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Degree: MA

You searched for subject:(professional learning). Showing records 1 – 17 of 17 total matches.

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University of Iowa

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

Degree: MA, Music, 2017, University of Iowa

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Deignan, Ryan P. “K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study.” 2017. Masters Thesis, University of Iowa. Accessed October 15, 2019. https://ir.uiowa.edu/etd/5928.

MLA Handbook (7th Edition):

Deignan, Ryan P. “K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study.” 2017. Web. 15 Oct 2019.

Vancouver:

Deignan RP. K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study. [Internet] [Masters thesis]. University of Iowa; 2017. [cited 2019 Oct 15]. Available from: https://ir.uiowa.edu/etd/5928.

Council of Science Editors:

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


California State University – Sacramento

2. Shelton, Penelope R. Improving science achievement through teacher collaboration of effective teaching and assessment practices.

Degree: MA, Education (Educational Leadership and Policy Studies, 2011, California State University – Sacramento

 In an article published in Science Education, the author categorizes the need for science education in the ???macro-argument??? and ???micro-argument??? (Laugksch, 2000). The micro-level argument… (more)

Subjects/Keywords: Professional learning communities; Teacher efficacy; California state science standards; Learning goals; CST testing; Science literacy

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APA (6th Edition):

Shelton, P. R. (2011). Improving science achievement through teacher collaboration of effective teaching and assessment practices. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/950

Chicago Manual of Style (16th Edition):

Shelton, Penelope R. “Improving science achievement through teacher collaboration of effective teaching and assessment practices.” 2011. Masters Thesis, California State University – Sacramento. Accessed October 15, 2019. http://hdl.handle.net/10211.9/950.

MLA Handbook (7th Edition):

Shelton, Penelope R. “Improving science achievement through teacher collaboration of effective teaching and assessment practices.” 2011. Web. 15 Oct 2019.

Vancouver:

Shelton PR. Improving science achievement through teacher collaboration of effective teaching and assessment practices. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10211.9/950.

Council of Science Editors:

Shelton PR. Improving science achievement through teacher collaboration of effective teaching and assessment practices. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/950

3. Stine, Jill S. “The Teacher Salvage Business” - Saving a Special Education Teacher: Can a Professional Learning Community Act as a Catalyst to Reverse Thoughts of Quitting?.

Degree: MA, Education, 2010, Wittenberg University

 Special educators are challenged by an abundance of stressful issues in their work environment. This study questions whether the activities of a professional learning community… (more)

Subjects/Keywords: Educational Leadership; Special education; burnout; professional learning communities; stress reduction

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APA (6th Edition):

Stine, J. S. (2010). “The Teacher Salvage Business” - Saving a Special Education Teacher: Can a Professional Learning Community Act as a Catalyst to Reverse Thoughts of Quitting?. (Masters Thesis). Wittenberg University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=witt1320332571

Chicago Manual of Style (16th Edition):

Stine, Jill S. ““The Teacher Salvage Business” - Saving a Special Education Teacher: Can a Professional Learning Community Act as a Catalyst to Reverse Thoughts of Quitting?.” 2010. Masters Thesis, Wittenberg University. Accessed October 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=witt1320332571.

MLA Handbook (7th Edition):

Stine, Jill S. ““The Teacher Salvage Business” - Saving a Special Education Teacher: Can a Professional Learning Community Act as a Catalyst to Reverse Thoughts of Quitting?.” 2010. Web. 15 Oct 2019.

Vancouver:

Stine JS. “The Teacher Salvage Business” - Saving a Special Education Teacher: Can a Professional Learning Community Act as a Catalyst to Reverse Thoughts of Quitting?. [Internet] [Masters thesis]. Wittenberg University; 2010. [cited 2019 Oct 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=witt1320332571.

