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Degree: PhD  University: University of Florida

You searched for subject:(professional learning). Showing records 1 – 30 of 38 total matches.

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University of Florida

1. Rodgers, Mary K. Reflective Coaching Tensions and Transformations from Teachers' Experiences.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2015, University of Florida

 Educational research has identified the continuing development and learning of teachers as key to improving the quality of schools in the United States, and as… (more)

Subjects/Keywords: Classrooms; Coaching; Learning; Professional development; Professional development schools; Schools; Students; Teacher evaluation; Teachers; Teaching methods; coaching  – development  – education  – professional  – teacher

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APA (6th Edition):

Rodgers, M. K. (2015). Reflective Coaching Tensions and Transformations from Teachers' Experiences. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047709

Chicago Manual of Style (16th Edition):

Rodgers, Mary K. “Reflective Coaching Tensions and Transformations from Teachers' Experiences.” 2015. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0047709.

MLA Handbook (7th Edition):

Rodgers, Mary K. “Reflective Coaching Tensions and Transformations from Teachers' Experiences.” 2015. Web. 11 Nov 2019.

Vancouver:

Rodgers MK. Reflective Coaching Tensions and Transformations from Teachers' Experiences. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0047709.

Council of Science Editors:

Rodgers MK. Reflective Coaching Tensions and Transformations from Teachers' Experiences. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0047709


University of Florida

2. Stukey, Marisa Ramirez. Understanding Professional Learning in Action a Case Study of a Research-Based Professional Learning Program.

Degree: PhD, Curriculum and Instruction (CUI) - Teaching and Learning, 2012, University of Florida

 During the last twenty years, professional learning for teachers has been promoted as a viable path for increased teacher effectiveness and student achievement. Because of… (more)

Subjects/Keywords: Active learning; Classrooms; Learning; Learning experiences; Reading comprehension; Reading teachers; Sails; Schools; Students; Teachers; development  – inservice  – learning  – professional  – teacher

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APA (6th Edition):

Stukey, M. R. (2012). Understanding Professional Learning in Action a Case Study of a Research-Based Professional Learning Program. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0044546

Chicago Manual of Style (16th Edition):

Stukey, Marisa Ramirez. “Understanding Professional Learning in Action a Case Study of a Research-Based Professional Learning Program.” 2012. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0044546.

MLA Handbook (7th Edition):

Stukey, Marisa Ramirez. “Understanding Professional Learning in Action a Case Study of a Research-Based Professional Learning Program.” 2012. Web. 11 Nov 2019.

Vancouver:

Stukey MR. Understanding Professional Learning in Action a Case Study of a Research-Based Professional Learning Program. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0044546.

Council of Science Editors:

Stukey MR. Understanding Professional Learning in Action a Case Study of a Research-Based Professional Learning Program. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0044546


University of Florida

3. Wolkenhauer, Rachel. Inquiring into Professional Development in a Newly Designed 21st Century School.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2013, University of Florida

 Prevalent new paradigms are emphasizing the need for more powerful learning opportunities that meet the needs of 21st century learners.  One way to change education… (more)

Subjects/Keywords: Academic communities; Classrooms; Collaborative learning; Educational research; Learning; Professional development; Professional development schools; Schools; Students; Teachers; 21st  – century  – development  – education  – hermeneutics  – inquiry  – professional  – teacher

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APA (6th Edition):

Wolkenhauer, R. (2013). Inquiring into Professional Development in a Newly Designed 21st Century School. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045791

Chicago Manual of Style (16th Edition):

Wolkenhauer, Rachel. “Inquiring into Professional Development in a Newly Designed 21st Century School.” 2013. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0045791.

MLA Handbook (7th Edition):

Wolkenhauer, Rachel. “Inquiring into Professional Development in a Newly Designed 21st Century School.” 2013. Web. 11 Nov 2019.

Vancouver:

Wolkenhauer R. Inquiring into Professional Development in a Newly Designed 21st Century School. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0045791.

Council of Science Editors:

Wolkenhauer R. Inquiring into Professional Development in a Newly Designed 21st Century School. [Doctoral Dissertation]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045791


University of Florida

4. Dogan, Selcuk. The Relationship between the Quality of Professional Development and Effective Instruction The Mediating Role of School-Based Professional Communities.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2017, University of Florida

Professional learning of teachers and instruction have paramount importance if improved student performance is desired. Despite their recognized importance, there is a clear paucity of… (more)

Subjects/Keywords: community  – development  – effective  – instruction  – learning  – professional  – quality  – talis

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APA (6th Edition):

Dogan, S. (2017). The Relationship between the Quality of Professional Development and Effective Instruction The Mediating Role of School-Based Professional Communities. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0051355

Chicago Manual of Style (16th Edition):

Dogan, Selcuk. “The Relationship between the Quality of Professional Development and Effective Instruction The Mediating Role of School-Based Professional Communities.” 2017. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0051355.

MLA Handbook (7th Edition):

Dogan, Selcuk. “The Relationship between the Quality of Professional Development and Effective Instruction The Mediating Role of School-Based Professional Communities.” 2017. Web. 11 Nov 2019.

Vancouver:

Dogan S. The Relationship between the Quality of Professional Development and Effective Instruction The Mediating Role of School-Based Professional Communities. [Internet] [Doctoral dissertation]. University of Florida; 2017. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0051355.

