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Degree: PhD

You searched for subject:(professional learning). Showing records 1 – 30 of 364 total matches.

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University of Texas – Austin

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

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 November 22, 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. 22 Nov 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 Nov 22]. 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

2. -6937-6610. Teachers’ motivation and emotion during professional development : antecedents, concomitants, and consequences.

Degree: PhD, Educational Psychology, 2017, University of Texas – Austin

Professional development (PD) opportunities are offered to teachers as means for them to develop their knowledge and teaching practices, with the hope of improved learning(more)

Subjects/Keywords: Teachers; Professional development; Professional growth; Training; Adult learning; Motivation; Expectancy-value theory; Broaden and build; Emotion; Affect; Hierarchical linear modeling; Multilevel confirmatory factor analysis

…it is critical that teachers continue their on-the-job learning and professional growth… …learning environments for teachers. During professional development, teachers play the role of… …theories of motivation, emotions, and learning, and teachers’ professional development… …influence their learning during professional development, their desires to implement what was… …Online training Ingvarson, Meiers, & Beavis (2005) Professional learning… 

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APA (6th Edition):

-6937-6610. (2017). Teachers’ motivation and emotion during professional development : antecedents, concomitants, and consequences. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/47383

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

Chicago Manual of Style (16th Edition):

-6937-6610. “Teachers’ motivation and emotion during professional development : antecedents, concomitants, and consequences.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed November 22, 2019. http://hdl.handle.net/2152/47383.

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

MLA Handbook (7th Edition):

-6937-6610. “Teachers’ motivation and emotion during professional development : antecedents, concomitants, and consequences.” 2017. Web. 22 Nov 2019.

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

Vancouver:

-6937-6610. Teachers’ motivation and emotion during professional development : antecedents, concomitants, and consequences. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/2152/47383.

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

Council of Science Editors:

-6937-6610. Teachers’ motivation and emotion during professional development : antecedents, concomitants, and consequences. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/47383

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


University of Texas – Austin

3. -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 November 22, 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. 22 Nov 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 Nov 22]. 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


University of Exeter

4. Abdelhafez, Ahmed. An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning.

Degree: PhD, 2010, University of Exeter

 This study aimed to investigate what constituted the professional practical knowledge of EFL experienced teachers in the Egyptian context and what the sources of their… (more)

Subjects/Keywords: 370.711; Teacher Knowledge : Teacher Learning : Teacher Development : teacher education : Mixed Methodology : Professional Development

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APA (6th Edition):

Abdelhafez, A. (2010). An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/119325

Chicago Manual of Style (16th Edition):

Abdelhafez, Ahmed. “An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning.” 2010. Doctoral Dissertation, University of Exeter. Accessed November 22, 2019. http://hdl.handle.net/10036/119325.

MLA Handbook (7th Edition):

Abdelhafez, Ahmed. “An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning.” 2010. Web. 22 Nov 2019.

Vancouver:

Abdelhafez A. An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning. [Internet] [Doctoral dissertation]. University of Exeter; 2010. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/10036/119325.

Council of Science Editors:

Abdelhafez A. An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning. [Doctoral Dissertation]. University of Exeter; 2010. Available from: http://hdl.handle.net/10036/119325

5. Abdullah, Umar. Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia.

Degree: PhD, EDU Teaching and Learning, 2015, The Ohio State University

 The present study examines the influence of Indonesia’s in-service teacher certification program through teacher professional training, namely Pendidikan dan Latihan Profesi Guru (PLPG), on teacher… (more)

Subjects/Keywords: Teacher Education; Teaching; English As A Second Language; Education; Adult Education; Teacher Professional Training; Teacher Certification Program; Learning Leverage; Learning Experience; Content Knowledge; Pedagogical Knowledge; Instructional Practices; Classroom Management

learning and school. One way to improve it is through professional development, and one type is 4… …view PLPG as professional development, and how the learning experience impacts their… …professional training – PLPG (Rosyidi et al., 2013). 6. Teacher learning experience… …learning experience was specifically grouped into professional or content knowledge and… …Professional Experience: 2003 to 2008 .................................................English… 

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APA (6th Edition):

Abdullah, U. (2015). Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572

Chicago Manual of Style (16th Edition):

Abdullah, Umar. “Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia.” 2015. Doctoral Dissertation, The Ohio State University. Accessed November 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572.

MLA Handbook (7th Edition):

Abdullah, Umar. “Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia.” 2015. Web. 22 Nov 2019.

Vancouver:

Abdullah U. Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia. [Internet] [Doctoral dissertation]. The Ohio State University; 2015. [cited 2019 Nov 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572.

Council of Science Editors:

Abdullah U. Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia. [Doctoral Dissertation]. The Ohio State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572


University of New Orleans

6. 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 November 22, 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. 22 Nov 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 Nov 22]. 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

7. Afolabi, Comfort Y. Examining the Relationship Between Participation in Cross Career Learning Communities and Teacher Retention.