Council of Science Editors:

Stine JS. “The Teacher Salvage Business” - Saving a Special Education Teacher: Can a Professional Learning Community Act as a Catalyst to Reverse Thoughts of Quitting?. [Masters Thesis]. Wittenberg University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=witt1320332571


Brigham Young University

4. Hall, Amber M. PE Central: A Possible Online Professional Development Tool.

Degree: MA, 2014, Brigham Young University

  Bringing about positive teacher change in physical education is often a slow process not supported by traditional professional development practices. The purpose of this… (more)

Subjects/Keywords: PE Central; professional development; teacher change; physical education; online learning; Educational Psychology

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APA (6th Edition):

Hall, A. M. (2014). PE Central: A Possible Online Professional Development Tool. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5400&context=etd

Chicago Manual of Style (16th Edition):

Hall, Amber M. “PE Central: A Possible Online Professional Development Tool.” 2014. Masters Thesis, Brigham Young University. Accessed October 15, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5400&context=etd.

MLA Handbook (7th Edition):

Hall, Amber M. “PE Central: A Possible Online Professional Development Tool.” 2014. Web. 15 Oct 2019.

Vancouver:

Hall AM. PE Central: A Possible Online Professional Development Tool. [Internet] [Masters thesis]. Brigham Young University; 2014. [cited 2019 Oct 15]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5400&context=etd.

Council of Science Editors:

Hall AM. PE Central: A Possible Online Professional Development Tool. [Masters Thesis]. Brigham Young University; 2014. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5400&context=etd


Brigham Young University

5. Barth, Katie Nicole. An Investigation of the Effects of Integrating Science and Engineering Content and Pedagogy in an Elementary School Classroom.

Degree: MA, 2013, Brigham Young University

 Fewer students in the United States are choosing to study and enter careers in the STEM disciplines-Science, Technology, Engineering, and Mathematics. This problem is being… (more)

Subjects/Keywords: STEM integration; Student Learning; Student Attitudes and Interests; Teacher Education and Professional Development

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APA (6th Edition):

Barth, K. N. (2013). An Investigation of the Effects of Integrating Science and Engineering Content and Pedagogy in an Elementary School Classroom. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4695&context=etd

Chicago Manual of Style (16th Edition):

Barth, Katie Nicole. “An Investigation of the Effects of Integrating Science and Engineering Content and Pedagogy in an Elementary School Classroom.” 2013. Masters Thesis, Brigham Young University. Accessed October 15, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4695&context=etd.

MLA Handbook (7th Edition):

Barth, Katie Nicole. “An Investigation of the Effects of Integrating Science and Engineering Content and Pedagogy in an Elementary School Classroom.” 2013. Web. 15 Oct 2019.

Vancouver:

Barth KN. An Investigation of the Effects of Integrating Science and Engineering Content and Pedagogy in an Elementary School Classroom. [Internet] [Masters thesis]. Brigham Young University; 2013. [cited 2019 Oct 15]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4695&context=etd.

Council of Science Editors:

Barth KN. An Investigation of the Effects of Integrating Science and Engineering Content and Pedagogy in an Elementary School Classroom. [Masters Thesis]. Brigham Young University; 2013. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4695&context=etd


Humboldt State University

6. Van Sickle, Julie Ann. Lesson study's impacts on teacher perception of efficacy in teaching.

Degree: MA, Education, 2011, Humboldt State University

 Teachers practicing Lesson Study often anecdotally report a positive impact on their teaching practices and as a result students' learning from participation in the Lesson… (more)

Subjects/Keywords: Professional learning communities; Lesson study; Teacher efficacy; Teacher collaboration; Teacher perception of student learning; Science education; Mixed-methods

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APA (6th Edition):

Van Sickle, J. A. (2011). Lesson study's impacts on teacher perception of efficacy in teaching. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/819

Chicago Manual of Style (16th Edition):

Van Sickle, Julie Ann. “Lesson study's impacts on teacher perception of efficacy in teaching.” 2011. Masters Thesis, Humboldt State University. Accessed October 15, 2019. http://hdl.handle.net/2148/819.

MLA Handbook (7th Edition):

Van Sickle, Julie Ann. “Lesson study's impacts on teacher perception of efficacy in teaching.” 2011. Web. 15 Oct 2019.

Vancouver:

Van Sickle JA. Lesson study's impacts on teacher perception of efficacy in teaching. [Internet] [Masters thesis]. Humboldt State University; 2011. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/2148/819.