Council of Science Editors:

Dogan S. The Relationship between the Quality of Professional Development and Effective Instruction The Mediating Role of School-Based Professional Communities. [Doctoral Dissertation]. University of Florida; 2017. Available from: http://ufdc.ufl.edu/UFE0051355


University of Florida

5. Mohabir, Anjani. The Principal's Role in Implementing Professional Learning Communities in a School A Case Study.

Degree: PhD, Educational Leadership - Educational Administration and Policy, 2009, University of Florida

 Reform, diversity of society, and an array of standards and guidelines challenge leaders to provide successful learning for teachers and students. The Professional Learning Community… (more)

Subjects/Keywords: Academic achievement; Academic communities; Classrooms; Collaborative learning; Learning; Professional development; Professional schools; School principals; Schools; Teachers; collaboration, community, implementing, leadership, learning, principal

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APA (6th Edition):

Mohabir, A. (2009). The Principal's Role in Implementing Professional Learning Communities in a School A Case Study. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041154

Chicago Manual of Style (16th Edition):

Mohabir, Anjani. “The Principal's Role in Implementing Professional Learning Communities in a School A Case Study.” 2009. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0041154.

MLA Handbook (7th Edition):

Mohabir, Anjani. “The Principal's Role in Implementing Professional Learning Communities in a School A Case Study.” 2009. Web. 11 Nov 2019.

Vancouver:

Mohabir A. The Principal's Role in Implementing Professional Learning Communities in a School A Case Study. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0041154.

Council of Science Editors:

Mohabir A. The Principal's Role in Implementing Professional Learning Communities in a School A Case Study. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0041154


University of Florida

6. Benedict, Amber E. Learning Together Teachers' Evolving Understandings during Ongoing Collaborative Professional Development.

Degree: PhD, Special Education - Special Education, School Psychology and Early Childhood Studies, 2014, University of Florida

 Providing teachers structured time to learn collaboratively in professional development efforts serves two important functions in schools implementing Response to Intervention frameworks. For one, structured… (more)

Subjects/Keywords: Collaborative learning; Educational research; Learning; Pedagogy; Professional development; Reading instruction; Special education; Special education teachers; Students; Teachers; learning-disabilities  – literacy  – professional-development  – response-to-intervention  – special-education

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APA (6th Edition):

Benedict, A. E. (2014). Learning Together Teachers' Evolving Understandings during Ongoing Collaborative Professional Development. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046633

Chicago Manual of Style (16th Edition):

Benedict, Amber E. “Learning Together Teachers' Evolving Understandings during Ongoing Collaborative Professional Development.” 2014. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0046633.

MLA Handbook (7th Edition):

Benedict, Amber E. “Learning Together Teachers' Evolving Understandings during Ongoing Collaborative Professional Development.” 2014. Web. 11 Nov 2019.

Vancouver:

Benedict AE. Learning Together Teachers' Evolving Understandings during Ongoing Collaborative Professional Development. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0046633.

Council of Science Editors:

Benedict AE. Learning Together Teachers' Evolving Understandings during Ongoing Collaborative Professional Development. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046633


University of Florida

7. Easterly, Ralph G, III. Personal Resilience as a Predictor of Professional Development Engagement and Career Satisfaction of Agriscience Teachers.

Degree: PhD, Agricultural Education and Communication, 2016, University of Florida

 The purpose of this study was to determine if personal resilience is a predictor of professional development engagement and career satisfaction of agriscience teachers. The… (more)

Subjects/Keywords: Agricultural education; Agriculture; Demography; Job satisfaction; Learning; Positive self; Professional development; Schools; Students; Teachers; agriscience  – career  – development  – education  – professional  – resilience  – satisfaction

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APA (6th Edition):

Easterly, Ralph G, I. (2016). Personal Resilience as a Predictor of Professional Development Engagement and Career Satisfaction of Agriscience Teachers. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049759

Chicago Manual of Style (16th Edition):

Easterly, Ralph G, III. “Personal Resilience as a Predictor of Professional Development Engagement and Career Satisfaction of Agriscience Teachers.” 2016. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0049759.

MLA Handbook (7th Edition):

Easterly, Ralph G, III. “Personal Resilience as a Predictor of Professional Development Engagement and Career Satisfaction of Agriscience Teachers.” 2016. Web. 11 Nov 2019.

Vancouver:

Easterly, Ralph G I. Personal Resilience as a Predictor of Professional Development Engagement and Career Satisfaction of Agriscience Teachers. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0049759.

Council of Science Editors:

Easterly, Ralph G I. Personal Resilience as a Predictor of Professional Development Engagement and Career Satisfaction of Agriscience Teachers. [Doctoral Dissertation]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/UFE0049759


University of Florida

8. Taylor, Jennifer Marie. The Development of the Professional Competencies Scale An Assessment of Foundational, Functional, and Continuing Competencies for Psychotherapists.

Degree: PhD, Counseling Psychology - Psychology, 2013, University of Florida

Professional competence is of paramount importance to the field of professional psychology. However, little research in the field has examined what it means to be… (more)

Subjects/Keywords: Clinical psychology; Employee skills; Lifelong learning; Professional competence; Professional training; Psychological assessment; Psychological counseling; Psychological research; Psychology; Psychometrics; revision

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APA (6th Edition):

Taylor, J. M. (2013). The Development of the Professional Competencies Scale An Assessment of Foundational, Functional, and Continuing Competencies for Psychotherapists. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045669

Chicago Manual of Style (16th Edition):

Taylor, Jennifer Marie. “The Development of the Professional Competencies Scale An Assessment of Foundational, Functional, and Continuing Competencies for Psychotherapists.” 2013. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0045669.

MLA Handbook (7th Edition):

Taylor, Jennifer Marie. “The Development of the Professional Competencies Scale An Assessment of Foundational, Functional, and Continuing Competencies for Psychotherapists.” 2013. Web. 11 Nov 2019.

Vancouver:

Taylor JM. The Development of the Professional Competencies Scale An Assessment of Foundational, Functional, and Continuing Competencies for Psychotherapists. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0045669.