Degree: PhD, Educational Policy Studies, 2013, Georgia State University

  As teacher turnover and the demands for accountability and student achievement persist, the need to hire and retain quality teachers becomes increasingly vital. The… (more)

Subjects/Keywords: Teacher Retention; Teacher Attrition; Professional Learning Communities; Critical Friends Groups; Professional Development; One-to-one exact matching

…agreement that teachers’ professional learning is directly and persistently linked to educational… …Hargreaves, 1999), too often teachers’ 8 personal and professional learning are isolated… …development that is specific to individual teachers, membership in a professional learning community… …learning. Indeed, teacher quality is improved through continuous professional learning… …Professional development that has as its goal high levels of learning for all students and teachers… 

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APA (6th Edition):

Afolabi, C. Y. (2013). Examining the Relationship Between Participation in Cross Career Learning Communities and Teacher Retention. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/103

Chicago Manual of Style (16th Edition):

Afolabi, Comfort Y. “Examining the Relationship Between Participation in Cross Career Learning Communities and Teacher Retention.” 2013. Doctoral Dissertation, Georgia State University. Accessed November 22, 2019. https://scholarworks.gsu.edu/eps_diss/103.

MLA Handbook (7th Edition):

Afolabi, Comfort Y. “Examining the Relationship Between Participation in Cross Career Learning Communities and Teacher Retention.” 2013. Web. 22 Nov 2019.

Vancouver:

Afolabi CY. Examining the Relationship Between Participation in Cross Career Learning Communities and Teacher Retention. [Internet] [Doctoral dissertation]. Georgia State University; 2013. [cited 2019 Nov 22]. Available from: https://scholarworks.gsu.edu/eps_diss/103.

Council of Science Editors:

Afolabi CY. Examining the Relationship Between Participation in Cross Career Learning Communities and Teacher Retention. [Doctoral Dissertation]. Georgia State University; 2013. Available from: https://scholarworks.gsu.edu/eps_diss/103

8. Alavarce, Débora Cristina. Desenvolvimento e avaliação da reação, aprendizagem e impacto de treinamento online para profissionais da saúde.

Degree: PhD, Fundamentos e Administração de Práticas do Gerenciamento em Enfermagem, 2014, University of São Paulo

 INTRODUÇÃO: A utilização de treinamento on-line para capacitação técnica e atualização dos profissionais de saúde sofre grande expansão, sendo importante a avaliação do impacto na… (more)

Subjects/Keywords: Assessment of Learning; Avaliação da aprendizagem; Avaliação de curso; Distance Education; Educação a Distância; Informática em enfermagem; Nursing informatics; Professional Training Course Evaluation; Treinamento profissional

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APA (6th Edition):

Alavarce, D. C. (2014). Desenvolvimento e avaliação da reação, aprendizagem e impacto de treinamento online para profissionais da saúde. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/7/7140/tde-17122014-111420/ ;

Chicago Manual of Style (16th Edition):

Alavarce, Débora Cristina. “Desenvolvimento e avaliação da reação, aprendizagem e impacto de treinamento online para profissionais da saúde.” 2014. Doctoral Dissertation, University of São Paulo. Accessed November 22, 2019. http://www.teses.usp.br/teses/disponiveis/7/7140/tde-17122014-111420/ ;.

MLA Handbook (7th Edition):

Alavarce, Débora Cristina. “Desenvolvimento e avaliação da reação, aprendizagem e impacto de treinamento online para profissionais da saúde.” 2014. Web. 22 Nov 2019.

Vancouver:

Alavarce DC. Desenvolvimento e avaliação da reação, aprendizagem e impacto de treinamento online para profissionais da saúde. [Internet] [Doctoral dissertation]. University of São Paulo; 2014. [cited 2019 Nov 22]. Available from: http://www.teses.usp.br/teses/disponiveis/7/7140/tde-17122014-111420/ ;.

Council of Science Editors:

Alavarce DC. Desenvolvimento e avaliação da reação, aprendizagem e impacto de treinamento online para profissionais da saúde. [Doctoral Dissertation]. University of São Paulo; 2014. Available from: http://www.teses.usp.br/teses/disponiveis/7/7140/tde-17122014-111420/ ;

9. Alkhboli, Naema Ali Alarabi. Qualified to teach : the induction experience of English language novice teachers in Libyan secondary schools.

Degree: PhD, 2014, Liverpool John Moores University

 This study is an investigation of Libyan English language novice teachers' experiences during their first three years after qualifying. Its aim is to inform the… (more)

Subjects/Keywords: 420.71; Teacher induction, mentoring, secondary education, English as a foreign language, Libya, professional learning

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APA (6th Edition):

Alkhboli, N. A. A. (2014). Qualified to teach : the induction experience of English language novice teachers in Libyan secondary schools. (Doctoral Dissertation). Liverpool John Moores University. Retrieved from http://researchonline.ljmu.ac.uk/id/eprint/4549/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631527

Chicago Manual of Style (16th Edition):

Alkhboli, Naema Ali Alarabi. “Qualified to teach : the induction experience of English language novice teachers in Libyan secondary schools.” 2014. Doctoral Dissertation, Liverpool John Moores University. Accessed November 22, 2019. http://researchonline.ljmu.ac.uk/id/eprint/4549/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631527.