Council of Science Editors:

Van Sickle JA. Lesson study's impacts on teacher perception of efficacy in teaching. [Masters Thesis]. Humboldt State University; 2011. Available from: http://hdl.handle.net/2148/819


Brigham Young University

7. Westenskow, Florencia. Experiences in Professional Development Through Project-Based Language Learning.

Degree: MA, 2018, Brigham Young University

 Project-based Language Learning (PBLL) provides students with opportunities to use the target language purposefully and to interact with culturally authentic materials. Because PBLL holds critical… (more)

Subjects/Keywords: Project-based Language Learning; foreign language; professional development; foreign language education; projects; PBLL; Spanish and Portuguese Language and Literature

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APA (6th Edition):

Westenskow, F. (2018). Experiences in Professional Development Through Project-Based Language Learning. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8047&context=etd

Chicago Manual of Style (16th Edition):

Westenskow, Florencia. “Experiences in Professional Development Through Project-Based Language Learning.” 2018. Masters Thesis, Brigham Young University. Accessed October 15, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8047&context=etd.

MLA Handbook (7th Edition):

Westenskow, Florencia. “Experiences in Professional Development Through Project-Based Language Learning.” 2018. Web. 15 Oct 2019.

Vancouver:

Westenskow F. Experiences in Professional Development Through Project-Based Language Learning. [Internet] [Masters thesis]. Brigham Young University; 2018. [cited 2019 Oct 15]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8047&context=etd.

Council of Science Editors:

Westenskow F. Experiences in Professional Development Through Project-Based Language Learning. [Masters Thesis]. Brigham Young University; 2018. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8047&context=etd


Brigham Young University

8. Orsak, Rachelle Myler. Uncovering Transformative Experiences: A Case Study of the Transformations Made by one Teacher in a Mathematics Professional Development Program.

Degree: MA, 2009, Brigham Young University

 Effective professional development is vital for improving mathematics teaching (National Council of Teachers of Mathematics [NCTM], 2007), so studying effective professional development programs is important… (more)

Subjects/Keywords: mathematics education; professional development; transformative experiences; mathematics; teaching; learning; confidence; teachers; case study; qualitative; personal agency; Science and Mathematics Education

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APA (6th Edition):

Orsak, R. M. (2009). Uncovering Transformative Experiences: A Case Study of the Transformations Made by one Teacher in a Mathematics Professional Development Program. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2780&context=etd

Chicago Manual of Style (16th Edition):

Orsak, Rachelle Myler. “Uncovering Transformative Experiences: A Case Study of the Transformations Made by one Teacher in a Mathematics Professional Development Program.” 2009. Masters Thesis, Brigham Young University. Accessed October 15, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2780&context=etd.

MLA Handbook (7th Edition):

Orsak, Rachelle Myler. “Uncovering Transformative Experiences: A Case Study of the Transformations Made by one Teacher in a Mathematics Professional Development Program.” 2009. Web. 15 Oct 2019.

Vancouver:

Orsak RM. Uncovering Transformative Experiences: A Case Study of the Transformations Made by one Teacher in a Mathematics Professional Development Program. [Internet] [Masters thesis]. Brigham Young University; 2009. [cited 2019 Oct 15]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2780&context=etd.

Council of Science Editors:

Orsak RM. Uncovering Transformative Experiences: A Case Study of the Transformations Made by one Teacher in a Mathematics Professional Development Program. [Masters Thesis]. Brigham Young University; 2009. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2780&context=etd

9. Quantz, Mary Ann. Effective Professional Development: A Study of a Teacher-Initiated, Interdisciplinary Professional Learning Community.