Council of Science Editors:

Taylor JM. The Development of the Professional Competencies Scale An Assessment of Foundational, Functional, and Continuing Competencies for Psychotherapists. [Doctoral Dissertation]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045669


University of Florida

9. Blythe, Jessica M. The Influence of a Train-The-Trainer Professional Development on Teacher Perceptions of Science Integration and Inquiry-Based Instruction.

Degree: PhD, Agricultural Education and Communication, 2014, University of Florida

 The purpose of this study was to describe the influence of the train-the-trainer professional development form of professional development on participants' perceptions of agriscience integration… (more)

Subjects/Keywords: Agriculture; Learning; Professional development; Professional development schools; Schools; Science teachers; Students; Teacher integration; Teachers; Teaching methods; agriscience  – development  – inquiry  – integration  – professional  – teacher  – train  – trainer

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APA (6th Edition):

Blythe, J. M. (2014). The Influence of a Train-The-Trainer Professional Development on Teacher Perceptions of Science Integration and Inquiry-Based Instruction. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046642

Chicago Manual of Style (16th Edition):

Blythe, Jessica M. “The Influence of a Train-The-Trainer Professional Development on Teacher Perceptions of Science Integration and Inquiry-Based Instruction.” 2014. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0046642.

MLA Handbook (7th Edition):

Blythe, Jessica M. “The Influence of a Train-The-Trainer Professional Development on Teacher Perceptions of Science Integration and Inquiry-Based Instruction.” 2014. Web. 11 Nov 2019.

Vancouver:

Blythe JM. The Influence of a Train-The-Trainer Professional Development on Teacher Perceptions of Science Integration and Inquiry-Based Instruction. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0046642.

Council of Science Editors:

Blythe JM. The Influence of a Train-The-Trainer Professional Development on Teacher Perceptions of Science Integration and Inquiry-Based Instruction. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046642


University of Florida

10. Mundy, Charlotte. Reading First Reading Coaches' Interpretations and Enactments of Their Role as Reading Coach.

Degree: PhD, Curriculum and Instruction (ISC) - Teaching and Learning, 2009, University of Florida

 As a way to establish job-embedded, ongoing professional development recent policies and initiatives have required schools and districts to appoint school-based coaches. The Reading First… (more)

Subjects/Keywords: Classrooms; Coaching; Educational research; Grade levels; Learning; Professional development; Professional development schools; Schools; Students; Teachers; coaching, development, elementary, first, policy, professional, reading

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APA (6th Edition):

Mundy, C. (2009). Reading First Reading Coaches' Interpretations and Enactments of Their Role as Reading Coach. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0024886

Chicago Manual of Style (16th Edition):

Mundy, Charlotte. “Reading First Reading Coaches' Interpretations and Enactments of Their Role as Reading Coach.” 2009. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0024886.

MLA Handbook (7th Edition):

Mundy, Charlotte. “Reading First Reading Coaches' Interpretations and Enactments of Their Role as Reading Coach.” 2009. Web. 11 Nov 2019.

Vancouver:

Mundy C. Reading First Reading Coaches' Interpretations and Enactments of Their Role as Reading Coach. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0024886.

Council of Science Editors:

Mundy C. Reading First Reading Coaches' Interpretations and Enactments of Their Role as Reading Coach. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0024886


University of Florida

11. Dodman,Stephanie L. School Reform in a High Poverty Elementary School a Grounded Theory Case Study of Capacity Building.

Degree: PhD, Curriculum and Instruction (ISC) - Teaching and Learning, 2011, University of Florida

 There is a persistent and significant gap in the achievement of students who attend high-poverty schools and those who attend low-poverty schools. Students in high-poverty… (more)

Subjects/Keywords: Academic achievement; Educational administration; Learning; Professional development; Professional development schools; Professional schools; School principals; Schools; Students; Teachers; capacity  – change  – education  – grounded  – improvement  – leadership  – qualitative  – reform  – school  – teachers

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APA (6th Edition):

L, D. (2011). School Reform in a High Poverty Elementary School a Grounded Theory Case Study of Capacity Building. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0043331

Chicago Manual of Style (16th Edition):

L, Dodman,Stephanie. “School Reform in a High Poverty Elementary School a Grounded Theory Case Study of Capacity Building.” 2011. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0043331.

MLA Handbook (7th Edition):

L, Dodman,Stephanie. “School Reform in a High Poverty Elementary School a Grounded Theory Case Study of Capacity Building.” 2011. Web. 11 Nov 2019.

Vancouver:

L D. School Reform in a High Poverty Elementary School a Grounded Theory Case Study of Capacity Building. [Internet] [Doctoral dissertation]. University of Florida; 2011. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0043331.

Council of Science Editors:

L D. School Reform in a High Poverty Elementary School a Grounded Theory Case Study of Capacity Building. [Doctoral Dissertation]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/UFE0043331


University of Florida

12. Patrick, Jennifer. Crossing Borders High School Science Teachers Learning to Teach the Specialized Language of Science.

Degree: PhD, Curriculum and Instruction (ISC) - Teaching and Learning, 2009, University of Florida

 Jennifer Drake Patrick December 2009 Chair: Zhihui Fang Major: Curriculum and Instruction (ISC) The highly specialized language of science is both challenging and alienating to… (more)

Subjects/Keywords: Classrooms; Language teachers; Learning; Literacy; Professional development; Science learning; Science teachers; Students; Teachers; Words; content, disciplines, highschool, literacy, reading, science

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APA (6th Edition):

Patrick, J. (2009). Crossing Borders High School Science Teachers Learning to Teach the Specialized Language of Science. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041163

Chicago Manual of Style (16th Edition):

Patrick, Jennifer. “Crossing Borders High School Science Teachers Learning to Teach the Specialized Language of Science.” 2009. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0041163.

MLA Handbook (7th Edition):

Patrick, Jennifer. “Crossing Borders High School Science Teachers Learning to Teach the Specialized Language of Science.” 2009. Web. 11 Nov 2019.