MLA Handbook (7th Edition):

Alkhboli, Naema Ali Alarabi. “Qualified to teach : the induction experience of English language novice teachers in Libyan secondary schools.” 2014. Web. 22 Nov 2019.

Vancouver:

Alkhboli NAA. Qualified to teach : the induction experience of English language novice teachers in Libyan secondary schools. [Internet] [Doctoral dissertation]. Liverpool John Moores University; 2014. [cited 2019 Nov 22]. Available from: http://researchonline.ljmu.ac.uk/id/eprint/4549/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631527.

Council of Science Editors:

Alkhboli NAA. Qualified to teach : the induction experience of English language novice teachers in Libyan secondary schools. [Doctoral Dissertation]. Liverpool John Moores University; 2014. Available from: http://researchonline.ljmu.ac.uk/id/eprint/4549/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631527

10. Alloway, Maxine. Collaborative Lesson Planning as a Form of Professional Development? A Study of Learning Opportunities Presented Through Collaborative Planning.

Degree: PhD, 2014, University of Washington

 Teacher collaboration is heralded as a practice that can improve teaching and learning in schools. Based on the presumption that working in a teacher community… (more)

Subjects/Keywords: collaborative planning; professional development; teacher collaboration; teacher communities; teacher learning; Education; education - seattle

…teacher community or Professional Learning Community. A common feature among the variety of… …attention to issues of professional development and teacher learning as a mechanism for improving… …happens during these various professional development activities? What kinds of learning… …teachers. Professional Development Opportunities for teacher learning Teachers learn Teachers… …learning. The findings of research on effective professional development, coupled with research… 

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APA (6th Edition):

Alloway, M. (2014). Collaborative Lesson Planning as a Form of Professional Development? A Study of Learning Opportunities Presented Through Collaborative Planning. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/25021

Chicago Manual of Style (16th Edition):

Alloway, Maxine. “Collaborative Lesson Planning as a Form of Professional Development? A Study of Learning Opportunities Presented Through Collaborative Planning.” 2014. Doctoral Dissertation, University of Washington. Accessed November 22, 2019. http://hdl.handle.net/1773/25021.

MLA Handbook (7th Edition):

Alloway, Maxine. “Collaborative Lesson Planning as a Form of Professional Development? A Study of Learning Opportunities Presented Through Collaborative Planning.” 2014. Web. 22 Nov 2019.

Vancouver:

Alloway M. Collaborative Lesson Planning as a Form of Professional Development? A Study of Learning Opportunities Presented Through Collaborative Planning. [Internet] [Doctoral dissertation]. University of Washington; 2014. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/1773/25021.

Council of Science Editors:

Alloway M. Collaborative Lesson Planning as a Form of Professional Development? A Study of Learning Opportunities Presented Through Collaborative Planning. [Doctoral Dissertation]. University of Washington; 2014. Available from: http://hdl.handle.net/1773/25021

11. Alqahtani, Saeed Saad S. The effect of using a tablet and a meta-cognitive strategy to improve reading comprehension skills for students with SLD.

Degree: PhD, Teaching and Learning, 2016, University of Iowa

  Students with specific learning disabilities (SLD) have difficulty with most reading skills, including reading comprehension (Hulme & Snowling, 2011). Improving reading comprehension skills requires… (more)

Subjects/Keywords: publicabstract; iPad; Learning Disabilities; Metacognitive strategy; Reading comprehension; Special Education; Teacher Education and Professional Development

…9 Students with Specific Learning Disabilities… …especially those with a specific learning disability (SLD). According to the National… …Center for Learning Disabilities (NCLD), there are 2.4 million students with SLD in… …National Center for Learning Disabilities," 2014a). In the most recent statistics, the… …63% graduated from high school ("National Center for Learning Disabilities,"… 

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APA (6th Edition):

Alqahtani, S. S. S. (2016). The effect of using a tablet and a meta-cognitive strategy to improve reading comprehension skills for students with SLD. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/3038

Chicago Manual of Style (16th Edition):

Alqahtani, Saeed Saad S. “The effect of using a tablet and a meta-cognitive strategy to improve reading comprehension skills for students with SLD.” 2016. Doctoral Dissertation, University of Iowa. Accessed November 22, 2019. https://ir.uiowa.edu/etd/3038.

MLA Handbook (7th Edition):

Alqahtani, Saeed Saad S. “The effect of using a tablet and a meta-cognitive strategy to improve reading comprehension skills for students with SLD.” 2016. Web. 22 Nov 2019.