Degree: MA, 2012, Brigham Young University

 This is a narrative inquiry study that describes the experiences of five junior high school teachers who participated in an interdisciplinary, voluntary professional learning community… (more)

Subjects/Keywords: professional learning community; interdisciplinary; voluntary; ineffective professional development; inadequacy; identity; Teacher Education and Professional Development

…2001). Teacher-Initiated Professional Learning Community Research has not yet focused… …participated in a teacher-initiated, voluntary professional learning community (PLC). PLCs… …participants’ experiences can possibly influence professional learning communities in the future… …of the Professional Learning Community The participants’ stories of ineffective… …39, 175-189. Borko, H. (2004). Professional development and teacher learning… 

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APA (6th Edition):

Quantz, M. A. (2012). Effective Professional Development: A Study of a Teacher-Initiated, Interdisciplinary Professional Learning Community. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4649&context=etd

Chicago Manual of Style (16th Edition):

Quantz, Mary Ann. “Effective Professional Development: A Study of a Teacher-Initiated, Interdisciplinary Professional Learning Community.” 2012. Masters Thesis, Brigham Young University. Accessed October 15, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4649&context=etd.

MLA Handbook (7th Edition):

Quantz, Mary Ann. “Effective Professional Development: A Study of a Teacher-Initiated, Interdisciplinary Professional Learning Community.” 2012. Web. 15 Oct 2019.

Vancouver:

Quantz MA. Effective Professional Development: A Study of a Teacher-Initiated, Interdisciplinary Professional Learning Community. [Internet] [Masters thesis]. Brigham Young University; 2012. [cited 2019 Oct 15]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4649&context=etd.

Council of Science Editors:

Quantz MA. Effective Professional Development: A Study of a Teacher-Initiated, Interdisciplinary Professional Learning Community. [Masters Thesis]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4649&context=etd


North Carolina State University

10. Ingram, Laura Williams. An Analysis of the Problem of Writing Skill Transference and Its Implications for Professional Writing Instructors.

Degree: MA, English, 2007, North Carolina State University

 In recent years, both businesses and students have reported a lack of student preparation for writing in the workplace. Many studies have been conducted to… (more)

Subjects/Keywords: transfer; situated learning; activity theory; cognitive apprenticeships; scaffolding; professional writing

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APA (6th Edition):

Ingram, L. W. (2007). An Analysis of the Problem of Writing Skill Transference and Its Implications for Professional Writing Instructors. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/569

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):

Ingram, Laura Williams. “An Analysis of the Problem of Writing Skill Transference and Its Implications for Professional Writing Instructors.” 2007. Thesis, North Carolina State University. Accessed October 15, 2019. http://www.lib.ncsu.edu/resolver/1840.16/569.

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

MLA Handbook (7th Edition):

Ingram, Laura Williams. “An Analysis of the Problem of Writing Skill Transference and Its Implications for Professional Writing Instructors.” 2007. Web. 15 Oct 2019.

Vancouver:

Ingram LW. An Analysis of the Problem of Writing Skill Transference and Its Implications for Professional Writing Instructors. [Internet] [Thesis]. North Carolina State University; 2007. [cited 2019 Oct 15]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/569.

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

Council of Science Editors:

Ingram LW. An Analysis of the Problem of Writing Skill Transference and Its Implications for Professional Writing Instructors. [Thesis]. North Carolina State University; 2007. Available from: http://www.lib.ncsu.edu/resolver/1840.16/569

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


Brigham Young University

11. Shin, Lynna Betty. Improving the Learning Approach of College Freshmen and Future Teachers Through Curricular Intervention.

Degree: MA, 2006, Brigham Young University

 Students who exercise a deep approach to learning connect classroom content to real-life experiences. To help first-year students develop a deep approach to learning, Brigham… (more)

Subjects/Keywords: learning approach; college freshmen; Freshman Academy; Teacher Education and Professional Development

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APA (6th Edition):

Shin, L. B. (2006). Improving the Learning Approach of College Freshmen and Future Teachers Through Curricular Intervention. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1512&context=etd

Chicago Manual of Style (16th Edition):

Shin, Lynna Betty. “Improving the Learning Approach of College Freshmen and Future Teachers Through Curricular Intervention.” 2006. Masters Thesis, Brigham Young University. Accessed October 15, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1512&context=etd.

MLA Handbook (7th Edition):

Shin, Lynna Betty. “Improving the Learning Approach of College Freshmen and Future Teachers Through Curricular Intervention.” 2006. Web. 15 Oct 2019.