Vancouver:

Patrick J. Crossing Borders High School Science Teachers Learning to Teach the Specialized Language of Science. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0041163.

Council of Science Editors:

Patrick J. Crossing Borders High School Science Teachers Learning to Teach the Specialized Language of Science. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0041163


University of Florida

13. Prosser, Sherri Kay. Teacher Mathematical Identity and Participation in an Online Teacher Professional Development (oTPD) Program.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2014, University of Florida

 The purpose of this study was to study the relationship between teacher mathematical identity and participation in an online teacher professional development (oTPD) program and… (more)

Subjects/Keywords: Classrooms; Learning; Manipulative materials; Mathematics; Mathematics education; Mathematics teachers; Narratives; Online learning; Students; Teachers; development  – identity  – professional  – teacher

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APA (6th Edition):

Prosser, S. K. (2014). Teacher Mathematical Identity and Participation in an Online Teacher Professional Development (oTPD) Program. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046453

Chicago Manual of Style (16th Edition):

Prosser, Sherri Kay. “Teacher Mathematical Identity and Participation in an Online Teacher Professional Development (oTPD) Program.” 2014. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0046453.

MLA Handbook (7th Edition):

Prosser, Sherri Kay. “Teacher Mathematical Identity and Participation in an Online Teacher Professional Development (oTPD) Program.” 2014. Web. 11 Nov 2019.

Vancouver:

Prosser SK. Teacher Mathematical Identity and Participation in an Online Teacher Professional Development (oTPD) Program. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0046453.

Council of Science Editors:

Prosser SK. Teacher Mathematical Identity and Participation in an Online Teacher Professional Development (oTPD) Program. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046453


University of Florida

14. Kennedy, Kathryn. The essence of the virtual school practicum A phenomenological study of pre-service teachers' experiences in a virtual school.

Degree: PhD, Curriculum and Instruction (ISC) - Teaching and Learning, 2010, University of Florida

 Situated in the theoretical perspective of phenomenology, the purpose of this study was to understand the experiences of three pre-service teachers who participated in a… (more)

Subjects/Keywords: Education; Educational environment; Learning; Learning experiences; Online learning; Preservice teachers; Professional development schools; Schools; Students; Teachers; development, elluminate, internships, learning, mentoring, online, pedagogy, phenomenology, practica, preservice, professional, school, students, teachers, virtual

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APA (6th Edition):

Kennedy, K. (2010). The essence of the virtual school practicum A phenomenological study of pre-service teachers' experiences in a virtual school. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041880

Chicago Manual of Style (16th Edition):

Kennedy, Kathryn. “The essence of the virtual school practicum A phenomenological study of pre-service teachers' experiences in a virtual school.” 2010. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0041880.

MLA Handbook (7th Edition):

Kennedy, Kathryn. “The essence of the virtual school practicum A phenomenological study of pre-service teachers' experiences in a virtual school.” 2010. Web. 11 Nov 2019.

Vancouver:

Kennedy K. The essence of the virtual school practicum A phenomenological study of pre-service teachers' experiences in a virtual school. [Internet] [Doctoral dissertation]. University of Florida; 2010. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0041880.

Council of Science Editors:

Kennedy K. The essence of the virtual school practicum A phenomenological study of pre-service teachers' experiences in a virtual school. [Doctoral Dissertation]. University of Florida; 2010. Available from: http://ufdc.ufl.edu/UFE0041880


University of Florida

15. Ringler, Majorie Campo. Determining the use of principles of adult learning in professional development.

Degree: PhD, Educational Leadership, Policy, and Foundations, 2004, University of Florida

Subjects/Keywords: Adult education; Educational activities; Experiential learning; Job training; Learning; Learning experiences; Perceptual learning; Professional development; Professional training; Teachers

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APA (6th Edition):

Ringler, M. C. (2004). Determining the use of principles of adult learning in professional development. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00033027

Chicago Manual of Style (16th Edition):

Ringler, Majorie Campo. “Determining the use of principles of adult learning in professional development.” 2004. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/AA00033027.

MLA Handbook (7th Edition):

Ringler, Majorie Campo. “Determining the use of principles of adult learning in professional development.” 2004. Web. 11 Nov 2019.

Vancouver:

Ringler MC. Determining the use of principles of adult learning in professional development. [Internet] [Doctoral dissertation]. University of Florida; 2004. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/AA00033027.

Council of Science Editors:

Ringler MC. Determining the use of principles of adult learning in professional development. [Doctoral Dissertation]. University of Florida; 2004. Available from: http://ufdc.ufl.edu/AA00033027


University of Florida

16. Zafar, Aliya Mueen Ms. The Role of Practitioner Inquiry in Professional Development of Teachers Working with English Language Learners.

Degree: PhD, Curriculum and Instruction (ISC) - Teaching and Learning, 2012, University of Florida

 There is an increase in the population of linguistically diverse students in United States schools. Research shows teachers feel they were insufficiently prepared to teach… (more)

Subjects/Keywords: Academic learning; Classrooms; Educational research; English language learners; English teachers; Language teachers; Learning; Schools; Students; Teachers; development  – english  – inquiry  – language  – learners  – learning  – professional  – teacher

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APA (6th Edition):

Zafar, A. M. M. (2012). The Role of Practitioner Inquiry in Professional Development of Teachers Working with English Language Learners. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0043628

Chicago Manual of Style (16th Edition):

Zafar, Aliya Mueen Ms. “The Role of Practitioner Inquiry in Professional Development of Teachers Working with English Language Learners.” 2012. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0043628.

MLA Handbook (7th Edition):

Zafar, Aliya Mueen Ms. “The Role of Practitioner Inquiry in Professional Development of Teachers Working with English Language Learners.” 2012. Web. 11 Nov 2019.

