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Degree: Doctor of Education in Teacher Leadership (EdD)

You searched for subject:(professional learning). Showing records 1 – 10 of 10 total matches.

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Kennesaw State University

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

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 November 17, 2019. 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. 17 Nov 2019.

Vancouver:

Kennedy A. Teacher Perceptions of School-Based and District Professional Development. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 Nov 17]. 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


Kennesaw State University

2. King, Valerie. A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network.

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

  This study reveals educators’ experiences with using Twitter as a professional learning network. The context of this study is framed by the notion of… (more)

Subjects/Keywords: Twitter; Online Professional Learning; Teacher Isolation; Atlas ti; Adult Learning; Innovative Professional Learning; Ubiquitous Learning; Teacher Education and Professional Development

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

APA (6th Edition):

King, V. (2017). A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/16

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):

King, Valerie. “A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network.” 2017. Thesis, Kennesaw State University. Accessed November 17, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/16.

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

MLA Handbook (7th Edition):

King, Valerie. “A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network.” 2017. Web. 17 Nov 2019.

Vancouver:

King V. A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 Nov 17]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/16.

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

Council of Science Editors:

King V. A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/16

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


Kennesaw State University

3. Townsend, Deena W. Beyond a Meeting: A Case Study Examining the Impact of Data-Focused Professional Learning Communities on Teacher Practice and Student Learning.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2016, Kennesaw State University

  The increased professional demands on educators without parallel increases in funding encourage schools to continually search for practical solutions to equip teachers with the… (more)

Subjects/Keywords: data teams; job-embedded professional learning; professional learning communities; teacher collaboration; teacher learning; Junior High, Intermediate, Middle School Education and Teaching

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

APA (6th Edition):

Townsend, D. W. (2016). Beyond a Meeting: A Case Study Examining the Impact of Data-Focused Professional Learning Communities on Teacher Practice and Student Learning. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/11

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):

Townsend, Deena W. “Beyond a Meeting: A Case Study Examining the Impact of Data-Focused Professional Learning Communities on Teacher Practice and Student Learning.” 2016. Thesis, Kennesaw State University. Accessed November 17, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/11.

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

MLA Handbook (7th Edition):

Townsend, Deena W. “Beyond a Meeting: A Case Study Examining the Impact of Data-Focused Professional Learning Communities on Teacher Practice and Student Learning.” 2016. Web. 17 Nov 2019.

Vancouver:

Townsend DW. Beyond a Meeting: A Case Study Examining the Impact of Data-Focused Professional Learning Communities on Teacher Practice and Student Learning. [Internet] [Thesis]. Kennesaw State University; 2016. [cited 2019 Nov 17]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/11.

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

Council of Science Editors:

Townsend DW. Beyond a Meeting: A Case Study Examining the Impact of Data-Focused Professional Learning Communities on Teacher Practice and Student Learning. [Thesis]. Kennesaw State University; 2016. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/11

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


Kennesaw State University

4. Vitala, Amy E. Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2016, Kennesaw State University

  Although there is a plethora of in-depth research regarding effective professional development and best practices for adult learning, there is evidence that suggests traditional… (more)

Subjects/Keywords: self-directed professional development; personalized professional learning; personal learning networks; twitter; edcamp; Other Teacher Education and Professional Development; Teacher Education and Professional Development

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

APA (6th Edition):

Vitala, A. E. (2016). Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/13

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):

Vitala, Amy E. “Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning.” 2016. Thesis, Kennesaw State University. Accessed November 17, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/13.

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

MLA Handbook (7th Edition):

Vitala, Amy E. “Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning.” 2016. Web. 17 Nov 2019.

Vancouver:

Vitala AE. Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning. [Internet] [Thesis]. Kennesaw State University; 2016. [cited 2019 Nov 17]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/13.

