studies; Museums; Museum Education; Adult Education; Docent Training; Docent; Docent Education; Museum; Andragogy; Professional Development; Adult Learning; Museum Learning

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APA (6th Edition):

Teeple, K. S. (2019). Components of Docent Training Programs in Nationally Accredited Museums in the United States and Their Correspondence to the Adult Learning Model for Faculty Development. (Doctoral Dissertation). University of Findlay. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565278457764606

Chicago Manual of Style (16th Edition):

Teeple, Kerry S. “Components of Docent Training Programs in Nationally Accredited Museums in the United States and Their Correspondence to the Adult Learning Model for Faculty Development.” 2019. Doctoral Dissertation, University of Findlay. Accessed October 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565278457764606.

MLA Handbook (7th Edition):

Teeple, Kerry S. “Components of Docent Training Programs in Nationally Accredited Museums in the United States and Their Correspondence to the Adult Learning Model for Faculty Development.” 2019. Web. 23 Oct 2019.

Vancouver:

Teeple KS. Components of Docent Training Programs in Nationally Accredited Museums in the United States and Their Correspondence to the Adult Learning Model for Faculty Development. [Internet] [Doctoral dissertation]. University of Findlay; 2019. [cited 2019 Oct 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565278457764606.

Council of Science Editors:

Teeple KS. Components of Docent Training Programs in Nationally Accredited Museums in the United States and Their Correspondence to the Adult Learning Model for Faculty Development. [Doctoral Dissertation]. University of Findlay; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565278457764606

20. Coulson, Shirley Ann. Practitioner experience of a developing professional learning community.

Degree: Doctor of Education (EdD), 2008, Australian Catholic University

 Australian policy contexts are promoting school transformation through teacher learning and the development of schools as professional learning communities. However, Australian practitioners have very limited… (more)

Subjects/Keywords: Educational leadership  – Case studies; Professional learning communities  – Case studies; School improvement programs  – Australia; Education; Teacher Education and Professional Development

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APA (6th Edition):

Coulson, S. A. (2008). Practitioner experience of a developing professional learning community. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/246

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):

Coulson, Shirley Ann. “Practitioner experience of a developing professional learning community.” 2008. Thesis, Australian Catholic University. Accessed October 23, 2019. https://researchbank.acu.edu.au/theses/246.

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

MLA Handbook (7th Edition):

Coulson, Shirley Ann. “Practitioner experience of a developing professional learning community.” 2008. Web. 23 Oct 2019.

Vancouver:

Coulson SA. Practitioner experience of a developing professional learning community. [Internet] [Thesis]. Australian Catholic University; 2008. [cited 2019 Oct 23]. Available from: https://researchbank.acu.edu.au/theses/246.

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

Council of Science Editors:

Coulson SA. Practitioner experience of a developing professional learning community. [Thesis]. Australian Catholic University; 2008. Available from: https://researchbank.acu.edu.au/theses/246

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

21. Keegan, Julia. Teacher Preferences On Technology Use Using the iTEaCH Implementation Model: A Case Study In A Tanzanian Private School.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  To advance both transformative school leadership skills and the use of ICT integration in this school, while aiming to enhance positive school change, this… (more)

Subjects/Keywords: ICT integration; iTEaCH Implentation Model; 21-st century learning; Tanzania; transformative school leadership; teacher preferences; professional development; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Teacher Education and Professional Development

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APA (6th Edition):

Keegan, J. (2016). Teacher Preferences On Technology Use Using the iTEaCH Implementation Model: A Case Study In A Tanzanian Private School. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/75

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):

Keegan, Julia. “Teacher Preferences On Technology Use Using the iTEaCH Implementation Model: A Case Study In A Tanzanian Private School.” 2016. Thesis, University of New England. Accessed October 23, 2019. https://dune.une.edu/theses/75.

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

MLA Handbook (7th Edition):

Keegan, Julia. “Teacher Preferences On Technology Use Using the iTEaCH Implementation Model: A Case Study In A Tanzanian Private School.” 2016. Web. 23 Oct 2019.

Vancouver:

Keegan J. Teacher Preferences On Technology Use Using the iTEaCH Implementation Model: A Case Study In A Tanzanian Private School. [Internet] [Thesis]. University of New England; 2016. [cited 2019 Oct 23]. Available from: https://dune.une.edu/theses/75.

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

Council of Science Editors:

Keegan J. Teacher Preferences On Technology Use Using the iTEaCH Implementation Model: A Case Study In A Tanzanian Private School. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/75

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

22. Harak, Philip J. Supporting Public High School Teachers in a Context of Multiple Mandates: A Social Justice Approach to Professional Learning Communities.

