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Degree: PhD

You searched for subject:(professional learning). Showing records 1 – 30 of 360 total matches.

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University of Georgia

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

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

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

Subjects/Keywords: professional learning community

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Kwon, Na Young. “Understanding a teachers' community that used a partnership.” 2007. Doctoral Dissertation, University of Georgia. Accessed October 13, 2019. http://purl.galileo.usg.edu/uga_etd/kwon_na-young_200712_phd.

MLA Handbook (7th Edition):

Kwon, Na Young. “Understanding a teachers' community that used a partnership.” 2007. Web. 13 Oct 2019.

Vancouver:

Kwon NY. Understanding a teachers' community that used a partnership. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Oct 13]. Available from: http://purl.galileo.usg.edu/uga_etd/kwon_na-young_200712_phd.

Council of Science Editors:

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


University of Texas – Austin

2. -8853-3850. Online teacher learning communities : how can Facebook support professional development?.

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

-8853-3850. “Online teacher learning communities : how can Facebook support professional development?.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed October 13, 2019. http://hdl.handle.net/2152/67651.

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

MLA Handbook (7th Edition):

-8853-3850. “Online teacher learning communities : how can Facebook support professional development?.” 2018. Web. 13 Oct 2019.

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

Vancouver:

-8853-3850. Online teacher learning communities : how can Facebook support professional development?. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/2152/67651.

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

Council of Science Editors:

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

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


Boston College

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

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

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

Subjects/Keywords: Online Learning; Professional Development; Training

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Smith, Kara N. “Online Teacher Professional Development: The Importance of Training to Deliver PD Online.” 2010. Doctoral Dissertation, Boston College. Accessed October 13, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101779.

MLA Handbook (7th Edition):

Smith, Kara N. “Online Teacher Professional Development: The Importance of Training to Deliver PD Online.” 2010. Web. 13 Oct 2019.

Vancouver:

Smith KN. Online Teacher Professional Development: The Importance of Training to Deliver PD Online. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2019 Oct 13]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101779.

Council of Science Editors:

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


University of Edinburgh

4. Evans, Peter John. The precarious realities of professional learning : an analysis of professional chat events on Twitter.

Degree: PhD, 2017, University of Edinburgh

 Distributed online discussion events in social media are increasingly used as sites for open, informal professional development, knowledge sharing and community formation. Synchronous chat events… (more)

Subjects/Keywords: professional learning; Twitter; socio-material; digital learning

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APA (6th Edition):

Evans, P. J. (2017). The precarious realities of professional learning : an analysis of professional chat events on Twitter. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/25911

Chicago Manual of Style (16th Edition):

Evans, Peter John. “The precarious realities of professional learning : an analysis of professional chat events on Twitter.” 2017. Doctoral Dissertation, University of Edinburgh. Accessed October 13, 2019. http://hdl.handle.net/1842/25911.

MLA Handbook (7th Edition):

Evans, Peter John. “The precarious realities of professional learning : an analysis of professional chat events on Twitter.” 2017. Web. 13 Oct 2019.

Vancouver:

Evans PJ. The precarious realities of professional learning : an analysis of professional chat events on Twitter. [Internet] [Doctoral dissertation]. University of Edinburgh; 2017. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/1842/25911.

Council of Science Editors:

Evans PJ. The precarious realities of professional learning : an analysis of professional chat events on Twitter. [Doctoral Dissertation]. University of Edinburgh; 2017. Available from: http://hdl.handle.net/1842/25911


University of Texas – Austin

5. -4091-1354. Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study.

Degree: PhD, Curriculum and Instruction, 2019, University of Texas – Austin

Professional development (PD) in early childhood education and care (ECEC) is at a critical juncture within the current accountability and standards movement. Various stakeholders position… (more)

Subjects/Keywords: Professional learning; Professional development; Inquiry-based professional learning; Multiple case-study; Qualitative research

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APA (6th Edition):

-4091-1354. (2019). Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2869

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

Chicago Manual of Style (16th Edition):

-4091-1354. “Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed October 13, 2019. http://dx.doi.org/10.26153/tsw/2869.

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

MLA Handbook (7th Edition):

-4091-1354. “Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study.” 2019. Web. 13 Oct 2019.

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

Vancouver:

-4091-1354. Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2019 Oct 13]. Available from: http://dx.doi.org/10.26153/tsw/2869.

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

Council of Science Editors:

-4091-1354. Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2869

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


University of Plymouth

6. Goodall, Helen. Professional development and beyond : a participative study of a self-facilitated learning group.

Degree: PhD, 2015, University of Plymouth

 This is a participative case study of a self-facilitating, collaborative, women’s learning group. The group’s longevity afforded a unique opportunity to investigate, in depth, both… (more)

Subjects/Keywords: 371.39; self-facilitated learning; professional learning; personal and professional development; collaborative learning; sustaining learning groups; learning in groups

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APA (6th Edition):

Goodall, H. (2015). Professional development and beyond : a participative study of a self-facilitated learning group. (Doctoral Dissertation). University of Plymouth. Retrieved from http://hdl.handle.net/10026.1/3428

Chicago Manual of Style (16th Edition):

Goodall, Helen. “Professional development and beyond : a participative study of a self-facilitated learning group.” 2015. Doctoral Dissertation, University of Plymouth. Accessed October 13, 2019. http://hdl.handle.net/10026.1/3428.

