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Degree: PhD  University: University of Colorado

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

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University of Colorado

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

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 November 15, 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. 15 Nov 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 Nov 15]. 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 Colorado

2. Kaplan, Rebecca Grace. Participatory Approaches to Educator Learning: Toward Equity and Allyship in Education.

Degree: PhD, 2018, University of Colorado

  The three articles in this dissertation explore in-service educator learning through participatory approaches, with an aim toward equity in education. Combining sociocultural theories of… (more)

Subjects/Keywords: collaboration; education equity; participatory research; professional development; social justice education; teacher learning; Education; Teacher Education and Professional Development

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APA (6th Edition):

Kaplan, R. G. (2018). Participatory Approaches to Educator Learning: Toward Equity and Allyship in Education. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/103

Chicago Manual of Style (16th Edition):

Kaplan, Rebecca Grace. “Participatory Approaches to Educator Learning: Toward Equity and Allyship in Education.” 2018. Doctoral Dissertation, University of Colorado. Accessed November 15, 2019. https://scholar.colorado.edu/educ_gradetds/103.

MLA Handbook (7th Edition):

Kaplan, Rebecca Grace. “Participatory Approaches to Educator Learning: Toward Equity and Allyship in Education.” 2018. Web. 15 Nov 2019.

Vancouver:

Kaplan RG. Participatory Approaches to Educator Learning: Toward Equity and Allyship in Education. [Internet] [Doctoral dissertation]. University of Colorado; 2018. [cited 2019 Nov 15]. Available from: https://scholar.colorado.edu/educ_gradetds/103.

Council of Science Editors:

Kaplan RG. Participatory Approaches to Educator Learning: Toward Equity and Allyship in Education. [Doctoral Dissertation]. University of Colorado; 2018. Available from: https://scholar.colorado.edu/educ_gradetds/103


University of Colorado

3. Repko-Erwin, Melia Eileen. Going to Market: Logics, Literacies, and Moves to Improve in an Urban Elementary School.

Degree: PhD, 2019, University of Colorado

 Situated at the intersection of education policy, teacher professional learning, and K-5 literacy teaching and learning, this dissertation study examined how a group of educators… (more)

Subjects/Keywords: literacy education; literacy policy; logics; teacher professional learning; transliteracies; Education Policy; Elementary Education; Teacher Education and Professional Development

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APA (6th Edition):

Repko-Erwin, M. E. (2019). Going to Market: Logics, Literacies, and Moves to Improve in an Urban Elementary School. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/123

Chicago Manual of Style (16th Edition):

Repko-Erwin, Melia Eileen. “Going to Market: Logics, Literacies, and Moves to Improve in an Urban Elementary School.” 2019. Doctoral Dissertation, University of Colorado. Accessed November 15, 2019. https://scholar.colorado.edu/educ_gradetds/123.

MLA Handbook (7th Edition):

Repko-Erwin, Melia Eileen. “Going to Market: Logics, Literacies, and Moves to Improve in an Urban Elementary School.” 2019. Web. 15 Nov 2019.

Vancouver:

Repko-Erwin ME. Going to Market: Logics, Literacies, and Moves to Improve in an Urban Elementary School. [Internet] [Doctoral dissertation]. University of Colorado; 2019. [cited 2019 Nov 15]. Available from: https://scholar.colorado.edu/educ_gradetds/123.

Council of Science Editors:

Repko-Erwin ME. Going to Market: Logics, Literacies, and Moves to Improve in an Urban Elementary School. [Doctoral Dissertation]. University of Colorado; 2019. Available from: https://scholar.colorado.edu/educ_gradetds/123


University of Colorado

4. Henson, Kathleen Donovan. Designing Tools to Support Teacher Activity Focused on Student Thinking to Inform Instruction.