Vancouver:

Alqahtani SSS. The effect of using a tablet and a meta-cognitive strategy to improve reading comprehension skills for students with SLD. [Internet] [Doctoral dissertation]. University of Iowa; 2016. [cited 2019 Nov 22]. Available from: https://ir.uiowa.edu/etd/3038.

Council of Science Editors:

Alqahtani SSS. The effect of using a tablet and a meta-cognitive strategy to improve reading comprehension skills for students with SLD. [Doctoral Dissertation]. University of Iowa; 2016. Available from: https://ir.uiowa.edu/etd/3038


Colorado State University

12. AlSagheer, Abdullah. Kuwaiti engineers' perspectives of the engineering senior design (capstone) course as related to their professional experiences.

Degree: PhD, Education, 2007, Colorado State University

 This study looks into transfer of learning and its application in the actual employment of engineering students after graduation. At Kuwait University, a capstone course… (more)

Subjects/Keywords: strategic management; senior design; Kuwait university; engineering education; capstone course; Engineering  – Study and teaching (Higher)  – Kuwait; Learning, Psychology of  – Kuwait; Professional education  – Curricula  – Kuwait; Transfer of training  – Kuwait; Jāmiʻat al-Kuwayt

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APA (6th Edition):

AlSagheer, A. (2007). Kuwaiti engineers' perspectives of the engineering senior design (capstone) course as related to their professional experiences. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/44765

Chicago Manual of Style (16th Edition):

AlSagheer, Abdullah. “Kuwaiti engineers' perspectives of the engineering senior design (capstone) course as related to their professional experiences.” 2007. Doctoral Dissertation, Colorado State University. Accessed November 22, 2019. http://hdl.handle.net/10217/44765.

MLA Handbook (7th Edition):

AlSagheer, Abdullah. “Kuwaiti engineers' perspectives of the engineering senior design (capstone) course as related to their professional experiences.” 2007. Web. 22 Nov 2019.

Vancouver:

AlSagheer A. Kuwaiti engineers' perspectives of the engineering senior design (capstone) course as related to their professional experiences. [Internet] [Doctoral dissertation]. Colorado State University; 2007. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/10217/44765.

Council of Science Editors:

AlSagheer A. Kuwaiti engineers' perspectives of the engineering senior design (capstone) course as related to their professional experiences. [Doctoral Dissertation]. Colorado State University; 2007. Available from: http://hdl.handle.net/10217/44765


University of Kansas

13. Alsalem, Majed. Considering and Supporting the Implementation of Universal Design for Learning Among Teachers of Students Who Are Deaf and Hard of Hearing in Saudi Arabia.

Degree: PhD, Special Education, 2015, University of Kansas

 The purpose of this study was to investigate the variables associated with the implementation of Universal Design for Learning (UDL) and identify the barriers that… (more)

Subjects/Keywords: Special education; Concerns-Based Adoption Model; Deaf and Hard of Hearing; Professional Development; Saudi Arabia; Teachers; Universal Design for Learning

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APA (6th Edition):

Alsalem, M. (2015). Considering and Supporting the Implementation of Universal Design for Learning Among Teachers of Students Who Are Deaf and Hard of Hearing in Saudi Arabia. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/19500

Chicago Manual of Style (16th Edition):

Alsalem, Majed. “Considering and Supporting the Implementation of Universal Design for Learning Among Teachers of Students Who Are Deaf and Hard of Hearing in Saudi Arabia.” 2015. Doctoral Dissertation, University of Kansas. Accessed November 22, 2019. http://hdl.handle.net/1808/19500.

MLA Handbook (7th Edition):

Alsalem, Majed. “Considering and Supporting the Implementation of Universal Design for Learning Among Teachers of Students Who Are Deaf and Hard of Hearing in Saudi Arabia.” 2015. Web. 22 Nov 2019.

Vancouver:

Alsalem M. Considering and Supporting the Implementation of Universal Design for Learning Among Teachers of Students Who Are Deaf and Hard of Hearing in Saudi Arabia. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/1808/19500.

Council of Science Editors:

Alsalem M. Considering and Supporting the Implementation of Universal Design for Learning Among Teachers of Students Who Are Deaf and Hard of Hearing in Saudi Arabia. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/19500


Kansas State University

14. Al-Sarrani, Nauaf. Concerns and professional development needs of science faculty at Taibah university in adopting blended learning.

Degree: PhD, Curriculum and Instruction Programs, 2010, Kansas State University

 The purpose of this study was to obtain science faculty concerns and professional development needs to adopt blended learning in their teaching at Taibah University.… (more)

Subjects/Keywords: Professional Development; Blended Learning; Concerns; Education, Technology (0710)

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

APA (6th Edition):

Al-Sarrani, N. (2010). Concerns and professional development needs of science faculty at Taibah university in adopting blended learning. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/3887

Chicago Manual of Style (16th Edition):

Al-Sarrani, Nauaf. “Concerns and professional development needs of science faculty at Taibah university in adopting blended learning.” 2010. Doctoral Dissertation, Kansas State University. Accessed November 22, 2019. http://hdl.handle.net/2097/3887.