MLA Handbook (7th Edition):

Goodall, Helen. “Professional development and beyond : a participative study of a self-facilitated learning group.” 2015. Web. 13 Oct 2019.

Vancouver:

Goodall H. Professional development and beyond : a participative study of a self-facilitated learning group. [Internet] [Doctoral dissertation]. University of Plymouth; 2015. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10026.1/3428.

Council of Science Editors:

Goodall H. Professional development and beyond : a participative study of a self-facilitated learning group. [Doctoral Dissertation]. University of Plymouth; 2015. Available from: http://hdl.handle.net/10026.1/3428


University of Minnesota

7. Andzenge, Senenge. Developing TPACK in Practice: a multiple case study of higher education instructors.

Degree: PhD, Education, Curriculum and Instruction, 2018, University of Minnesota

 Engaging instructors with technology remains a problem in higher education (Westberry, McNaughton, Billot, & Gaeta, 2015). For many instructors, competency with new tools and practices… (more)

Subjects/Keywords: Adult Learning; Constructivism; Faculty Development; Learning Sciences; Learning Technologies; Professional Development

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APA (6th Edition):

Andzenge, S. (2018). Developing TPACK in Practice: a multiple case study of higher education instructors. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/201716

Chicago Manual of Style (16th Edition):

Andzenge, Senenge. “Developing TPACK in Practice: a multiple case study of higher education instructors.” 2018. Doctoral Dissertation, University of Minnesota. Accessed October 13, 2019. http://hdl.handle.net/11299/201716.

MLA Handbook (7th Edition):

Andzenge, Senenge. “Developing TPACK in Practice: a multiple case study of higher education instructors.” 2018. Web. 13 Oct 2019.

Vancouver:

Andzenge S. Developing TPACK in Practice: a multiple case study of higher education instructors. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/11299/201716.

Council of Science Editors:

Andzenge S. Developing TPACK in Practice: a multiple case study of higher education instructors. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/201716


University of Georgia

8. Brown, Katherine Backes. Exploring teacher implementation of differentiation practices and process skill development in elementary classrooms.

Degree: PhD, Educational Psychology, 2011, University of Georgia

 The purpose of this study was to examine teacher experiences through implementation of process skill development and differentiation practices into regular education classrooms. Three third… (more)

Subjects/Keywords: differentiation; process skill development; professional learning

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APA (6th Edition):

Brown, K. B. (2011). Exploring teacher implementation of differentiation practices and process skill development in elementary classrooms. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/brown_katherine_b_201112_phd

Chicago Manual of Style (16th Edition):

Brown, Katherine Backes. “Exploring teacher implementation of differentiation practices and process skill development in elementary classrooms.” 2011. Doctoral Dissertation, University of Georgia. Accessed October 13, 2019. http://purl.galileo.usg.edu/uga_etd/brown_katherine_b_201112_phd.

MLA Handbook (7th Edition):

Brown, Katherine Backes. “Exploring teacher implementation of differentiation practices and process skill development in elementary classrooms.” 2011. Web. 13 Oct 2019.

Vancouver:

Brown KB. Exploring teacher implementation of differentiation practices and process skill development in elementary classrooms. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Oct 13]. Available from: http://purl.galileo.usg.edu/uga_etd/brown_katherine_b_201112_phd.

Council of Science Editors:

Brown KB. Exploring teacher implementation of differentiation practices and process skill development in elementary classrooms. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/brown_katherine_b_201112_phd


University of Cambridge

9. Ayubayeva, Nazipa. Teacher collaboration for professional learning : case studies of three schools in Kazakhstan.

Degree: PhD, 2018, University of Cambridge

 This thesis explores the nature of teacher collaboration for professional learning, key enabling and inhibiting factors, and their implication for the development of a culture… (more)

Subjects/Keywords: Teacher learning; Professional development; Education policy

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APA (6th Edition):

Ayubayeva, N. (2018). Teacher collaboration for professional learning : case studies of three schools in Kazakhstan. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033

Chicago Manual of Style (16th Edition):

Ayubayeva, Nazipa. “Teacher collaboration for professional learning : case studies of three schools in Kazakhstan.” 2018. Doctoral Dissertation, University of Cambridge. Accessed October 13, 2019. https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033.

MLA Handbook (7th Edition):

Ayubayeva, Nazipa. “Teacher collaboration for professional learning : case studies of three schools in Kazakhstan.” 2018. Web. 13 Oct 2019.

Vancouver:

Ayubayeva N. Teacher collaboration for professional learning : case studies of three schools in Kazakhstan. [Internet] [Doctoral dissertation]. University of Cambridge; 2018. [cited 2019 Oct 13]. Available from: https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033.

Council of Science Editors:

Ayubayeva N. Teacher collaboration for professional learning : case studies of three schools in Kazakhstan. [Doctoral Dissertation]. University of Cambridge; 2018. Available from: https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Hurd, Charles C. “The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement.” 2010. Doctoral Dissertation, Virginia Tech. Accessed October 13, 2019. http://hdl.handle.net/10919/26703.