Degree: PhD, 2019, University of Colorado

 The most recent science education reform, the Next Generation Science Standards (NRC, 2012) set forth a new and ambitious agenda for science education. These standards… (more)

Subjects/Keywords: formative assessment; learning progressions; mediatied action; professional development; Curriculum and Instruction; Science and Mathematics Education

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APA (6th Edition):

Henson, K. D. (2019). Designing Tools to Support Teacher Activity Focused on Student Thinking to Inform Instruction. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/125

Chicago Manual of Style (16th Edition):

Henson, Kathleen Donovan. “Designing Tools to Support Teacher Activity Focused on Student Thinking to Inform Instruction.” 2019. Doctoral Dissertation, University of Colorado. Accessed November 15, 2019. https://scholar.colorado.edu/educ_gradetds/125.

MLA Handbook (7th Edition):

Henson, Kathleen Donovan. “Designing Tools to Support Teacher Activity Focused on Student Thinking to Inform Instruction.” 2019. Web. 15 Nov 2019.

Vancouver:

Henson KD. Designing Tools to Support Teacher Activity Focused on Student Thinking to Inform Instruction. [Internet] [Doctoral dissertation]. University of Colorado; 2019. [cited 2019 Nov 15]. Available from: https://scholar.colorado.edu/educ_gradetds/125.

Council of Science Editors:

Henson KD. Designing Tools to Support Teacher Activity Focused on Student Thinking to Inform Instruction. [Doctoral Dissertation]. University of Colorado; 2019. Available from: https://scholar.colorado.edu/educ_gradetds/125


University of Colorado

5. Kilde, Josephine Wanjiru. Collaborative Learning and Support Environment for Teachers in Native American Pueblo Schools in New Mexico.

Degree: PhD, 2016, University of Colorado

  Teachers in rural Native American Pueblo schools in New Mexico lack professional development opportunities due to the long distances between the Pueblos and academic… (more)

Subjects/Keywords: ICT; ICTD; Information and Communication Technology for Development; Online Communities; Peer Learning Communities; Teacher Professional Development; Information Literacy; Social and Cultural Anthropology; Teacher Education and Professional Development

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APA (6th Edition):

Kilde, J. W. (2016). Collaborative Learning and Support Environment for Teachers in Native American Pueblo Schools in New Mexico. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/atlas_gradetds/15

Chicago Manual of Style (16th Edition):

Kilde, Josephine Wanjiru. “Collaborative Learning and Support Environment for Teachers in Native American Pueblo Schools in New Mexico.” 2016. Doctoral Dissertation, University of Colorado. Accessed November 15, 2019. http://scholar.colorado.edu/atlas_gradetds/15.

MLA Handbook (7th Edition):

Kilde, Josephine Wanjiru. “Collaborative Learning and Support Environment for Teachers in Native American Pueblo Schools in New Mexico.” 2016. Web. 15 Nov 2019.

Vancouver:

Kilde JW. Collaborative Learning and Support Environment for Teachers in Native American Pueblo Schools in New Mexico. [Internet] [Doctoral dissertation]. University of Colorado; 2016. [cited 2019 Nov 15]. Available from: http://scholar.colorado.edu/atlas_gradetds/15.

Council of Science Editors:

Kilde JW. Collaborative Learning and Support Environment for Teachers in Native American Pueblo Schools in New Mexico. [Doctoral Dissertation]. University of Colorado; 2016. Available from: http://scholar.colorado.edu/atlas_gradetds/15


University of Colorado

6. Gray, Kara Elizabeth. Teaching to Learn: Analyzing the Experiences of First-time Physics Learning Assistants.

Degree: PhD, Education, 2013, University of Colorado

  The Colorado Learning Assistant (LA) Model has demonstrated that it is successful in helping to meet multiple goals including enhancing student learning in LA-supported… (more)

Subjects/Keywords: Formative Assessment; Learning Assistants; Teacher Preparation; Science and Mathematics Education; Secondary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Gray, K. E. (2013). Teaching to Learn: Analyzing the Experiences of First-time Physics Learning Assistants. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/35

Chicago Manual of Style (16th Edition):

Gray, Kara Elizabeth. “Teaching to Learn: Analyzing the Experiences of First-time Physics Learning Assistants.” 2013. Doctoral Dissertation, University of Colorado. Accessed November 15, 2019. http://scholar.colorado.edu/educ_gradetds/35.