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

Council of Science Editors:

Vitala AE. Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning. [Thesis]. Kennesaw State University; 2016. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/13

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


Kennesaw State University

5. Funderburke, Ashley. On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2018, Kennesaw State University

  The current model of mass professional development for all teachers does not address the individual needs of each teacher (Berckenmeyer, 2014; Darling-Hammond et al.,… (more)

Subjects/Keywords: professional development; culture of education; adult learning theory; teacher resistance; self-efficacy; individualized professional development; Education; Teacher Education and Professional Development

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

APA (6th Edition):

Funderburke, A. (2018). On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32

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):

Funderburke, Ashley. “On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School.” 2018. Thesis, Kennesaw State University. Accessed November 17, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32.

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

MLA Handbook (7th Edition):

Funderburke, Ashley. “On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School.” 2018. Web. 17 Nov 2019.

Vancouver:

Funderburke A. On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Nov 17]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32.

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

Council of Science Editors:

Funderburke A. On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32

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


Kennesaw State University

6. Shields, Kathryn Dawson. Crowdsourcing Cognitive Presence: A Quantitative Content Analysis of a K12 Educator MOOC Discussion Forum.

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

  Massively Open Online Courses (MOOCs) offer participants opportunities to engage with content and discussion forums similar to other online courses. Pedagogical components of MOOCs… (more)

Subjects/Keywords: K-12; professional learning; MOOC; online learning; discussion forum; cognitive presence; Instructional Media Design; Online and Distance Education; Other Teacher Education and Professional Development; Teacher Education and Professional Development

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APA (6th Edition):

Shields, K. D. (2017). Crowdsourcing Cognitive Presence: A Quantitative Content Analysis of a K12 Educator MOOC Discussion Forum. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/14

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):

Shields, Kathryn Dawson. “Crowdsourcing Cognitive Presence: A Quantitative Content Analysis of a K12 Educator MOOC Discussion Forum.” 2017. Thesis, Kennesaw State University. Accessed November 17, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/14.

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

MLA Handbook (7th Edition):

Shields, Kathryn Dawson. “Crowdsourcing Cognitive Presence: A Quantitative Content Analysis of a K12 Educator MOOC Discussion Forum.” 2017. Web. 17 Nov 2019.

Vancouver:

Shields KD. Crowdsourcing Cognitive Presence: A Quantitative Content Analysis of a K12 Educator MOOC Discussion Forum. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 Nov 17]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/14.

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

Council of Science Editors:

Shields KD. Crowdsourcing Cognitive Presence: A Quantitative Content Analysis of a K12 Educator MOOC Discussion Forum. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/14

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


Kennesaw State University

7. Davis, Emily. Coaching for Change: Teacher Perceptions of the Impact of Personalized, Reflective Professional Development.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2019, Kennesaw State University

  Instructional coaching has become a popular form of professional development in schools. Instructional coaches are often teacher leaders with years of classroom experience but… (more)

Subjects/Keywords: coaching; adult learning theory; student-centered learning; reflection; Adult and Continuing Education; Teacher Education and Professional Development

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

APA (6th Edition):

Davis, E. (2019). Coaching for Change: Teacher Perceptions of the Impact of Personalized, Reflective Professional Development. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/35

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):

Davis, Emily. “Coaching for Change: Teacher Perceptions of the Impact of Personalized, Reflective Professional Development.” 2019. Thesis, Kennesaw State University. Accessed November 17, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/35.

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

MLA Handbook (7th Edition):

Davis, Emily. “Coaching for Change: Teacher Perceptions of the Impact of Personalized, Reflective Professional Development.” 2019. Web. 17 Nov 2019.

Vancouver:

Davis E. Coaching for Change: Teacher Perceptions of the Impact of Personalized, Reflective Professional Development. [Internet] [Thesis]. Kennesaw State University; 2019. [cited 2019 Nov 17]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/35.