MLA Handbook (7th Edition):

Al-Sarrani, Nauaf. “Concerns and professional development needs of science faculty at Taibah university in adopting blended learning.” 2010. Web. 22 Nov 2019.

Vancouver:

Al-Sarrani N. Concerns and professional development needs of science faculty at Taibah university in adopting blended learning. [Internet] [Doctoral dissertation]. Kansas State University; 2010. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/2097/3887.

Council of Science Editors:

Al-Sarrani N. Concerns and professional development needs of science faculty at Taibah university in adopting blended learning. [Doctoral Dissertation]. Kansas State University; 2010. Available from: http://hdl.handle.net/2097/3887


Wayne State University

15. Alsulami, Dareen. A Systematic Review: Incorporating Social Media Tools Into Language Learning.

Degree: PhD, Instructional Technology, 2018, Wayne State University

  This study highlights a segment of a study that explores the incorporating the social media tools into language learning. These social media tools such… (more)

Subjects/Keywords: language learning; social media tools; Other Education; Other Teacher Education and Professional Development

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APA (6th Edition):

Alsulami, D. (2018). A Systematic Review: Incorporating Social Media Tools Into Language Learning. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/2003

Chicago Manual of Style (16th Edition):

Alsulami, Dareen. “A Systematic Review: Incorporating Social Media Tools Into Language Learning.” 2018. Doctoral Dissertation, Wayne State University. Accessed November 22, 2019. https://digitalcommons.wayne.edu/oa_dissertations/2003.

MLA Handbook (7th Edition):

Alsulami, Dareen. “A Systematic Review: Incorporating Social Media Tools Into Language Learning.” 2018. Web. 22 Nov 2019.

Vancouver:

Alsulami D. A Systematic Review: Incorporating Social Media Tools Into Language Learning. [Internet] [Doctoral dissertation]. Wayne State University; 2018. [cited 2019 Nov 22]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/2003.

Council of Science Editors:

Alsulami D. A Systematic Review: Incorporating Social Media Tools Into Language Learning. [Doctoral Dissertation]. Wayne State University; 2018. Available from: https://digitalcommons.wayne.edu/oa_dissertations/2003


University of Notre Dame

16. 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 November 22, 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. 22 Nov 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 Nov 22]. 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 Minnesota

17. 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 November 22, 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. 22 Nov 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 Nov 22]. 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 Illinois – Urbana-Champaign

18. An, Junghyun. Service learning in postsecondary technology education: Educational promises and challenges in student values development.

Degree: PhD, Secondary and Continuing Education, 2008, University of Illinois – Urbana-Champaign

 My dissertation research begins with the call for technology education to transcend the individualistic and exclusive culture of technology experts, which has been reproduced through… (more)

Subjects/Keywords: Service-learning; Technological literacy; Social responsibility; Professional development; Ethic of care; Community participatory; Postsecondary; Values development

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APA (6th Edition):

An, J. (2008). Service learning in postsecondary technology education: Educational promises and challenges in student values development. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/17387

Chicago Manual of Style (16th Edition):

An, Junghyun. “Service learning in postsecondary technology education: Educational promises and challenges in student values development.” 2008. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 22, 2019. http://hdl.handle.net/2142/17387.

MLA Handbook (7th Edition):

An, Junghyun. “Service learning in postsecondary technology education: Educational promises and challenges in student values development.” 2008. Web. 22 Nov 2019.

Vancouver:

An J. Service learning in postsecondary technology education: Educational promises and challenges in student values development. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2008. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/2142/17387.

Council of Science Editors:

An J. Service learning in postsecondary technology education: Educational promises and challenges in student values development. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2008. Available from: http://hdl.handle.net/2142/17387


Texas State University – San Marcos

19. Anumudu, Chinedu. Embodied Learning as a tool for Meaning-Making: A Forum Theatre training.

Degree: PhD, Adult, Professional, and Community Education, 2017, Texas State University – San Marcos

 Embodied learning, while beginning to gain attention in Adult education literature, is still the least discussed method of learning (Lawrence, 2012). There is still no… (more)

Subjects/Keywords: Embodied learning; Meaning-making; Adult Education; Forum Theatre; Medical training; Professional development; Adult; Drama in education; Holistic education; Mind and body

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APA (6th Edition):

Anumudu, C. (2017). Embodied Learning as a tool for Meaning-Making: A Forum Theatre training. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6917

Chicago Manual of Style (16th Edition):

Anumudu, Chinedu. “Embodied Learning as a tool for Meaning-Making: A Forum Theatre training.” 2017. Doctoral Dissertation, Texas State University – San Marcos. Accessed November 22, 2019. https://digital.library.txstate.edu/handle/10877/6917.

MLA Handbook (7th Edition):

Anumudu, Chinedu. “Embodied Learning as a tool for Meaning-Making: A Forum Theatre training.” 2017. Web. 22 Nov 2019.