Vancouver:

Shin LB. Improving the Learning Approach of College Freshmen and Future Teachers Through Curricular Intervention. [Internet] [Masters thesis]. Brigham Young University; 2006. [cited 2019 Oct 15]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1512&context=etd.

Council of Science Editors:

Shin LB. Improving the Learning Approach of College Freshmen and Future Teachers Through Curricular Intervention. [Masters Thesis]. Brigham Young University; 2006. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1512&context=etd


McMaster University

12. Di, Prima Soranno Angela. A Comparative Analysis of Models for the Development of Higher Level Thinking Skills: A Textual Analysis of Plato's The Republic and Bloom's Taxonomy of Educational Objectives.

Degree: MA, 1999, McMaster University

This project has been developed using a parallel strategy. The first part of this project uses the concept of a model, taken from Ml.… (more)

Subjects/Keywords: Plato; Bloom's taxonomy; students; teachers; learning and thinking; Educational Methods; Teacher Education and Professional Development; Educational Methods

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APA (6th Edition):

Di, P. S. A. (1999). A Comparative Analysis of Models for the Development of Higher Level Thinking Skills: A Textual Analysis of Plato's The Republic and Bloom's Taxonomy of Educational Objectives. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/13826

Chicago Manual of Style (16th Edition):

Di, Prima Soranno Angela. “A Comparative Analysis of Models for the Development of Higher Level Thinking Skills: A Textual Analysis of Plato's The Republic and Bloom's Taxonomy of Educational Objectives.” 1999. Masters Thesis, McMaster University. Accessed October 15, 2019. http://hdl.handle.net/11375/13826.

MLA Handbook (7th Edition):

Di, Prima Soranno Angela. “A Comparative Analysis of Models for the Development of Higher Level Thinking Skills: A Textual Analysis of Plato's The Republic and Bloom's Taxonomy of Educational Objectives.” 1999. Web. 15 Oct 2019.

Vancouver:

Di PSA. A Comparative Analysis of Models for the Development of Higher Level Thinking Skills: A Textual Analysis of Plato's The Republic and Bloom's Taxonomy of Educational Objectives. [Internet] [Masters thesis]. McMaster University; 1999. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/11375/13826.

Council of Science Editors:

Di PSA. A Comparative Analysis of Models for the Development of Higher Level Thinking Skills: A Textual Analysis of Plato's The Republic and Bloom's Taxonomy of Educational Objectives. [Masters Thesis]. McMaster University; 1999. Available from: http://hdl.handle.net/11375/13826


California State University – Northridge

13. Hanson, Oona Wren Miller. Homework that works: professional development for teachers.

Degree: MA, Department of Educational Psychology and Counseling., 6, California State University – Northridge

 The recent homework debate among scholars, educators, and parents has focused primarily on how much homework students should be assigned. Some argue that American students… (more)

Subjects/Keywords: Professional development; Dissertations, Academic  – CSUN  – Education  – Educational Psychology and Counseling  – Development, Learning and Instruction.

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APA (6th Edition):

Hanson, O. W. M. (6). Homework that works: professional development for teachers. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.2/3218

Chicago Manual of Style (16th Edition):

Hanson, Oona Wren Miller. “Homework that works: professional development for teachers.” 6. Masters Thesis, California State University – Northridge. Accessed October 15, 2019. http://hdl.handle.net/10211.2/3218.

MLA Handbook (7th Edition):

Hanson, Oona Wren Miller. “Homework that works: professional development for teachers.” 6. Web. 15 Oct 2019.

Vancouver:

Hanson OWM. Homework that works: professional development for teachers. [Internet] [Masters thesis]. California State University – Northridge; 6. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10211.2/3218.

Council of Science Editors:

Hanson OWM. Homework that works: professional development for teachers. [Masters Thesis]. California State University – Northridge; 6. Available from: http://hdl.handle.net/10211.2/3218

14. Young, Lewis L. Online Student Discussions in a Blended Learning Classroom: Reconciling Conflicts Between a Flipped Instruction Model and Reform-Based Mathematics.