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

Council of Science Editors:

Davis E. Coaching for Change: Teacher Perceptions of the Impact of Personalized, Reflective Professional Development. [Thesis]. Kennesaw State University; 2019. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/35

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

8. Gammill, Rebecca Leigh. Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2013, Kennesaw State University

  How do mathematics teachers in high performing schools perceive professional learning? Although mathematics teachers often find themselves in a variety of professional learning opportunities… (more)

Subjects/Keywords: professional learning; beliefs; secondary mathematics; high performing schools; Professional Learning Profile; Professional Learning Sequence; Teacher Education and Professional Development

professional learning? Although mathematics teachers often find themselves in a variety of… …professional learning opportunities offered by their schools or school systems, research has narrowly… …focused on mathematics teachers’ behaviors, feedback, or professional learning outcomes within… …professional learning through a multi-site case study. The researcher selected seven mathematics… …professional learning through photographs that were later discussed during Photo Elicitation… 

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

APA (6th Edition):

Gammill, R. L. (2013). Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/578

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):

Gammill, Rebecca Leigh. “Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools.” 2013. Thesis, Kennesaw State University. Accessed November 17, 2019. https://digitalcommons.kennesaw.edu/etd/578.

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

MLA Handbook (7th Edition):

Gammill, Rebecca Leigh. “Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools.” 2013. Web. 17 Nov 2019.

Vancouver:

Gammill RL. Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2019 Nov 17]. Available from: https://digitalcommons.kennesaw.edu/etd/578.

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

Council of Science Editors:

Gammill RL. Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/578

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


Kennesaw State University

9. Worth, Jody. Sustaining Change Through Individualized Coaching.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2018, Kennesaw State University

  This study reveals educators’ journey through a change process as an innovation was being infused throughout their instructional practices. Traditional professional learning is not… (more)

Subjects/Keywords: sustaining change; individualized coaching; Stages of Concern; learning communities; teacher resistance; Education; Teacher Education and Professional Development

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

APA (6th Edition):

Worth, J. (2018). Sustaining Change Through Individualized Coaching. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/31

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):

Worth, Jody. “Sustaining Change Through Individualized Coaching.” 2018. Thesis, Kennesaw State University. Accessed November 17, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/31.

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

MLA Handbook (7th Edition):

Worth, Jody. “Sustaining Change Through Individualized Coaching.” 2018. Web. 17 Nov 2019.

Vancouver:

Worth J. Sustaining Change Through Individualized Coaching. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Nov 17]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/31.

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

Council of Science Editors:

Worth J. Sustaining Change Through Individualized Coaching. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/31

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


Kennesaw State University

10. Jones, Joy. Perceptions in a Changing World: Teachers' Attitudes Toward the Implementation of Educational Innovations.

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

  ABSTRACT The purpose of this study is to examine teachers’ attitudes toward the implementation of educational innovations - with an explicit focus on social… (more)

Subjects/Keywords: social and emotional learning; Title I; teachers’ attitudes; teachers’ perceptions; teacher mentors; new teacher mentor program; new teacher support; induction programs; urban; multiple case study; Early Childhood Education; Elementary Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching; Teacher Education and Professional Development

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

APA (6th Edition):

Jones, J. (2017). Perceptions in a Changing World: Teachers' Attitudes Toward the Implementation of Educational Innovations. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/18

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

Chicago Manual of Style (16th Edition):

Jones, Joy. “Perceptions in a Changing World: Teachers' Attitudes Toward the Implementation of Educational Innovations.” 2017. Thesis, Kennesaw State University. Accessed November 17, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/18.

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

MLA Handbook (7th Edition):

Jones, Joy. “Perceptions in a Changing World: Teachers' Attitudes Toward the Implementation of Educational Innovations.” 2017. Web. 17 Nov 2019.

Vancouver:

Jones J. Perceptions in a Changing World: Teachers' Attitudes Toward the Implementation of Educational Innovations. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 Nov 17]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/18.

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

Council of Science Editors:

Jones J. Perceptions in a Changing World: Teachers' Attitudes Toward the Implementation of Educational Innovations. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/18

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

.