Vancouver:

Zafar AMM. The Role of Practitioner Inquiry in Professional Development of Teachers Working with English Language Learners. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0043628.

Council of Science Editors:

Zafar AMM. The Role of Practitioner Inquiry in Professional Development of Teachers Working with English Language Learners. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0043628


University of Florida

17. Gonsalves, Vivian E. The Effects of a Professional Development Experience on the Instructional Reading Practices of Classroom Teachers.

Degree: PhD, Special Education - Special Education, School Psychology and Early Childhood Studies, 2015, University of Florida

 Research suggests that teachers often lack the knowledge necessary to promote basic reading skills in struggling and developing readers (Lane et al., 2009; Snow et… (more)

Subjects/Keywords: Classrooms; Coaching; Learning; Observational research; Professional development; Reading instruction; Students; Teachers; Teaching methods; Tutoring; classroom  – development  – education  – instruction  – professional  – reading  – remediation  – special  – teachers

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APA (6th Edition):

Gonsalves, V. E. (2015). The Effects of a Professional Development Experience on the Instructional Reading Practices of Classroom Teachers. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049169

Chicago Manual of Style (16th Edition):

Gonsalves, Vivian E. “The Effects of a Professional Development Experience on the Instructional Reading Practices of Classroom Teachers.” 2015. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0049169.

MLA Handbook (7th Edition):

Gonsalves, Vivian E. “The Effects of a Professional Development Experience on the Instructional Reading Practices of Classroom Teachers.” 2015. Web. 11 Nov 2019.

Vancouver:

Gonsalves VE. The Effects of a Professional Development Experience on the Instructional Reading Practices of Classroom Teachers. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0049169.

Council of Science Editors:

Gonsalves VE. The Effects of a Professional Development Experience on the Instructional Reading Practices of Classroom Teachers. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049169


University of Florida

18. Poekert, Philip. Ready Schools Miami The Impact of a Collaborative Professional Development Initiative on Teacher Practice.

Degree: PhD, Curriculum and Instruction (ISC) - Teaching and Learning, 2008, University of Florida

 Research literature on effective professional development points to the promise of professional learning communities (PLCs) in delivering the improvements in instructional practice and student learning(more)

Subjects/Keywords: Classrooms; Educational research; Learning; Professional development; Professional development schools; Professional schools; Schools; Students; Teachers; Teaching methods; communities, culture, development, education, instruction, learning, professional, reform, school, urban

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APA (6th Edition):

Poekert, P. (2008). Ready Schools Miami The Impact of a Collaborative Professional Development Initiative on Teacher Practice. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0022828

Chicago Manual of Style (16th Edition):

Poekert, Philip. “Ready Schools Miami The Impact of a Collaborative Professional Development Initiative on Teacher Practice.” 2008. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0022828.

MLA Handbook (7th Edition):

Poekert, Philip. “Ready Schools Miami The Impact of a Collaborative Professional Development Initiative on Teacher Practice.” 2008. Web. 11 Nov 2019.

Vancouver:

Poekert P. Ready Schools Miami The Impact of a Collaborative Professional Development Initiative on Teacher Practice. [Internet] [Doctoral dissertation]. University of Florida; 2008. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0022828.

Council of Science Editors:

Poekert P. Ready Schools Miami The Impact of a Collaborative Professional Development Initiative on Teacher Practice. [Doctoral Dissertation]. University of Florida; 2008. Available from: http://ufdc.ufl.edu/UFE0022828


University of Florida

19. Ohlson, Matthew. A Study of School Culture, Leadership, Teacher Quality and Student Outcomes Via a Performance Framework in Elementary Schools Participating in a School Reform Initiative.

Degree: PhD, Educational Leadership - Educational Administration and Policy, 2009, University of Florida

 The purpose of this study was to examine the relationships among teacher quality characteristics and school culture components and their influence upon student attendance and… (more)

Subjects/Keywords: Academic achievement; Collaboration; Educational research; Learning; Professional development; School principals; Schools; Students; Teacher effectiveness; Teachers; education, educational, school, student, teacher

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APA (6th Edition):

Ohlson, M. (2009). A Study of School Culture, Leadership, Teacher Quality and Student Outcomes Via a Performance Framework in Elementary Schools Participating in a School Reform Initiative. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0024224

Chicago Manual of Style (16th Edition):

Ohlson, Matthew. “A Study of School Culture, Leadership, Teacher Quality and Student Outcomes Via a Performance Framework in Elementary Schools Participating in a School Reform Initiative.” 2009. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0024224.

MLA Handbook (7th Edition):

Ohlson, Matthew. “A Study of School Culture, Leadership, Teacher Quality and Student Outcomes Via a Performance Framework in Elementary Schools Participating in a School Reform Initiative.” 2009. Web. 11 Nov 2019.

Vancouver:

Ohlson M. A Study of School Culture, Leadership, Teacher Quality and Student Outcomes Via a Performance Framework in Elementary Schools Participating in a School Reform Initiative. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0024224.

Council of Science Editors:

Ohlson M. A Study of School Culture, Leadership, Teacher Quality and Student Outcomes Via a Performance Framework in Elementary Schools Participating in a School Reform Initiative. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0024224


University of Florida

20. McDonald, Michelle Marie Frances. School Psychologists Perceptions of Their Role Transition into Effective Change Agents in the Response to Intervention Model.