Degree: MA, 2014, Brigham Young University

  Two ideas are prevalent in teacher professional development today. Teachers are finding new and innovative ways to incorporate technology into their classroom. The use… (more)

Subjects/Keywords: blended learning; mathematics education; technology uses in education; creative thinking; Teacher Education and Professional Development

…Flipped instruction is a form of blended learning where students participate in a portion of… …flipped instruction we felt we could give the students a meaningful learning experience anywhere… …to implement different types of blended learning, such as flipped instruction (e.g… …learning refers to instructional models that combine online and traditional faceto-face… …instruction (Bonk & Graham, 2006). Blended learning does not require that a specific… 

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APA (6th Edition):

Young, L. L. (2014). Online Student Discussions in a Blended Learning Classroom: Reconciling Conflicts Between a Flipped Instruction Model and Reform-Based Mathematics. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5208&context=etd

Chicago Manual of Style (16th Edition):

Young, Lewis L. “Online Student Discussions in a Blended Learning Classroom: Reconciling Conflicts Between a Flipped Instruction Model and Reform-Based Mathematics.” 2014. Masters Thesis, Brigham Young University. Accessed October 15, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5208&context=etd.

MLA Handbook (7th Edition):

Young, Lewis L. “Online Student Discussions in a Blended Learning Classroom: Reconciling Conflicts Between a Flipped Instruction Model and Reform-Based Mathematics.” 2014. Web. 15 Oct 2019.

Vancouver:

Young LL. Online Student Discussions in a Blended Learning Classroom: Reconciling Conflicts Between a Flipped Instruction Model and Reform-Based Mathematics. [Internet] [Masters thesis]. Brigham Young University; 2014. [cited 2019 Oct 15]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5208&context=etd.

Council of Science Editors:

Young LL. Online Student Discussions in a Blended Learning Classroom: Reconciling Conflicts Between a Flipped Instruction Model and Reform-Based Mathematics. [Masters Thesis]. Brigham Young University; 2014. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5208&context=etd


University of Wolverhampton

15. Hughes, Julie. Possibilities for patchwork eportfolios? Critical dialogues and reflexivity as strategic acts of interruption.

Degree: MA, 2007, University of Wolverhampton

 As a stratified social space Higher Education’s linguistic ‘habitus’ (Bourdieu, 1991) or ‘everyday use’ of literacy valorises and legitimates essayist literacy and its monologic addressivity,… (more)

Subjects/Keywords: Technology supported learning; E-portfolios; Continuing Professional Development; Patchwork writing; Reflective writing; Dialogic addressivity; Post-structuralism; Feminism

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APA (6th Edition):

Hughes, J. (2007). Possibilities for patchwork eportfolios? Critical dialogues and reflexivity as strategic acts of interruption. (Masters Thesis). University of Wolverhampton. Retrieved from http://hdl.handle.net/2436/64614

Chicago Manual of Style (16th Edition):

Hughes, Julie. “Possibilities for patchwork eportfolios? Critical dialogues and reflexivity as strategic acts of interruption.” 2007. Masters Thesis, University of Wolverhampton. Accessed October 15, 2019. http://hdl.handle.net/2436/64614.

MLA Handbook (7th Edition):

Hughes, Julie. “Possibilities for patchwork eportfolios? Critical dialogues and reflexivity as strategic acts of interruption.” 2007. Web. 15 Oct 2019.

Vancouver:

Hughes J. Possibilities for patchwork eportfolios? Critical dialogues and reflexivity as strategic acts of interruption. [Internet] [Masters thesis]. University of Wolverhampton; 2007. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/2436/64614.

Council of Science Editors:

Hughes J. Possibilities for patchwork eportfolios? Critical dialogues and reflexivity as strategic acts of interruption. [Masters Thesis]. University of Wolverhampton; 2007. Available from: http://hdl.handle.net/2436/64614


East Tennessee State University

16. Atkinson, Megan E. Move, Interact, and Connect Personally Barter Theatre’s Project REAL Gets Implicit In Order To Learn.