Vancouver:

Anumudu C. Embodied Learning as a tool for Meaning-Making: A Forum Theatre training. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2017. [cited 2019 Nov 22]. Available from: https://digital.library.txstate.edu/handle/10877/6917.

Council of Science Editors:

Anumudu C. Embodied Learning as a tool for Meaning-Making: A Forum Theatre training. [Doctoral Dissertation]. Texas State University – San Marcos; 2017. Available from: https://digital.library.txstate.edu/handle/10877/6917


Lehigh University

20. Aragona-Young, Emily. Developing Equity Literacy: A Collaborative Approach.

Degree: PhD, Teaching, Learning, and Technology, 2017, Lehigh University

 Historically, students of color, learners with special needs, non-English speakers, etc. are at risk for underperforming academically and behaviorally in school. To meet the needs… (more)

Subjects/Keywords: equity; equity literacy; professional development; self-efficacy; Education; Scholarship of Teaching and Learning

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APA (6th Edition):

Aragona-Young, E. (2017). Developing Equity Literacy: A Collaborative Approach. (Doctoral Dissertation). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2492

Chicago Manual of Style (16th Edition):

Aragona-Young, Emily. “Developing Equity Literacy: A Collaborative Approach.” 2017. Doctoral Dissertation, Lehigh University. Accessed November 22, 2019. https://preserve.lehigh.edu/etd/2492.

MLA Handbook (7th Edition):

Aragona-Young, Emily. “Developing Equity Literacy: A Collaborative Approach.” 2017. Web. 22 Nov 2019.

Vancouver:

Aragona-Young E. Developing Equity Literacy: A Collaborative Approach. [Internet] [Doctoral dissertation]. Lehigh University; 2017. [cited 2019 Nov 22]. Available from: https://preserve.lehigh.edu/etd/2492.

Council of Science Editors:

Aragona-Young E. Developing Equity Literacy: A Collaborative Approach. [Doctoral Dissertation]. Lehigh University; 2017. Available from: https://preserve.lehigh.edu/etd/2492


University of Manchester

21. Arkhipenka, Volha. A narrative exploration of MA TESOL participants' professional development.

Degree: PhD, 2018, University of Manchester

 This thesis documents my exploration of professional development of four experienced English language teachers of diverse background taking the MA TESOL programme at the University… (more)

Subjects/Keywords: 370; Antenarrative; Narrative inquiry; ELT; TESOL; Imagined identity; Teacher identity; Teacher learning; Teacher development; Professional development; Teacher beliefs

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APA (6th Edition):

Arkhipenka, V. (2018). A narrative exploration of MA TESOL participants' professional development. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/a-narrative-exploration-of-ma-tesol-participants-professional-development(b0538e1b-9260-49b1-8adc-5769b27116d3).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740393

Chicago Manual of Style (16th Edition):

Arkhipenka, Volha. “A narrative exploration of MA TESOL participants' professional development.” 2018. Doctoral Dissertation, University of Manchester. Accessed November 22, 2019. https://www.research.manchester.ac.uk/portal/en/theses/a-narrative-exploration-of-ma-tesol-participants-professional-development(b0538e1b-9260-49b1-8adc-5769b27116d3).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740393.

MLA Handbook (7th Edition):

Arkhipenka, Volha. “A narrative exploration of MA TESOL participants' professional development.” 2018. Web. 22 Nov 2019.

Vancouver:

Arkhipenka V. A narrative exploration of MA TESOL participants' professional development. [Internet] [Doctoral dissertation]. University of Manchester; 2018. [cited 2019 Nov 22]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/a-narrative-exploration-of-ma-tesol-participants-professional-development(b0538e1b-9260-49b1-8adc-5769b27116d3).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740393.

Council of Science Editors:

Arkhipenka V. A narrative exploration of MA TESOL participants' professional development. [Doctoral Dissertation]. University of Manchester; 2018. Available from: https://www.research.manchester.ac.uk/portal/en/theses/a-narrative-exploration-of-ma-tesol-participants-professional-development(b0538e1b-9260-49b1-8adc-5769b27116d3).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740393

22. Atta, George Prince. Professional Learning Communities: The American Experience And Its Implications For Ghana And Other International School Systems.

Degree: PhD, Educational Foundations & Research, 2015, University of North Dakota

  The purpose of this study was to develop better understanding of professional learning communities (PLCs) and how they have evolved over the years as… (more)

Subjects/Keywords: Collaboration; Democracy; Pre-service education; Professional development; Professional learning communities; Teacher education

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APA (6th Edition):

Atta, G. P. (2015). Professional Learning Communities: The American Experience And Its Implications For Ghana And Other International School Systems. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1737

Chicago Manual of Style (16th Edition):

Atta, George Prince. “Professional Learning Communities: The American Experience And Its Implications For Ghana And Other International School Systems.” 2015. Doctoral Dissertation, University of North Dakota. Accessed November 22, 2019. https://commons.und.edu/theses/1737.