Degree: PhD, School Psychology - Special Education, School Psychology and Early Childhood Studies, 2015, University of Florida

 This study explores the role transition experienced by school psychologists during implementation of Response to Intervention (RtI). Extant literature reveals that the 2004 passage of… (more)

Subjects/Keywords: Educational administration; Educational evaluation; Educational psychology; Educational research; Learning; Professional schools; Psychological assessment; Schools; Special education; Teachers; agent  – change  – psychologist  – role

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APA (6th Edition):

McDonald, M. M. F. (2015). School Psychologists Perceptions of Their Role Transition into Effective Change Agents in the Response to Intervention Model. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049271

Chicago Manual of Style (16th Edition):

McDonald, Michelle Marie Frances. “School Psychologists Perceptions of Their Role Transition into Effective Change Agents in the Response to Intervention Model.” 2015. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0049271.

MLA Handbook (7th Edition):

McDonald, Michelle Marie Frances. “School Psychologists Perceptions of Their Role Transition into Effective Change Agents in the Response to Intervention Model.” 2015. Web. 11 Nov 2019.

Vancouver:

McDonald MMF. School Psychologists Perceptions of Their Role Transition into Effective Change Agents in the Response to Intervention Model. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0049271.

Council of Science Editors:

McDonald MMF. School Psychologists Perceptions of Their Role Transition into Effective Change Agents in the Response to Intervention Model. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049271


University of Florida

21. Williams, Rhonda L. The Impact of Instructional Coaching on Secondary Teachers.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2016, University of Florida

 This study examines the impact of instructional coaching on the instructional practices of secondary mathematics and science teachers. Theory of change was used as the… (more)

Subjects/Keywords: Classrooms; Coaching; Instructional material evaluation; Learning; Mathematics; Professional development; Schools; Student teaching; Teachers; Teaching methods; coaching  – instructional  – practices  – secondary  – teachers

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APA (6th Edition):

Williams, R. L. (2016). The Impact of Instructional Coaching on Secondary Teachers. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0050171

Chicago Manual of Style (16th Edition):

Williams, Rhonda L. “The Impact of Instructional Coaching on Secondary Teachers.” 2016. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0050171.

MLA Handbook (7th Edition):

Williams, Rhonda L. “The Impact of Instructional Coaching on Secondary Teachers.” 2016. Web. 11 Nov 2019.

Vancouver:

Williams RL. The Impact of Instructional Coaching on Secondary Teachers. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0050171.

Council of Science Editors:

Williams RL. The Impact of Instructional Coaching on Secondary Teachers. [Doctoral Dissertation]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/UFE0050171


University of Florida

22. Sessums, Christopher. The Path from Insight to Action The Case of an Online Learning Community in Support of Collaborative Teacher Inquiry.

Degree: PhD, Curriculum and Instruction (ISC) - Teaching and Learning, 2009, University of Florida

 Teacher professional development is a complex enterprise (Sprinthall, Reiman, and Thies-Sprinthall, 1996). While many online professional development programs have been introduced over the past several… (more)

Subjects/Keywords: Academic communities; Coaching; Community life; Educational research; Group facilitation; Learning; Online learning; Professional development; Research facilities; Teachers; actionresearch, coaching, online, professionaldevelopment, socialsoftware, staffdevelopment, teachereducation, weblogs

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APA (6th Edition):

Sessums, C. (2009). The Path from Insight to Action The Case of an Online Learning Community in Support of Collaborative Teacher Inquiry. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0024330

Chicago Manual of Style (16th Edition):

Sessums, Christopher. “The Path from Insight to Action The Case of an Online Learning Community in Support of Collaborative Teacher Inquiry.” 2009. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0024330.

MLA Handbook (7th Edition):

Sessums, Christopher. “The Path from Insight to Action The Case of an Online Learning Community in Support of Collaborative Teacher Inquiry.” 2009. Web. 11 Nov 2019.

Vancouver:

Sessums C. The Path from Insight to Action The Case of an Online Learning Community in Support of Collaborative Teacher Inquiry. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0024330.

Council of Science Editors:

Sessums C. The Path from Insight to Action The Case of an Online Learning Community in Support of Collaborative Teacher Inquiry. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0024330


University of Florida

23. Gregory, Angela. Inquiry-Oriented School Improvement Enhancing Learning through New Roles, Relationships, and Praxis in a Professional Development School.

Degree: PhD, Curriculum and Instruction (ISC) - Teaching and Learning, 2008, University of Florida

 School improvement and teacher education should be cohesively linked (Fullan, 2001; Hargreaves & Fullan, 1992). This qualitative research study explores this idea using an interpretivist… (more)

Subjects/Keywords: Classrooms; Collaborative learning; Learning; Preservice teachers; Professional development schools; Schools; Teachers; Universities; Writing instruction; Writing teachers; improvement, inquiry, learning, pds

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APA (6th Edition):

Gregory, A. (2008). Inquiry-Oriented School Improvement Enhancing Learning through New Roles, Relationships, and Praxis in a Professional Development School. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0023893

Chicago Manual of Style (16th Edition):

Gregory, Angela. “Inquiry-Oriented School Improvement Enhancing Learning through New Roles, Relationships, and Praxis in a Professional Development School.” 2008. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0023893.

MLA Handbook (7th Edition):

Gregory, Angela. “Inquiry-Oriented School Improvement Enhancing Learning through New Roles, Relationships, and Praxis in a Professional Development School.” 2008. Web. 11 Nov 2019.

Vancouver:

Gregory A. Inquiry-Oriented School Improvement Enhancing Learning through New Roles, Relationships, and Praxis in a Professional Development School. [Internet] [Doctoral dissertation]. University of Florida; 2008. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0023893.