Degree: Doctor of Education (EdD), Education (also CAGS), 2012, U of Massachusetts : PhD

  Although public school teaching by its inherent nature presents numerous classroom challenges, the public high school teacher today is faced in addition with multiple… (more)

Subjects/Keywords: high school teachers; professional development; professional learning communities; social justice education perspective; teacher empowerment; teacher-responsive; Education

professional interactions. After closely examining a published holistic teaching and learning model… …7 Appearance versus the Reality of Professional Learning Communities… …PARTICIPANTS’ REACTIONS TO THE PROFESSIONAL LEARNING COMMUNITY EXPERIENCE… …APPENDICES A. SYLLABUS FOR HOLISTIC, SOCIAL JUSTICE PROFESSIONAL LEARNING COMMUNITY… …PROFESSIONAL LEARNING COMMUNITY… 

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APA (6th Edition):

Harak, P. J. (2012). Supporting Public High School Teachers in a Context of Multiple Mandates: A Social Justice Approach to Professional Learning Communities. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/643

Chicago Manual of Style (16th Edition):

Harak, Philip J. “Supporting Public High School Teachers in a Context of Multiple Mandates: A Social Justice Approach to Professional Learning Communities.” 2012. Doctoral Dissertation, U of Massachusetts : PhD. Accessed October 23, 2019. https://scholarworks.umass.edu/open_access_dissertations/643.

MLA Handbook (7th Edition):

Harak, Philip J. “Supporting Public High School Teachers in a Context of Multiple Mandates: A Social Justice Approach to Professional Learning Communities.” 2012. Web. 23 Oct 2019.

Vancouver:

Harak PJ. Supporting Public High School Teachers in a Context of Multiple Mandates: A Social Justice Approach to Professional Learning Communities. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2012. [cited 2019 Oct 23]. Available from: https://scholarworks.umass.edu/open_access_dissertations/643.

Council of Science Editors:

Harak PJ. Supporting Public High School Teachers in a Context of Multiple Mandates: A Social Justice Approach to Professional Learning Communities. [Doctoral Dissertation]. U of Massachusetts : PhD; 2012. Available from: https://scholarworks.umass.edu/open_access_dissertations/643


University of Maine

23. Kaback, Suzanne. Lessons from Ellen: A Case Study Investigation of Comprehension Strategy Instruction in Action.

Degree: Doctor of Education (EdD), Literacy Education, 2003, University of Maine

  In the past ten years, reading comprehension instruction has received significant attention from educational researchers. Drawing on studies from cognitive psychology, reader response theory,… (more)

Subjects/Keywords: Action research in education; Cognitive learning; Reading comprehension; School Psychology; Teacher Education and Professional Development

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APA (6th Edition):

Kaback, S. (2003). Lessons from Ellen: A Case Study Investigation of Comprehension Strategy Instruction in Action. (Doctoral Dissertation). University of Maine. Retrieved from https://digitalcommons.library.umaine.edu/etd/491

Chicago Manual of Style (16th Edition):

Kaback, Suzanne. “Lessons from Ellen: A Case Study Investigation of Comprehension Strategy Instruction in Action.” 2003. Doctoral Dissertation, University of Maine. Accessed October 23, 2019. https://digitalcommons.library.umaine.edu/etd/491.

MLA Handbook (7th Edition):

Kaback, Suzanne. “Lessons from Ellen: A Case Study Investigation of Comprehension Strategy Instruction in Action.” 2003. Web. 23 Oct 2019.

Vancouver:

Kaback S. Lessons from Ellen: A Case Study Investigation of Comprehension Strategy Instruction in Action. [Internet] [Doctoral dissertation]. University of Maine; 2003. [cited 2019 Oct 23]. Available from: https://digitalcommons.library.umaine.edu/etd/491.

Council of Science Editors:

Kaback S. Lessons from Ellen: A Case Study Investigation of Comprehension Strategy Instruction in Action. [Doctoral Dissertation]. University of Maine; 2003. Available from: https://digitalcommons.library.umaine.edu/etd/491

24. Schupack, Sara Lynne. Circles and Lines: Complexities of Learning in Community.

Degree: Doctor of Education (EdD), Education (also CAGS), 2013, U of Massachusetts : PhD

  Following is a study that explores learning in community in a fully-integrated, team taught course at a community college in New England. These classes,… (more)

Subjects/Keywords: Arts-based research; Community college; Interdisciplinarity; Learning communities; Qualitative research; Education; Teacher Education and Professional Development

…research and professional focus is on classrooms, and I have found that community and learning go… …responsiveness, joy, and balance. vii ABSTRACT CIRCLES AND LINES: COMPLEXITIES OF LEARNING IN… …Following is a study that explores learning in community in a fully-integrated, team taught course… …at a community college in New England. These classes, Learning Communities (LCs)… …grounding in social learning theories and an exploration into learning and community as active… 

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

APA (6th Edition):

Schupack, S. L. (2013). Circles and Lines: Complexities of Learning in Community. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/705

Chicago Manual of Style (16th Edition):

Schupack, Sara Lynne. “Circles and Lines: Complexities of Learning in Community.” 2013. Doctoral Dissertation, U of Massachusetts : PhD. Accessed October 23, 2019. https://scholarworks.umass.edu/open_access_dissertations/705.