MLA Handbook (7th Edition):

Hurd, Charles C. “The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement.” 2010. Web. 13 Oct 2019.

Vancouver:

Hurd CC. The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10919/26703.

Council of Science Editors:

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


University of Wollongong

11. Bukhatwa, Bothaina. Improving mathematics education in the Middle East: a focus on technology, learning design and professional development.

Degree: PhD, 2014, University of Wollongong

  This research is motivated by the challenges faced in the best design of eLearning sites to increase student understanding of educational processes and in… (more)

Subjects/Keywords: learning design; technology; eLearning; professional development

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APA (6th Edition):

Bukhatwa, B. (2014). Improving mathematics education in the Middle East: a focus on technology, learning design and professional development. (Doctoral Dissertation). University of Wollongong. Retrieved from ; https://ro.uow.edu.au/theses/4273

Chicago Manual of Style (16th Edition):

Bukhatwa, Bothaina. “Improving mathematics education in the Middle East: a focus on technology, learning design and professional development.” 2014. Doctoral Dissertation, University of Wollongong. Accessed October 13, 2019. ; https://ro.uow.edu.au/theses/4273.

MLA Handbook (7th Edition):

Bukhatwa, Bothaina. “Improving mathematics education in the Middle East: a focus on technology, learning design and professional development.” 2014. Web. 13 Oct 2019.

Vancouver:

Bukhatwa B. Improving mathematics education in the Middle East: a focus on technology, learning design and professional development. [Internet] [Doctoral dissertation]. University of Wollongong; 2014. [cited 2019 Oct 13]. Available from: ; https://ro.uow.edu.au/theses/4273.

Council of Science Editors:

Bukhatwa B. Improving mathematics education in the Middle East: a focus on technology, learning design and professional development. [Doctoral Dissertation]. University of Wollongong; 2014. Available from: ; https://ro.uow.edu.au/theses/4273


University of Windsor

12. Wilson, Deidre Ann. On the Relationship between Complexity Theory, Professional Learning, and Lesson Study in Intermediate Mathematics Classrooms.

Degree: PhD, Education, 2015, University of Windsor

  This research adds to the existing knowledge about using the professional learning practice of Lesson Study as a way to build pedagogical knowledge and… (more)

Subjects/Keywords: complexity theory; lesson study; professional learning

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APA (6th Edition):

Wilson, D. A. (2015). On the Relationship between Complexity Theory, Professional Learning, and Lesson Study in Intermediate Mathematics Classrooms. (Doctoral Dissertation). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/5497

Chicago Manual of Style (16th Edition):

Wilson, Deidre Ann. “On the Relationship between Complexity Theory, Professional Learning, and Lesson Study in Intermediate Mathematics Classrooms.” 2015. Doctoral Dissertation, University of Windsor. Accessed October 13, 2019. https://scholar.uwindsor.ca/etd/5497.

MLA Handbook (7th Edition):

Wilson, Deidre Ann. “On the Relationship between Complexity Theory, Professional Learning, and Lesson Study in Intermediate Mathematics Classrooms.” 2015. Web. 13 Oct 2019.

Vancouver:

Wilson DA. On the Relationship between Complexity Theory, Professional Learning, and Lesson Study in Intermediate Mathematics Classrooms. [Internet] [Doctoral dissertation]. University of Windsor; 2015. [cited 2019 Oct 13]. Available from: https://scholar.uwindsor.ca/etd/5497.

Council of Science Editors:

Wilson DA. On the Relationship between Complexity Theory, Professional Learning, and Lesson Study in Intermediate Mathematics Classrooms. [Doctoral Dissertation]. University of Windsor; 2015. Available from: https://scholar.uwindsor.ca/etd/5497


Texas Tech University

13. Birdwell, Matthew. A qualitative study of implementation and sustainability factors of professional learning communities on campus accountability and improvement.

Degree: PhD, Curriculum and Instruction, 2018, Texas Tech University

 This study addressed the need for an investigation of implementation and sustainability factors of Professional Learning Communities (PLC) in campus accountability and improvement. The campus… (more)

Subjects/Keywords: Professional Learning Communities; Rural Schools; School Improvement

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APA (6th Edition):

Birdwell, M. (2018). A qualitative study of implementation and sustainability factors of professional learning communities on campus accountability and improvement. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/74435

Chicago Manual of Style (16th Edition):

Birdwell, Matthew. “A qualitative study of implementation and sustainability factors of professional learning communities on campus accountability and improvement.” 2018. Doctoral Dissertation, Texas Tech University. Accessed October 13, 2019. http://hdl.handle.net/2346/74435.

MLA Handbook (7th Edition):

Birdwell, Matthew. “A qualitative study of implementation and sustainability factors of professional learning communities on campus accountability and improvement.” 2018. Web. 13 Oct 2019.

Vancouver:

Birdwell M. A qualitative study of implementation and sustainability factors of professional learning communities on campus accountability and improvement. [Internet] [Doctoral dissertation]. Texas Tech University; 2018. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/2346/74435.