Council of Science Editors:

Gregory A. Inquiry-Oriented School Improvement Enhancing Learning through New Roles, Relationships, and Praxis in a Professional Development School. [Doctoral Dissertation]. University of Florida; 2008. Available from: http://ufdc.ufl.edu/UFE0023893


University of Florida

24. Cheyney, Kristi. Friendly Street A Photovoice Exploration of High-Poverty/High-Quality Childcare.

Degree: PhD, Special Education - Special Education, School Psychology and Early Childhood Studies, 2015, University of Florida

 This dissertation outlines a two-year ethnography studying the culture of teacher learning and literacy practices of teachers employed in a large high-quality/high-poverty subsidized childcare center… (more)

Subjects/Keywords: Child psychology; Childhood; Classrooms; Cultural values; Educational research; Learning; Preschool education; Professional development; Schools; Teachers; childcare  – children  – early-childhood  – photovoice  – preschool  – qualitative  – school-culture  – teacher-education

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APA (6th Edition):

Cheyney, K. (2015). Friendly Street A Photovoice Exploration of High-Poverty/High-Quality Childcare. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049091

Chicago Manual of Style (16th Edition):

Cheyney, Kristi. “Friendly Street A Photovoice Exploration of High-Poverty/High-Quality Childcare.” 2015. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0049091.

MLA Handbook (7th Edition):

Cheyney, Kristi. “Friendly Street A Photovoice Exploration of High-Poverty/High-Quality Childcare.” 2015. Web. 11 Nov 2019.

Vancouver:

Cheyney K. Friendly Street A Photovoice Exploration of High-Poverty/High-Quality Childcare. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0049091.

Council of Science Editors:

Cheyney K. Friendly Street A Photovoice Exploration of High-Poverty/High-Quality Childcare. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049091


University of Florida

25. Hooser, Angela G. Reconstructing the Lived Experiences of Practitioner Scholars Using Third Space Theory A Phenomenological Interview Study.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2015, University of Florida

 Practitioner Scholars are educators that use theoretical, pedagogical, and research knowledge to enact informed change and improvement efforts within their local schools. The Carnegie Project… (more)

Subjects/Keywords: Educational research; Higher education; Learning; Narratives; Professional schools; Research design; Schools; Students; Teachers; Universities; cped  – doctorate  – education  – practitioner-scholar  – space  – theory-practice  – third

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APA (6th Edition):

Hooser, A. G. (2015). Reconstructing the Lived Experiences of Practitioner Scholars Using Third Space Theory A Phenomenological Interview Study. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049045

Chicago Manual of Style (16th Edition):

Hooser, Angela G. “Reconstructing the Lived Experiences of Practitioner Scholars Using Third Space Theory A Phenomenological Interview Study.” 2015. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0049045.

MLA Handbook (7th Edition):

Hooser, Angela G. “Reconstructing the Lived Experiences of Practitioner Scholars Using Third Space Theory A Phenomenological Interview Study.” 2015. Web. 11 Nov 2019.

Vancouver:

Hooser AG. Reconstructing the Lived Experiences of Practitioner Scholars Using Third Space Theory A Phenomenological Interview Study. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0049045.

Council of Science Editors:

Hooser AG. Reconstructing the Lived Experiences of Practitioner Scholars Using Third Space Theory A Phenomenological Interview Study. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049045


University of Florida

26. DiBenedetto, Catherine A. Teachers' Perceptions of Their Proficiency and Responsibility to Teach the Knowledge, Skills, and Dispositions Required of High School Students to Be Career Ready in the 21st Century.

Degree: PhD, Agricultural Education and Communication, 2015, University of Florida

 Educational reform has been focused on the goal for all students to be college and career ready. Industry leaders have indicated that students have not… (more)

Subjects/Keywords: Agriculture; College students; High school students; High schools; Learning; Professional development; Schools; Secondary school teachers; Teachers; Vocational education; careers  – college  – cte  – dispositions  – knowledge  – readiness  – sbae  – skills

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APA (6th Edition):

DiBenedetto, C. A. (2015). Teachers' Perceptions of Their Proficiency and Responsibility to Teach the Knowledge, Skills, and Dispositions Required of High School Students to Be Career Ready in the 21st Century. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047648

Chicago Manual of Style (16th Edition):

DiBenedetto, Catherine A. “Teachers' Perceptions of Their Proficiency and Responsibility to Teach the Knowledge, Skills, and Dispositions Required of High School Students to Be Career Ready in the 21st Century.” 2015. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0047648.

MLA Handbook (7th Edition):

DiBenedetto, Catherine A. “Teachers' Perceptions of Their Proficiency and Responsibility to Teach the Knowledge, Skills, and Dispositions Required of High School Students to Be Career Ready in the 21st Century.” 2015. Web. 11 Nov 2019.

Vancouver:

DiBenedetto CA. Teachers' Perceptions of Their Proficiency and Responsibility to Teach the Knowledge, Skills, and Dispositions Required of High School Students to Be Career Ready in the 21st Century. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0047648.

Council of Science Editors:

DiBenedetto CA. Teachers' Perceptions of Their Proficiency and Responsibility to Teach the Knowledge, Skills, and Dispositions Required of High School Students to Be Career Ready in the 21st Century. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0047648


University of Florida

27. Tilford, Keith Larson. The Essence of the Principal's Role in a Professional Development School.

Degree: PhD, Educational Leadership - Educational Administration and Policy, 2007, University of Florida

 My research study explored how principals make sense of their role in a Professional Development School. Previous research related to Professional Development Schools has focused… (more)

Subjects/Keywords: Classrooms; Collaboration; College students; Learning; Professional development schools; School principals; Schools; Teacher leadership; Teachers; Universities; development, principals, professional, schools

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APA (6th Edition):

Tilford, K. L. (2007). The Essence of the Principal's Role in a Professional Development School. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0021229

Chicago Manual of Style (16th Edition):

Tilford, Keith Larson. “The Essence of the Principal's Role in a Professional Development School.” 2007. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0021229.

MLA Handbook (7th Edition):

Tilford, Keith Larson. “The Essence of the Principal's Role in a Professional Development School.” 2007. Web. 11 Nov 2019.