Degree: MA, Liberal Studies, 2015, East Tennessee State University

  Body movement, hands-on activity, embodiment, social interaction, emotions, and self-reflection allow teaching artists of Barter’s Theatre’s Project REAL to conduct a lesson with an… (more)

Subjects/Keywords: Theatre; Theatre for education; Educational Psychology; Implicit Learning; Movement; Social interaction; Self-reflection; Embodiment; Adult and Continuing Education and Teaching; Art Education; Cognitive Neuroscience; Cognitive Psychology; Curriculum and Instruction; Educational Methods; Educational Psychology; Fine Arts; Liberal Studies; Other Arts and Humanities; Science and Mathematics Education; Secondary 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):

Atkinson, M. E. (2015). Move, Interact, and Connect Personally Barter Theatre’s Project REAL Gets Implicit In Order To Learn. (Masters Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2510

Chicago Manual of Style (16th Edition):

Atkinson, Megan E. “Move, Interact, and Connect Personally Barter Theatre’s Project REAL Gets Implicit In Order To Learn.” 2015. Masters Thesis, East Tennessee State University. Accessed October 15, 2019. https://dc.etsu.edu/etd/2510.

MLA Handbook (7th Edition):

Atkinson, Megan E. “Move, Interact, and Connect Personally Barter Theatre’s Project REAL Gets Implicit In Order To Learn.” 2015. Web. 15 Oct 2019.

Vancouver:

Atkinson ME. Move, Interact, and Connect Personally Barter Theatre’s Project REAL Gets Implicit In Order To Learn. [Internet] [Masters thesis]. East Tennessee State University; 2015. [cited 2019 Oct 15]. Available from: https://dc.etsu.edu/etd/2510.

Council of Science Editors:

Atkinson ME. Move, Interact, and Connect Personally Barter Theatre’s Project REAL Gets Implicit In Order To Learn. [Masters Thesis]. East Tennessee State University; 2015. Available from: https://dc.etsu.edu/etd/2510

17. Higgins-Linder, Melissa M. Case Study of the Columbus Museum of Art's Teaching for Creativity Summer Institute.

Degree: MA, College of the Arts / School of Art, 2017, Kent State University

 Teacher quality is a decisive factor in a student’s educational experience. In turn, a teacher’s continued professional development is crucial to his/her capacity for high… (more)

Subjects/Keywords: Art Education; Education; Education Philosophy; Educational Leadership; Elementary Education; Museums; Museum Studies; Secondary Education; Teacher Education; Art Teacher Professional Development; Museum Education; Art Museums; Creativity; High Quality Professional Development for Teachers; Art Teacher Professional Development; Art Museum Professional Development Programs for Teachers; Inquiry-based Learning

professional learning. A 2012 report by the U.S. Department of Education and the National Center for… …While these new models for teaching, learning, and teacher professional development are… …professional learning communities, peer observation and mentoring), and induction programs for… …best practices for teacher professional development and adult learning, b) content in… …learning and advocacy for the field. Teacher Professional Development as Linchpin for Pedagogical… 

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

APA (6th Edition):

Higgins-Linder, M. M. (2017). Case Study of the Columbus Museum of Art's Teaching for Creativity Summer Institute. (Masters Thesis). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1499353441955593

Chicago Manual of Style (16th Edition):

Higgins-Linder, Melissa M. “Case Study of the Columbus Museum of Art's Teaching for Creativity Summer Institute.” 2017. Masters Thesis, Kent State University. Accessed October 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499353441955593.

MLA Handbook (7th Edition):

Higgins-Linder, Melissa M. “Case Study of the Columbus Museum of Art's Teaching for Creativity Summer Institute.” 2017. Web. 15 Oct 2019.

Vancouver:

Higgins-Linder MM. Case Study of the Columbus Museum of Art's Teaching for Creativity Summer Institute. [Internet] [Masters thesis]. Kent State University; 2017. [cited 2019 Oct 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1499353441955593.

Council of Science Editors:

Higgins-Linder MM. Case Study of the Columbus Museum of Art's Teaching for Creativity Summer Institute. [Masters Thesis]. Kent State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1499353441955593

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