Council of Science Editors:

Birdwell M. A qualitative study of implementation and sustainability factors of professional learning communities on campus accountability and improvement. [Doctoral Dissertation]. Texas Tech University; 2018. Available from: http://hdl.handle.net/2346/74435


Boston College

14. Moore, Meredith Cromwell. A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2018, Boston College

Professional development is widely viewed as a key lever for school change. Each year, federal and state governments pour billions of dollars into developing teachers,… (more)

Subjects/Keywords: Complexity Theory; Professional Development; Teacher Learning

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APA (6th Edition):

Moore, M. C. (2018). A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:108093

Chicago Manual of Style (16th Edition):

Moore, Meredith Cromwell. “A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory.” 2018. Doctoral Dissertation, Boston College. Accessed October 13, 2019. http://dlib.bc.edu/islandora/object/bc-ir:108093.

MLA Handbook (7th Edition):

Moore, Meredith Cromwell. “A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory.” 2018. Web. 13 Oct 2019.

Vancouver:

Moore MC. A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory. [Internet] [Doctoral dissertation]. Boston College; 2018. [cited 2019 Oct 13]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108093.

Council of Science Editors:

Moore MC. A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory. [Doctoral Dissertation]. Boston College; 2018. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108093


University of Notre Dame

15. Andrea Lynn Christensen. Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>.

Degree: PhD, Psychology, 2012, University of Notre Dame

  In response to the need for change in teaching practices, educators have bolstered efforts to provide professional development for teachers. However, research suggests that… (more)

Subjects/Keywords: motivation; leadership; learning communities; teacher professional development

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APA (6th Edition):

Christensen, A. L. (2012). Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>. (Doctoral Dissertation). University of Notre Dame. Retrieved from https://curate.nd.edu/show/n583xs57x2v

Chicago Manual of Style (16th Edition):

Christensen, Andrea Lynn. “Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>.” 2012. Doctoral Dissertation, University of Notre Dame. Accessed October 13, 2019. https://curate.nd.edu/show/n583xs57x2v.

MLA Handbook (7th Edition):

Christensen, Andrea Lynn. “Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>.” 2012. Web. 13 Oct 2019.

Vancouver:

Christensen AL. Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>. [Internet] [Doctoral dissertation]. University of Notre Dame; 2012. [cited 2019 Oct 13]. Available from: https://curate.nd.edu/show/n583xs57x2v.

Council of Science Editors:

Christensen AL. Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>. [Doctoral Dissertation]. University of Notre Dame; 2012. Available from: https://curate.nd.edu/show/n583xs57x2v


University of New Orleans

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

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

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

Subjects/Keywords: Professional Learning Community

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Adams, Kelvin. “The Impact of Whole Faculty Study Groups and Peer Observations on the Professional Learning Community.” 2005. Doctoral Dissertation, University of New Orleans. Accessed October 13, 2019. https://scholarworks.uno.edu/td/253.

MLA Handbook (7th Edition):

Adams, Kelvin. “The Impact of Whole Faculty Study Groups and Peer Observations on the Professional Learning Community.” 2005. Web. 13 Oct 2019.

Vancouver:

Adams K. The Impact of Whole Faculty Study Groups and Peer Observations on the Professional Learning Community. [Internet] [Doctoral dissertation]. University of New Orleans; 2005. [cited 2019 Oct 13]. Available from: https://scholarworks.uno.edu/td/253.

Council of Science Editors:

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


University of Toronto

17. Middleton, Julie Louise. The Role of Instructional Coaching for Teacher Learning in Elementary Mathematics: A Multi-case Study.

Degree: PhD, 2019, University of Toronto

 This study examines how instructional coaching shapes teacher learning in elementary/intermediate mathematics education. Coaching is an initiative that is currently being implemented in a large… (more)

Subjects/Keywords: Instructional Coaching; Mathematics Education; Professional Learning; 0515

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APA (6th Edition):

Middleton, J. L. (2019). The Role of Instructional Coaching for Teacher Learning in Elementary Mathematics: A Multi-case Study. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/95901

Chicago Manual of Style (16th Edition):

Middleton, Julie Louise. “The Role of Instructional Coaching for Teacher Learning in Elementary Mathematics: A Multi-case Study.” 2019. Doctoral Dissertation, University of Toronto. Accessed October 13, 2019. http://hdl.handle.net/1807/95901.

MLA Handbook (7th Edition):

Middleton, Julie Louise. “The Role of Instructional Coaching for Teacher Learning in Elementary Mathematics: A Multi-case Study.” 2019. Web. 13 Oct 2019.

Vancouver:

Middleton JL. The Role of Instructional Coaching for Teacher Learning in Elementary Mathematics: A Multi-case Study. [Internet] [Doctoral dissertation]. University of Toronto; 2019. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/1807/95901.