MLA Handbook (7th Edition):

Gray, Kara Elizabeth. “Teaching to Learn: Analyzing the Experiences of First-time Physics Learning Assistants.” 2013. Web. 15 Nov 2019.

Vancouver:

Gray KE. Teaching to Learn: Analyzing the Experiences of First-time Physics Learning Assistants. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2019 Nov 15]. Available from: http://scholar.colorado.edu/educ_gradetds/35.

Council of Science Editors:

Gray KE. Teaching to Learn: Analyzing the Experiences of First-time Physics Learning Assistants. [Doctoral Dissertation]. University of Colorado; 2013. Available from: http://scholar.colorado.edu/educ_gradetds/35


University of Colorado

7. Potvin, Ashley Seidel. Designing for Teacher-Student Relationships: an Investigation into the Emotional and Relational Dimensions of Co-Design.

Degree: PhD, 2018, University of Colorado

 This dissertation examined the emotional and relational aspects of co-design, and how the co-design process for creating caring classrooms supported teacher learning. I drew on… (more)

Subjects/Keywords: data use; design-based implementation research; improvement science; teacher emotions; teacher learning; teacher-student relationships; Education; Teacher Education and Professional Development

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APA (6th Edition):

Potvin, A. S. (2018). Designing for Teacher-Student Relationships: an Investigation into the Emotional and Relational Dimensions of Co-Design. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/105

Chicago Manual of Style (16th Edition):

Potvin, Ashley Seidel. “Designing for Teacher-Student Relationships: an Investigation into the Emotional and Relational Dimensions of Co-Design.” 2018. Doctoral Dissertation, University of Colorado. Accessed November 15, 2019. https://scholar.colorado.edu/educ_gradetds/105.

MLA Handbook (7th Edition):

Potvin, Ashley Seidel. “Designing for Teacher-Student Relationships: an Investigation into the Emotional and Relational Dimensions of Co-Design.” 2018. Web. 15 Nov 2019.

Vancouver:

Potvin AS. Designing for Teacher-Student Relationships: an Investigation into the Emotional and Relational Dimensions of Co-Design. [Internet] [Doctoral dissertation]. University of Colorado; 2018. [cited 2019 Nov 15]. Available from: https://scholar.colorado.edu/educ_gradetds/105.

Council of Science Editors:

Potvin AS. Designing for Teacher-Student Relationships: an Investigation into the Emotional and Relational Dimensions of Co-Design. [Doctoral Dissertation]. University of Colorado; 2018. Available from: https://scholar.colorado.edu/educ_gradetds/105


University of Colorado

8. Parker, Richard John. Developing Software Engineers: Investigating the Influence of a Computer Science Capstone on Professional Identity Formation.

Degree: PhD, 2019, University of Colorado

Professional identity, or the connection between individuals and their professional community of practice, begins forming as early as deciding a major for university studies.… (more)

Subjects/Keywords: capstone course; computer science education; professional identity; senior project; situated learning; stages of concern; Computer Sciences; Higher Education; Vocational Education

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APA (6th Edition):

Parker, R. J. (2019). Developing Software Engineers: Investigating the Influence of a Computer Science Capstone on Professional Identity Formation. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/csci_gradetds/202

Chicago Manual of Style (16th Edition):

Parker, Richard John. “Developing Software Engineers: Investigating the Influence of a Computer Science Capstone on Professional Identity Formation.” 2019. Doctoral Dissertation, University of Colorado. Accessed November 15, 2019. https://scholar.colorado.edu/csci_gradetds/202.

MLA Handbook (7th Edition):

Parker, Richard John. “Developing Software Engineers: Investigating the Influence of a Computer Science Capstone on Professional Identity Formation.” 2019. Web. 15 Nov 2019.

Vancouver:

Parker RJ. Developing Software Engineers: Investigating the Influence of a Computer Science Capstone on Professional Identity Formation. [Internet] [Doctoral dissertation]. University of Colorado; 2019. [cited 2019 Nov 15]. Available from: https://scholar.colorado.edu/csci_gradetds/202.