Vancouver:

Tilford KL. The Essence of the Principal's Role in a Professional Development School. [Internet] [Doctoral dissertation]. University of Florida; 2007. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0021229.

Council of Science Editors:

Tilford KL. The Essence of the Principal's Role in a Professional Development School. [Doctoral Dissertation]. University of Florida; 2007. Available from: http://ufdc.ufl.edu/UFE0021229


University of Florida

28. De Lay, Ann Marie. The Essence of Secondary Agriculture Teachers' Experiences with Teacher Collaboration.

Degree: PhD, Agricultural Education and Communication, 2008, University of Florida

 This qualitative study examines experienced secondary agriculture teachers? perceptions of teacher collaboration. Nine interviews were conducted with three experienced secondary agriculture teachers, using phenomenological research… (more)

Subjects/Keywords: Agricultural education; Agriculture; Collaboration; Collaborative learning; Educational research; Learning; Professional development; Schools; Students; Teachers; agriculture, career, collaboration, development, phenomenology, professional, retention, satisfaction, teacher

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APA (6th Edition):

De Lay, A. M. (2008). The Essence of Secondary Agriculture Teachers' Experiences with Teacher Collaboration. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0022076

Chicago Manual of Style (16th Edition):

De Lay, Ann Marie. “The Essence of Secondary Agriculture Teachers' Experiences with Teacher Collaboration.” 2008. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0022076.

MLA Handbook (7th Edition):

De Lay, Ann Marie. “The Essence of Secondary Agriculture Teachers' Experiences with Teacher Collaboration.” 2008. Web. 11 Nov 2019.

Vancouver:

De Lay AM. The Essence of Secondary Agriculture Teachers' Experiences with Teacher Collaboration. [Internet] [Doctoral dissertation]. University of Florida; 2008. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0022076.

Council of Science Editors:

De Lay AM. The Essence of Secondary Agriculture Teachers' Experiences with Teacher Collaboration. [Doctoral Dissertation]. University of Florida; 2008. Available from: http://ufdc.ufl.edu/UFE0022076

29. Wayer, Nicola M. From Design to Enactment A Case Study of Blended Learning Across the Content Areas in a K-12 School.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2013, University of Florida

 This study investigated the ways in which four K-12 teachers designed their content area courses using a blended learning approach and how those courses were… (more)

Subjects/Keywords: Algebra; Blended learning; Educational activities; High school students; Learning; Online learning; Professional development; Schools; Students; Teachers; blended  – education  – k12  – online

…142 Implications for the Blended Learning Professional Development Course ........... 144… …future professional development in blended learning, for blended teaching practice, and… …following professional development on blended learning, this study was limited to teachers that… …participated in a professional development course on blended learning in the summer immediately… …implications for the blended learning professional development course and the profiled school, and… 

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APA (6th Edition):

Wayer, N. M. (2013). From Design to Enactment A Case Study of Blended Learning Across the Content Areas in a K-12 School. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046090

Chicago Manual of Style (16th Edition):

Wayer, Nicola M. “From Design to Enactment A Case Study of Blended Learning Across the Content Areas in a K-12 School.” 2013. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0046090.

MLA Handbook (7th Edition):

Wayer, Nicola M. “From Design to Enactment A Case Study of Blended Learning Across the Content Areas in a K-12 School.” 2013. Web. 11 Nov 2019.

Vancouver:

Wayer NM. From Design to Enactment A Case Study of Blended Learning Across the Content Areas in a K-12 School. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0046090.

Council of Science Editors:

Wayer NM. From Design to Enactment A Case Study of Blended Learning Across the Content Areas in a K-12 School. [Doctoral Dissertation]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0046090


University of Florida

30. Poling, Nathaniel D. Collaboration, Teamwork, and Team Cohesion in a Starcraft 2 Digital Game-Based Course.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2013, University of Florida

 Innovative pedagogy is required if today’s learners are togain the crucial competencies necessary to succeed in tomorrow’s increasinglyinterconnected and technological world. This mixed methods research… (more)

Subjects/Keywords: Academic learning; Collaboration; Collaborative learning; Constructivism; Educational games; Educational research; Experiential learning; Learning; Online learning; Research design; 21st  – academic  – andragogy  – based  – century  – cohesion  – collaboration  – commercial  – computer  – constructivism  – cots  – critical  – development  – dgbl  – digital  – education  – educational  – environment  – experience  – experiential  – game  – games  – honors  – information  – innovative  – instruction  – instructional  – leadership  – literacy  – management  – media  – methods  – mindtool  – mindtools  – mixed  – off  – online  – pedagogy  – personality  – problem  – professional  – program  – project  – qualitative  – quantitative  – real  – reflection  – resource  – risk  – shelf  – simulation  – simulations  – skill  – skills  – solving  – starcraft  – strategy  – team  – teamwork  – technology  – the  – thinking  – time  – training  – video  – virtual

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APA (6th Edition):

Poling, N. D. (2013). Collaboration, Teamwork, and Team Cohesion in a Starcraft 2 Digital Game-Based Course. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045876

Chicago Manual of Style (16th Edition):

Poling, Nathaniel D. “Collaboration, Teamwork, and Team Cohesion in a Starcraft 2 Digital Game-Based Course.” 2013. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0045876.

MLA Handbook (7th Edition):

Poling, Nathaniel D. “Collaboration, Teamwork, and Team Cohesion in a Starcraft 2 Digital Game-Based Course.” 2013. Web. 11 Nov 2019.

Vancouver:

Poling ND. Collaboration, Teamwork, and Team Cohesion in a Starcraft 2 Digital Game-Based Course. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0045876.

Council of Science Editors:

Poling ND. Collaboration, Teamwork, and Team Cohesion in a Starcraft 2 Digital Game-Based Course. [Doctoral Dissertation]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045876

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