Council of Science Editors:

Middleton JL. The Role of Instructional Coaching for Teacher Learning in Elementary Mathematics: A Multi-case Study. [Doctoral Dissertation]. University of Toronto; 2019. Available from: http://hdl.handle.net/1807/95901

18. Kana, Thomas Erik. Teachers' Perceptions Of Professional Development In Urban And Rural Schools In North Dakota.

Degree: PhD, Teaching & Learning, 2014, University of North Dakota

  Within the past decade, the North Dakota legislature and state government officials have taken steps to ensure equity in education between urban and rural… (more)

Subjects/Keywords: inservice; professional development; professional learning communities; rural; teacher perceptions; urban

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APA (6th Edition):

Kana, T. E. (2014). Teachers' Perceptions Of Professional Development In Urban And Rural Schools In North Dakota. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1553

Chicago Manual of Style (16th Edition):

Kana, Thomas Erik. “Teachers' Perceptions Of Professional Development In Urban And Rural Schools In North Dakota.” 2014. Doctoral Dissertation, University of North Dakota. Accessed October 13, 2019. https://commons.und.edu/theses/1553.

MLA Handbook (7th Edition):

Kana, Thomas Erik. “Teachers' Perceptions Of Professional Development In Urban And Rural Schools In North Dakota.” 2014. Web. 13 Oct 2019.

Vancouver:

Kana TE. Teachers' Perceptions Of Professional Development In Urban And Rural Schools In North Dakota. [Internet] [Doctoral dissertation]. University of North Dakota; 2014. [cited 2019 Oct 13]. Available from: https://commons.und.edu/theses/1553.

Council of Science Editors:

Kana TE. Teachers' Perceptions Of Professional Development In Urban And Rural Schools In North Dakota. [Doctoral Dissertation]. University of North Dakota; 2014. Available from: https://commons.und.edu/theses/1553


University of Alberta

19. Nixon, Rhonda. Investigating Tension in Collaborative Action Research about Comics Writing.

Degree: PhD, Department of Elementary Education, 2011, University of Alberta

 This dissertation was written as a commonplace text (Havens, 2001; Sumara, 2002), where I gathered multimodal texts (print, visual, audio, video) of importance to the… (more)

Subjects/Keywords: teacher professional learning, collaborative professional learning, collaborative action research, tension in teacher-researcher relationships

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APA (6th Edition):

Nixon, R. (2011). Investigating Tension in Collaborative Action Research about Comics Writing. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/wd375x35j

Chicago Manual of Style (16th Edition):

Nixon, Rhonda. “Investigating Tension in Collaborative Action Research about Comics Writing.” 2011. Doctoral Dissertation, University of Alberta. Accessed October 13, 2019. https://era.library.ualberta.ca/files/wd375x35j.

MLA Handbook (7th Edition):

Nixon, Rhonda. “Investigating Tension in Collaborative Action Research about Comics Writing.” 2011. Web. 13 Oct 2019.

Vancouver:

Nixon R. Investigating Tension in Collaborative Action Research about Comics Writing. [Internet] [Doctoral dissertation]. University of Alberta; 2011. [cited 2019 Oct 13]. Available from: https://era.library.ualberta.ca/files/wd375x35j.

Council of Science Editors:

Nixon R. Investigating Tension in Collaborative Action Research about Comics Writing. [Doctoral Dissertation]. University of Alberta; 2011. Available from: https://era.library.ualberta.ca/files/wd375x35j

20. Qureshi, Azhar. A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development.

Degree: PhD, Middle and Secondary Education, 2017, Georgia State University

  Effective teacher development is significant for any educational system to remain competitive in the global arena (Bayar, 2014). However, science teachers’ professional development activities… (more)

Subjects/Keywords: Professional development; Lived experiences; Pakistani science teachers; Professional learning and change; Active learning; Reflective practices

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APA (6th Edition):

Qureshi, A. (2017). A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/39

Chicago Manual of Style (16th Edition):

Qureshi, Azhar. “A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development.” 2017. Doctoral Dissertation, Georgia State University. Accessed October 13, 2019. https://scholarworks.gsu.edu/mse_diss/39.

MLA Handbook (7th Edition):

Qureshi, Azhar. “A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development.” 2017. Web. 13 Oct 2019.

Vancouver:

Qureshi A. A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2019 Oct 13]. Available from: https://scholarworks.gsu.edu/mse_diss/39.

Council of Science Editors:

Qureshi A. A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/mse_diss/39


University of Wollongong

21. Shanahan, Madeleine Clare. Towards a more detailed understanding of professional knowledge updating: A learning activity mediated by information sources.

Degree: PhD, 2013, University of Wollongong

  This research examined a fundamental aspect of delivery of high quality healthcare – the professional knowledge updating practice of health professionals. While prior studies… (more)

Subjects/Keywords: Knowledge updating; mediated learning; information sources; health professional education; professional development; workplace learning

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APA (6th Edition):

Shanahan, M. C. (2013). Towards a more detailed understanding of professional knowledge updating: A learning activity mediated by information sources. (Doctoral Dissertation). University of Wollongong. Retrieved from 130101 Continuing and Community Education, 130108 Technical, Further and Workplace Education, 130306 Educational Technology and Computing ; https://ro.uow.edu.au/theses/4199

Chicago Manual of Style (16th Edition):

Shanahan, Madeleine Clare. “Towards a more detailed understanding of professional knowledge updating: A learning activity mediated by information sources.” 2013. Doctoral Dissertation, University of Wollongong. Accessed October 13, 2019. 130101 Continuing and Community Education, 130108 Technical, Further and Workplace Education, 130306 Educational Technology and Computing ; https://ro.uow.edu.au/theses/4199.