Council of Science Editors:

Parker RJ. Developing Software Engineers: Investigating the Influence of a Computer Science Capstone on Professional Identity Formation. [Doctoral Dissertation]. University of Colorado; 2019. Available from: https://scholar.colorado.edu/csci_gradetds/202


University of Colorado

9. Price, Emily Claire. The Playful Heart: Examining Emotion and Imagination in Equity-Oriented Teaching and Learning.

Degree: PhD, 2018, University of Colorado

 The articles contained in this three-article dissertation collectively attend to the role of emotion in education, with a particular emphasis on the role of emotion… (more)

Subjects/Keywords: childhood studies; equity-oriented teaching and learning; play; social emotional learning; sociocultural theory; teacher education and professional development; Early Childhood Education; Education; Educational Sociology

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APA (6th Edition):

Price, E. C. (2018). The Playful Heart: Examining Emotion and Imagination in Equity-Oriented Teaching and Learning. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/101

Chicago Manual of Style (16th Edition):

Price, Emily Claire. “The Playful Heart: Examining Emotion and Imagination in Equity-Oriented Teaching and Learning.” 2018. Doctoral Dissertation, University of Colorado. Accessed November 15, 2019. https://scholar.colorado.edu/educ_gradetds/101.

MLA Handbook (7th Edition):

Price, Emily Claire. “The Playful Heart: Examining Emotion and Imagination in Equity-Oriented Teaching and Learning.” 2018. Web. 15 Nov 2019.

Vancouver:

Price EC. The Playful Heart: Examining Emotion and Imagination in Equity-Oriented Teaching and Learning. [Internet] [Doctoral dissertation]. University of Colorado; 2018. [cited 2019 Nov 15]. Available from: https://scholar.colorado.edu/educ_gradetds/101.

Council of Science Editors:

Price EC. The Playful Heart: Examining Emotion and Imagination in Equity-Oriented Teaching and Learning. [Doctoral Dissertation]. University of Colorado; 2018. Available from: https://scholar.colorado.edu/educ_gradetds/101


University of Colorado

10. Bien, Andrea Caroline. Prescribing Proficiency: The Intersection of Teacher, Students and a Mandated Reading Program in One Elementary School Classroom in the Climate of High-Stakes Testing.

Degree: PhD, Education, 2013, University of Colorado

  This dissertation addresses questions about the impact and consequences of current school reforms by examining how mandated packaged reading programs contribute to a commodification… (more)

Subjects/Keywords: commercial curricula; critical discourse analysis; elementary literacy; high-stakes testing; mandated reading programs; sociocultural theories of learning; Educational Assessment, Evaluation, and Research; Elementary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Bien, A. C. (2013). Prescribing Proficiency: The Intersection of Teacher, Students and a Mandated Reading Program in One Elementary School Classroom in the Climate of High-Stakes Testing. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/36

Chicago Manual of Style (16th Edition):

Bien, Andrea Caroline. “Prescribing Proficiency: The Intersection of Teacher, Students and a Mandated Reading Program in One Elementary School Classroom in the Climate of High-Stakes Testing.” 2013. Doctoral Dissertation, University of Colorado. Accessed November 15, 2019. http://scholar.colorado.edu/educ_gradetds/36.

MLA Handbook (7th Edition):

Bien, Andrea Caroline. “Prescribing Proficiency: The Intersection of Teacher, Students and a Mandated Reading Program in One Elementary School Classroom in the Climate of High-Stakes Testing.” 2013. Web. 15 Nov 2019.

Vancouver:

Bien AC. Prescribing Proficiency: The Intersection of Teacher, Students and a Mandated Reading Program in One Elementary School Classroom in the Climate of High-Stakes Testing. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2019 Nov 15]. Available from: http://scholar.colorado.edu/educ_gradetds/36.

Council of Science Editors:

Bien AC. Prescribing Proficiency: The Intersection of Teacher, Students and a Mandated Reading Program in One Elementary School Classroom in the Climate of High-Stakes Testing. [Doctoral Dissertation]. University of Colorado; 2013. Available from: http://scholar.colorado.edu/educ_gradetds/36

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