MLA Handbook (7th Edition):

Schupack, Sara Lynne. “Circles and Lines: Complexities of Learning in Community.” 2013. Web. 23 Oct 2019.

Vancouver:

Schupack SL. Circles and Lines: Complexities of Learning in Community. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2013. [cited 2019 Oct 23]. Available from: https://scholarworks.umass.edu/open_access_dissertations/705.

Council of Science Editors:

Schupack SL. Circles and Lines: Complexities of Learning in Community. [Doctoral Dissertation]. U of Massachusetts : PhD; 2013. Available from: https://scholarworks.umass.edu/open_access_dissertations/705


Florida International University

25. Baptiste, Belinda. Examining the Relationship between Fidelity of Implementation of Accommodations for Students with Specific Learning Disabilities in Mathematics and Student Achievement in High School Algebra I Inclusion Classes.

Degree: Doctor of Education (EdD), Exceptional Student Education, 2017, Florida International University

  Students with specific learning disabilities (SLD) are educated in general education classrooms. As a result, these students are faced with more challenging instructional curricula.… (more)

Subjects/Keywords: fidelity of implementation; instructional accommodations; inclusion; general education classrooms; specific learning disabilities; Algebra I; mathematics accommodations; mathematics achievement; teacher implementation; high school; Disability and Equity in Education; Education; Educational Assessment, Evaluation, and Research; Educational Psychology; Secondary Education; Secondary Education and Teaching; Social and Behavioral Sciences; Special Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Baptiste, B. (2017). Examining the Relationship between Fidelity of Implementation of Accommodations for Students with Specific Learning Disabilities in Mathematics and Student Achievement in High School Algebra I Inclusion Classes. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/3258 ; 10.25148/etd.FIDC001739 ; FIDC001739

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):

Baptiste, Belinda. “Examining the Relationship between Fidelity of Implementation of Accommodations for Students with Specific Learning Disabilities in Mathematics and Student Achievement in High School Algebra I Inclusion Classes.” 2017. Thesis, Florida International University. Accessed October 23, 2019. http://digitalcommons.fiu.edu/etd/3258 ; 10.25148/etd.FIDC001739 ; FIDC001739.

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

MLA Handbook (7th Edition):

Baptiste, Belinda. “Examining the Relationship between Fidelity of Implementation of Accommodations for Students with Specific Learning Disabilities in Mathematics and Student Achievement in High School Algebra I Inclusion Classes.” 2017. Web. 23 Oct 2019.

Vancouver:

Baptiste B. Examining the Relationship between Fidelity of Implementation of Accommodations for Students with Specific Learning Disabilities in Mathematics and Student Achievement in High School Algebra I Inclusion Classes. [Internet] [Thesis]. Florida International University; 2017. [cited 2019 Oct 23]. Available from: http://digitalcommons.fiu.edu/etd/3258 ; 10.25148/etd.FIDC001739 ; FIDC001739.

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

Council of Science Editors:

Baptiste B. Examining the Relationship between Fidelity of Implementation of Accommodations for Students with Specific Learning Disabilities in Mathematics and Student Achievement in High School Algebra I Inclusion Classes. [Thesis]. Florida International University; 2017. Available from: http://digitalcommons.fiu.edu/etd/3258 ; 10.25148/etd.FIDC001739 ; FIDC001739

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


Florida International University

26. Castillo, Claudia. Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution.

Degree: Doctor of Education (EdD), Higher Education Administration, 2016, Florida International University

  For a variety of reasons, college students with disabilities encounter stressors beyond those of students who do not have disabilities. One of the more… (more)

Subjects/Keywords: Career development; disability; physical disabilities; institutions of higher learning; stigma; students with disabilities; work preparation; workforce transition; disabilities and workforce; Accessibility; Adult and Continuing Education Administration; Adult and Continuing Education and Teaching; Community College Education Administration; Counseling; Counselor Education; Disability and Equity in Education; Education Policy; Higher Education; Higher Education Administration; Higher Education and Teaching; Inequality and Stratification; Junior High, Intermediate, Middle School Education and Teaching; Other Educational Administration and Supervision; Other Social and Behavioral Sciences; Other Teacher Education and Professional Development; Public Affairs, Public Policy and Public Administration; Social Policy; Special Education Administration; Student Counseling and Personnel Services; Teacher Education and Professional Development

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APA (6th Edition):

Castillo, C. (2016). Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/2567 ; 10.25148/etd.FIDC000754 ; FIDC000754

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):

Castillo, Claudia. “Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution.” 2016. Thesis, Florida International University. Accessed October 23, 2019. http://digitalcommons.fiu.edu/etd/2567 ; 10.25148/etd.FIDC000754 ; FIDC000754.