MLA Handbook (7th Edition):

Shanahan, Madeleine Clare. “Towards a more detailed understanding of professional knowledge updating: A learning activity mediated by information sources.” 2013. Web. 13 Oct 2019.

Vancouver:

Shanahan MC. Towards a more detailed understanding of professional knowledge updating: A learning activity mediated by information sources. [Internet] [Doctoral dissertation]. University of Wollongong; 2013. [cited 2019 Oct 13]. Available from: 130101 Continuing and Community Education, 130108 Technical, Further and Workplace Education, 130306 Educational Technology and Computing ; https://ro.uow.edu.au/theses/4199.

Council of Science Editors:

Shanahan MC. Towards a more detailed understanding of professional knowledge updating: A learning activity mediated by information sources. [Doctoral Dissertation]. University of Wollongong; 2013. Available from: 130101 Continuing and Community Education, 130108 Technical, Further and Workplace Education, 130306 Educational Technology and Computing ; https://ro.uow.edu.au/theses/4199


Virginia Commonwealth University

22. Best, Kathryn W. UNDERSTANDING THE IMPACT OF A GLOBAL UNIVERSAL DESIGN FOR LEARNING (UDL) VIRTUAL CLASSROOM ON JAMAICAN EDUCATORS THROUGH THE LENS OF HOW PEOPLE LEARN (HPL).

Degree: PhD, Special Education, 2016, Virginia Commonwealth University

  This case study examined learning components and outcomes of the UDL Virtual Classroom project, a web-based professional development program that was a collaboration between… (more)

Subjects/Keywords: universal design for learning; UDL; professional development; teacher learning; Education; Teacher Education and Professional Development

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APA (6th Edition):

Best, K. W. (2016). UNDERSTANDING THE IMPACT OF A GLOBAL UNIVERSAL DESIGN FOR LEARNING (UDL) VIRTUAL CLASSROOM ON JAMAICAN EDUCATORS THROUGH THE LENS OF HOW PEOPLE LEARN (HPL). (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4105

Chicago Manual of Style (16th Edition):

Best, Kathryn W. “UNDERSTANDING THE IMPACT OF A GLOBAL UNIVERSAL DESIGN FOR LEARNING (UDL) VIRTUAL CLASSROOM ON JAMAICAN EDUCATORS THROUGH THE LENS OF HOW PEOPLE LEARN (HPL).” 2016. Doctoral Dissertation, Virginia Commonwealth University. Accessed October 13, 2019. https://scholarscompass.vcu.edu/etd/4105.

MLA Handbook (7th Edition):

Best, Kathryn W. “UNDERSTANDING THE IMPACT OF A GLOBAL UNIVERSAL DESIGN FOR LEARNING (UDL) VIRTUAL CLASSROOM ON JAMAICAN EDUCATORS THROUGH THE LENS OF HOW PEOPLE LEARN (HPL).” 2016. Web. 13 Oct 2019.

Vancouver:

Best KW. UNDERSTANDING THE IMPACT OF A GLOBAL UNIVERSAL DESIGN FOR LEARNING (UDL) VIRTUAL CLASSROOM ON JAMAICAN EDUCATORS THROUGH THE LENS OF HOW PEOPLE LEARN (HPL). [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2016. [cited 2019 Oct 13]. Available from: https://scholarscompass.vcu.edu/etd/4105.

Council of Science Editors:

Best KW. UNDERSTANDING THE IMPACT OF A GLOBAL UNIVERSAL DESIGN FOR LEARNING (UDL) VIRTUAL CLASSROOM ON JAMAICAN EDUCATORS THROUGH THE LENS OF HOW PEOPLE LEARN (HPL). [Doctoral Dissertation]. Virginia Commonwealth University; 2016. Available from: https://scholarscompass.vcu.edu/etd/4105


University of Colorado

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

Degree: PhD, 2018, University of Colorado

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Swanson, Rebecca Deborah. “Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities for Informal Stem Educators.” 2018. Doctoral Dissertation, University of Colorado. Accessed October 13, 2019. https://scholar.colorado.edu/educ_gradetds/104.

MLA Handbook (7th Edition):

Swanson, Rebecca Deborah. “Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities for Informal Stem Educators.” 2018. Web. 13 Oct 2019.

Vancouver:

Swanson RD. Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities for Informal Stem Educators. [Internet] [Doctoral dissertation]. University of Colorado; 2018. [cited 2019 Oct 13]. Available from: https://scholar.colorado.edu/educ_gradetds/104.

Council of Science Editors:

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


University of Newcastle

24. Proudfoot, Katherine Alison. An integrated framework for clinical education: situating practice in the classroom.

Degree: PhD, 2012, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

In a departure from traditional approaches to learning which often heighten the divide between theory and practice, this… (more)

Subjects/Keywords: speech pathology; clinical education; learning theories; professional artistry; learning framework

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APA (6th Edition):

Proudfoot, K. A. (2012). An integrated framework for clinical education: situating practice in the classroom. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/934249

Chicago Manual of Style (16th Edition):

Proudfoot, Katherine Alison. “An integrated framework for clinical education: situating practice in the classroom.” 2012. Doctoral Dissertation, University of Newcastle. Accessed October 13, 2019. http://hdl.handle.net/1959.13/934249.