MLA Handbook (7th Edition):

Atta, George Prince. “Professional Learning Communities: The American Experience And Its Implications For Ghana And Other International School Systems.” 2015. Web. 22 Nov 2019.

Vancouver:

Atta GP. Professional Learning Communities: The American Experience And Its Implications For Ghana And Other International School Systems. [Internet] [Doctoral dissertation]. University of North Dakota; 2015. [cited 2019 Nov 22]. Available from: https://commons.und.edu/theses/1737.

Council of Science Editors:

Atta GP. Professional Learning Communities: The American Experience And Its Implications For Ghana And Other International School Systems. [Doctoral Dissertation]. University of North Dakota; 2015. Available from: https://commons.und.edu/theses/1737


University of Cambridge

23. 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 November 22, 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. 22 Nov 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 Nov 22]. 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

24. Azevedo, Maria Nizete de. Mediação discursiva em aulas de ciências, motivos e sentidos no desenvolvimento profissional docente.

Degree: PhD, Educação, 2013, University of São Paulo

A presente pesquisa aborda como temática central o desenvolvimento profissional de professores dos anos iniciais de escolarização, relativo ao ensino de ciências. Desenvolveu-se em uma… (more)

Subjects/Keywords: Aprendizagem e desenvolvimento profissional docente; Discourse mediation; Ensino de ciências nos anos iniciais; First years science teaching; Formação de professores; Learning and professional development of teachers; Mediação discursiva; Motivos e sentidos docentes; Teachers education; Teachers motives and meaning

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APA (6th Edition):

Azevedo, M. N. d. (2013). Mediação discursiva em aulas de ciências, motivos e sentidos no desenvolvimento profissional docente. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-18122014-103004/ ;

Chicago Manual of Style (16th Edition):

Azevedo, Maria Nizete de. “Mediação discursiva em aulas de ciências, motivos e sentidos no desenvolvimento profissional docente.” 2013. Doctoral Dissertation, University of São Paulo. Accessed November 22, 2019. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-18122014-103004/ ;.

MLA Handbook (7th Edition):

Azevedo, Maria Nizete de. “Mediação discursiva em aulas de ciências, motivos e sentidos no desenvolvimento profissional docente.” 2013. Web. 22 Nov 2019.

Vancouver:

Azevedo MNd. Mediação discursiva em aulas de ciências, motivos e sentidos no desenvolvimento profissional docente. [Internet] [Doctoral dissertation]. University of São Paulo; 2013. [cited 2019 Nov 22]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-18122014-103004/ ;.

Council of Science Editors:

Azevedo MNd. Mediação discursiva em aulas de ciências, motivos e sentidos no desenvolvimento profissional docente. [Doctoral Dissertation]. University of São Paulo; 2013. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-18122014-103004/ ;


Brigham Young University

25. Backman, Joseph Samuel. A District-Wide Study Confirming the Relationship Between Professional Learning Communities and Student Achievement in Elementary Schools.

Degree: PhD, 2013, Brigham Young University

  Researchers have studied professional learning communities for over two decades. Educators have utilized the elements of professional learning communities in their schools to improve… (more)

Subjects/Keywords: Collaboration; Elementary Schools; Hierarchical linear modeling; Increased student learning; Professional development; Professional learning community; School leadership; Educational Leadership

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APA (6th Edition):

Backman, J. S. (2013). A District-Wide Study Confirming the Relationship Between Professional Learning Communities and Student Achievement in Elementary Schools. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4944&context=etd

Chicago Manual of Style (16th Edition):

Backman, Joseph Samuel. “A District-Wide Study Confirming the Relationship Between Professional Learning Communities and Student Achievement in Elementary Schools.” 2013. Doctoral Dissertation, Brigham Young University. Accessed November 22, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4944&context=etd.

MLA Handbook (7th Edition):

Backman, Joseph Samuel. “A District-Wide Study Confirming the Relationship Between Professional Learning Communities and Student Achievement in Elementary Schools.” 2013. Web. 22 Nov 2019.

Vancouver:

Backman JS. A District-Wide Study Confirming the Relationship Between Professional Learning Communities and Student Achievement in Elementary Schools. [Internet] [Doctoral dissertation]. Brigham Young University; 2013. [cited 2019 Nov 22]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4944&context=etd.

Council of Science Editors:

Backman JS. A District-Wide Study Confirming the Relationship Between Professional Learning Communities and Student Achievement in Elementary Schools. [Doctoral Dissertation]. Brigham Young University; 2013. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4944&context=etd

26. Bae, Bo Y. In Pursuit of Transformative Learning: Exploring the Stimulation of Curiosity Through Critical Reflection in the College Classroom.