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

MLA Handbook (7th Edition):

Castillo, Claudia. “Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution.” 2016. Web. 23 Oct 2019.

Vancouver:

Castillo C. Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution. [Internet] [Thesis]. Florida International University; 2016. [cited 2019 Oct 23]. Available from: http://digitalcommons.fiu.edu/etd/2567 ; 10.25148/etd.FIDC000754 ; FIDC000754.

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

Council of Science Editors:

Castillo C. Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution. [Thesis]. Florida International University; 2016. Available from: http://digitalcommons.fiu.edu/etd/2567 ; 10.25148/etd.FIDC000754 ; FIDC000754

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

27. Goodwin-Glick, Kelly L. Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students.

Degree: Doctor of Education (EdD), Leadership Studies, 2017, Bowling Green State University

 Childhood trauma is prevalent and has a profound impact on student learning, behaviors,social-emotional well-being (Perfect et al., 2016), physical health, relationships (Tishelman etal., 2010), and… (more)

Subjects/Keywords: Adult Education; Education; Education Policy; Educational Leadership; School Administration; Teacher Education; trauma-informed care; trauma-informed; K-12 schools; dispositions; retrospective survey design; leadership; professional development; childhood trauma; transformational learning; certified; classified; employees; staff

…7 Professional Development on Student Trauma… …Care Professional Development ................................................... 72 Need… …for Professional Development… …74 Local Professional Development Implementation… …79 Transformational Learning Theory… 

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

APA (6th Edition):

Goodwin-Glick, K. L. (2017). Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1487245316067513

Chicago Manual of Style (16th Edition):

Goodwin-Glick, Kelly L. “Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students.” 2017. Doctoral Dissertation, Bowling Green State University. Accessed October 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1487245316067513.

MLA Handbook (7th Edition):

Goodwin-Glick, Kelly L. “Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students.” 2017. Web. 23 Oct 2019.

Vancouver:

Goodwin-Glick KL. Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students. [Internet] [Doctoral dissertation]. Bowling Green State University; 2017. [cited 2019 Oct 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1487245316067513.

Council of Science Editors:

Goodwin-Glick KL. Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students. [Doctoral Dissertation]. Bowling Green State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1487245316067513

28. Mandel, Peggy Lee. The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2013, Florida International University

  Changing demographics impact our schools as children come from more linguistically and culturally diverse backgrounds. The various social, cultural, and economic backgrounds of the… (more)

Subjects/Keywords: academic language; academic text talk; oral language; active learning; multimodal; reading comprehension; science; elementary students; discussion; retelling; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Methods; Elementary Education and Teaching; Science and Mathematics Education; Teacher Education and Professional Development

…Active Learning and Oral Engagement ….38 Theory .. .43… …embedded learning experiences designed to increase diverse second graders’ oral practice with… …Zwiers, 2005). Active engagement in learning tasks is important for effective vocabulary… …learning (National Reading Panel, 2000). A problem is that many students lack… …the students affect their early language learning experiences which expose them to the… 

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

APA (6th Edition):

Mandel, P. L. (2013). The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1006 ; 10.25148/etd.FI13120906 ; FI13120906

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):

Mandel, Peggy Lee. “The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders.” 2013. Thesis, Florida International University. Accessed October 23, 2019. http://digitalcommons.fiu.edu/etd/1006 ; 10.25148/etd.FI13120906 ; FI13120906.

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

MLA Handbook (7th Edition):

Mandel, Peggy Lee. “The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders.” 2013. Web. 23 Oct 2019.

Vancouver:

Mandel PL. The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders. [Internet] [Thesis]. Florida International University; 2013. [cited 2019 Oct 23]. Available from: http://digitalcommons.fiu.edu/etd/1006 ; 10.25148/etd.FI13120906 ; FI13120906.

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

Council of Science Editors:

Mandel PL. The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders. [Thesis]. Florida International University; 2013. Available from: http://digitalcommons.fiu.edu/etd/1006 ; 10.25148/etd.FI13120906 ; FI13120906

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

.