MLA Handbook (7th Edition):

Proudfoot, Katherine Alison. “An integrated framework for clinical education: situating practice in the classroom.” 2012. Web. 13 Oct 2019.

Vancouver:

Proudfoot KA. An integrated framework for clinical education: situating practice in the classroom. [Internet] [Doctoral dissertation]. University of Newcastle; 2012. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/1959.13/934249.

Council of Science Editors:

Proudfoot KA. An integrated framework for clinical education: situating practice in the classroom. [Doctoral Dissertation]. University of Newcastle; 2012. Available from: http://hdl.handle.net/1959.13/934249

25. McCurdy, Kathryn. Supporting Early Career Teacher Learning: An Investigation into Induction Supports and Early Career Teacher Professional Learning in New Hampshire.

Degree: PhD, 2016, University of New Hampshire

  The past 20 years has seen a rise in the number of induction programs for beginning teachers, including those with mentoring. However, the way… (more)

Subjects/Keywords: early career teachers; professional learning of teachers; teacher learning; Education

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APA (6th Edition):

McCurdy, K. (2016). Supporting Early Career Teacher Learning: An Investigation into Induction Supports and Early Career Teacher Professional Learning in New Hampshire. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/2249

Chicago Manual of Style (16th Edition):

McCurdy, Kathryn. “Supporting Early Career Teacher Learning: An Investigation into Induction Supports and Early Career Teacher Professional Learning in New Hampshire.” 2016. Doctoral Dissertation, University of New Hampshire. Accessed October 13, 2019. https://scholars.unh.edu/dissertation/2249.

MLA Handbook (7th Edition):

McCurdy, Kathryn. “Supporting Early Career Teacher Learning: An Investigation into Induction Supports and Early Career Teacher Professional Learning in New Hampshire.” 2016. Web. 13 Oct 2019.

Vancouver:

McCurdy K. Supporting Early Career Teacher Learning: An Investigation into Induction Supports and Early Career Teacher Professional Learning in New Hampshire. [Internet] [Doctoral dissertation]. University of New Hampshire; 2016. [cited 2019 Oct 13]. Available from: https://scholars.unh.edu/dissertation/2249.

Council of Science Editors:

McCurdy K. Supporting Early Career Teacher Learning: An Investigation into Induction Supports and Early Career Teacher Professional Learning in New Hampshire. [Doctoral Dissertation]. University of New Hampshire; 2016. Available from: https://scholars.unh.edu/dissertation/2249


Penn State University

26. Tohill, Kimberly Lynn. Exploring Discourse and Knowledge Sharing in Online Affinity Spaces for Teachers.

Degree: PhD, Learning, Design, and Technology, 2016, Penn State University

 The purpose of this qualitative study was to describe the ways in which teachers utilize and engage with online spaces as a type of informal… (more)

Subjects/Keywords: informal learning; affinity spaces; continuing professional learning; professional development; discussion boards; teacher learning; knowledge sharing; online discourse

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APA (6th Edition):

Tohill, K. L. (2016). Exploring Discourse and Knowledge Sharing in Online Affinity Spaces for Teachers. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/bz60cw251

Chicago Manual of Style (16th Edition):

Tohill, Kimberly Lynn. “Exploring Discourse and Knowledge Sharing in Online Affinity Spaces for Teachers.” 2016. Doctoral Dissertation, Penn State University. Accessed October 13, 2019. https://etda.libraries.psu.edu/catalog/bz60cw251.

MLA Handbook (7th Edition):

Tohill, Kimberly Lynn. “Exploring Discourse and Knowledge Sharing in Online Affinity Spaces for Teachers.” 2016. Web. 13 Oct 2019.

Vancouver:

Tohill KL. Exploring Discourse and Knowledge Sharing in Online Affinity Spaces for Teachers. [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2019 Oct 13]. Available from: https://etda.libraries.psu.edu/catalog/bz60cw251.

Council of Science Editors:

Tohill KL. Exploring Discourse and Knowledge Sharing in Online Affinity Spaces for Teachers. [Doctoral Dissertation]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/bz60cw251


Virginia Tech

27. Byers, Albert S. Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three â Six.

Degree: PhD, Teaching and Learning, 2010, Virginia Tech

 Stagnant student achievement in science education in the United States has placed an increased emphasis on teacher professional development. Since many elementary educators could benefit… (more)

Subjects/Keywords: online professional development; e-Learning; self-directed professional development; learning preferences; learning styles; online interaction strategies

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APA (6th Edition):

Byers, A. S. (2010). Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three â Six. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/40430

Chicago Manual of Style (16th Edition):

Byers, Albert S. “Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three â Six.” 2010. Doctoral Dissertation, Virginia Tech. Accessed October 13, 2019. http://hdl.handle.net/10919/40430.

MLA Handbook (7th Edition):

Byers, Albert S. “Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three â Six.” 2010. Web. 13 Oct 2019.

Vancouver:

Byers AS. Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three â Six. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10919/40430.