Degree: PhD, Leadership Studies, 2018, University of San Diego

  Educators in higher education are faced with growing pressures to shift pedagogical practices in order to accommodate the growing population of learners and improve… (more)

Subjects/Keywords: curiosity; critical reflection; transformative learning; higher education; college classroom; Adult and Continuing Education; Adult and Continuing Education and Teaching; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Educational Psychology; Higher Education; Higher Education and Teaching; Scholarship of Teaching and Learning; Teacher Education and Professional Development

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APA (6th Edition):

Bae, B. Y. (2018). In Pursuit of Transformative Learning: Exploring the Stimulation of Curiosity Through Critical Reflection in the College Classroom. (Doctoral Dissertation). University of San Diego. Retrieved from https://digital.sandiego.edu/dissertations/106

Chicago Manual of Style (16th Edition):

Bae, Bo Y. “In Pursuit of Transformative Learning: Exploring the Stimulation of Curiosity Through Critical Reflection in the College Classroom.” 2018. Doctoral Dissertation, University of San Diego. Accessed November 22, 2019. https://digital.sandiego.edu/dissertations/106.

MLA Handbook (7th Edition):

Bae, Bo Y. “In Pursuit of Transformative Learning: Exploring the Stimulation of Curiosity Through Critical Reflection in the College Classroom.” 2018. Web. 22 Nov 2019.

Vancouver:

Bae BY. In Pursuit of Transformative Learning: Exploring the Stimulation of Curiosity Through Critical Reflection in the College Classroom. [Internet] [Doctoral dissertation]. University of San Diego; 2018. [cited 2019 Nov 22]. Available from: https://digital.sandiego.edu/dissertations/106.

Council of Science Editors:

Bae BY. In Pursuit of Transformative Learning: Exploring the Stimulation of Curiosity Through Critical Reflection in the College Classroom. [Doctoral Dissertation]. University of San Diego; 2018. Available from: https://digital.sandiego.edu/dissertations/106


Penn State University

27. Ballock, Ellen E. The Development and Evaluation of a Self-Study Process for Critical Friends Groups.

Degree: PhD, Curriculum and Instruction, 2007, Penn State University

 This study explores the development and evaluation of a reflective tool and process to support critical friends groups (CFGs) in a self-study. The developmental framework… (more)

Subjects/Keywords: professional learning community; critical friends group; group development; professional development; self-study; goal-setting process

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APA (6th Edition):

Ballock, E. E. (2007). The Development and Evaluation of a Self-Study Process for Critical Friends Groups. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/7757

Chicago Manual of Style (16th Edition):

Ballock, Ellen E. “The Development and Evaluation of a Self-Study Process for Critical Friends Groups.” 2007. Doctoral Dissertation, Penn State University. Accessed November 22, 2019. https://etda.libraries.psu.edu/catalog/7757.

MLA Handbook (7th Edition):

Ballock, Ellen E. “The Development and Evaluation of a Self-Study Process for Critical Friends Groups.” 2007. Web. 22 Nov 2019.

Vancouver:

Ballock EE. The Development and Evaluation of a Self-Study Process for Critical Friends Groups. [Internet] [Doctoral dissertation]. Penn State University; 2007. [cited 2019 Nov 22]. Available from: https://etda.libraries.psu.edu/catalog/7757.

Council of Science Editors:

Ballock EE. The Development and Evaluation of a Self-Study Process for Critical Friends Groups. [Doctoral Dissertation]. Penn State University; 2007. Available from: https://etda.libraries.psu.edu/catalog/7757

28. Barnard, Rachel A. Structural, Thermodynamic, and Educational Considerations in Self-Assembly.

Degree: PhD, Chemistry, 2014, University of Michigan

 In molecular self-assembly, both structure and thermodynamics are critical in monolayer formation. The potential for generating complexity in self-assembled system was explored in two dimensions… (more)

Subjects/Keywords: Self-assembly; Active Learning; Graduate Student Instructor Professional Development; Chemistry; Science

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APA (6th Edition):

Barnard, R. A. (2014). Structural, Thermodynamic, and Educational Considerations in Self-Assembly. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/108960

Chicago Manual of Style (16th Edition):

Barnard, Rachel A. “Structural, Thermodynamic, and Educational Considerations in Self-Assembly.” 2014. Doctoral Dissertation, University of Michigan. Accessed November 22, 2019. http://hdl.handle.net/2027.42/108960.

MLA Handbook (7th Edition):

Barnard, Rachel A. “Structural, Thermodynamic, and Educational Considerations in Self-Assembly.” 2014. Web. 22 Nov 2019.

Vancouver:

Barnard RA. Structural, Thermodynamic, and Educational Considerations in Self-Assembly. [Internet] [Doctoral dissertation]. University of Michigan; 2014. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/2027.42/108960.

Council of Science Editors:

Barnard RA. Structural, Thermodynamic, and Educational Considerations in Self-Assembly. [Doctoral Dissertation]. University of Michigan; 2014. Available from: http://hdl.handle.net/2027.42/108960

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

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 November 22, 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. 22 Nov 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 Nov 22]. 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


University of Florida

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

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 22, 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. 22 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 22]. 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

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