Council of Science Editors:

Byers AS. Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three â Six. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/40430


Georgia State University

28. Czaplicki, Karen A. Investigation of In-Service Teachers' Use of Video during a Critical Friends Group.

Degree: PhD, Early Childhood Education, 2012, Georgia State University

  Critical Friends Groups (CFGs) were established in 1995 as a form of professional development for teachers. The current study employed the use of video… (more)

Subjects/Keywords: Critical Friends Groups; Professional Learning Communities; Professional Development; Elementary Education; Teacher Collaboration; Case Study

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APA (6th Edition):

Czaplicki, K. A. (2012). Investigation of In-Service Teachers' Use of Video during a Critical Friends Group. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/15

Chicago Manual of Style (16th Edition):

Czaplicki, Karen A. “Investigation of In-Service Teachers' Use of Video during a Critical Friends Group.” 2012. Doctoral Dissertation, Georgia State University. Accessed October 13, 2019. https://scholarworks.gsu.edu/ece_diss/15.

MLA Handbook (7th Edition):

Czaplicki, Karen A. “Investigation of In-Service Teachers' Use of Video during a Critical Friends Group.” 2012. Web. 13 Oct 2019.

Vancouver:

Czaplicki KA. Investigation of In-Service Teachers' Use of Video during a Critical Friends Group. [Internet] [Doctoral dissertation]. Georgia State University; 2012. [cited 2019 Oct 13]. Available from: https://scholarworks.gsu.edu/ece_diss/15.

Council of Science Editors:

Czaplicki KA. Investigation of In-Service Teachers' Use of Video during a Critical Friends Group. [Doctoral Dissertation]. Georgia State University; 2012. Available from: https://scholarworks.gsu.edu/ece_diss/15


University of Plymouth

29. Webster, Susan. Professional pathways for teacher educators in further education practice : a framework to support professional learning.

Degree: PhD, 2018, University of Plymouth

 This project evaluates a proposed framework designed to support professional learning for teacher educators, focusing on Post Compulsory Education & Training, and particularly practices in… (more)

Subjects/Keywords: teacher education; teacher educators; professional learning; post-compulsory education; professional pathways; further education

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APA (6th Edition):

Webster, S. (2018). Professional pathways for teacher educators in further education practice : a framework to support professional learning. (Doctoral Dissertation). University of Plymouth. Retrieved from http://hdl.handle.net/10026.1/13073

Chicago Manual of Style (16th Edition):

Webster, Susan. “Professional pathways for teacher educators in further education practice : a framework to support professional learning.” 2018. Doctoral Dissertation, University of Plymouth. Accessed October 13, 2019. http://hdl.handle.net/10026.1/13073.

MLA Handbook (7th Edition):

Webster, Susan. “Professional pathways for teacher educators in further education practice : a framework to support professional learning.” 2018. Web. 13 Oct 2019.

Vancouver:

Webster S. Professional pathways for teacher educators in further education practice : a framework to support professional learning. [Internet] [Doctoral dissertation]. University of Plymouth; 2018. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10026.1/13073.

Council of Science Editors:

Webster S. Professional pathways for teacher educators in further education practice : a framework to support professional learning. [Doctoral Dissertation]. University of Plymouth; 2018. Available from: http://hdl.handle.net/10026.1/13073

30. Bayer, Betty L. Assessing The Factors Impacting Professional Learning For Teachers In Seventh-day Adventist Schools: A Comparison Of Millennials And Non-Millennials.

Degree: PhD, Educational Leadership PhD, 2017, Andrews University

  Problem and Purpose Much research over several decades has established the importance of ongoing professional learning for teachers and has identified what effective professional(more)

Subjects/Keywords: Professional Learning; Millenials; Seventh-day Adventist Teachers; Teacher Education and Professional Development

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APA (6th Edition):

Bayer, B. L. (2017). Assessing The Factors Impacting Professional Learning For Teachers In Seventh-day Adventist Schools: A Comparison Of Millennials And Non-Millennials. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1634

Chicago Manual of Style (16th Edition):

Bayer, Betty L. “Assessing The Factors Impacting Professional Learning For Teachers In Seventh-day Adventist Schools: A Comparison Of Millennials And Non-Millennials.” 2017. Doctoral Dissertation, Andrews University. Accessed October 13, 2019. https://digitalcommons.andrews.edu/dissertations/1634.

MLA Handbook (7th Edition):

Bayer, Betty L. “Assessing The Factors Impacting Professional Learning For Teachers In Seventh-day Adventist Schools: A Comparison Of Millennials And Non-Millennials.” 2017. Web. 13 Oct 2019.

Vancouver:

Bayer BL. Assessing The Factors Impacting Professional Learning For Teachers In Seventh-day Adventist Schools: A Comparison Of Millennials And Non-Millennials. [Internet] [Doctoral dissertation]. Andrews University; 2017. [cited 2019 Oct 13]. Available from: https://digitalcommons.andrews.edu/dissertations/1634.

Council of Science Editors:

Bayer BL. Assessing The Factors Impacting Professional Learning For Teachers In Seventh-day Adventist Schools: A Comparison Of Millennials And Non-Millennials. [Doctoral Dissertation]. Andrews University; 2017. Available from: https://digitalcommons.andrews.edu/dissertations/1634

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