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Dept: Education

You searched for subject:(professional learning). Showing records 1 – 30 of 96 total matches.

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University of Canterbury

1. Aman, Amira. Mentoring : professional learning in a quality learning circle.

Degree: Education, 2014, University of Canterbury

 There is a wealth of literature on the induction and support of provisionally registered teachers (Boreen, 2009; Bubb, 2007; Cameron, Lovett, & Garvey Berger, 2007)… (more)

Subjects/Keywords: mentoring; professional learning; professional learning community; quality learning circle; educative mentoring; learning conversations; reflection.

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APA (6th Edition):

Aman, A. (2014). Mentoring : professional learning in a quality learning circle. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/9743

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

Chicago Manual of Style (16th Edition):

Aman, Amira. “Mentoring : professional learning in a quality learning circle.” 2014. Thesis, University of Canterbury. Accessed October 14, 2019. http://hdl.handle.net/10092/9743.

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

MLA Handbook (7th Edition):

Aman, Amira. “Mentoring : professional learning in a quality learning circle.” 2014. Web. 14 Oct 2019.

Vancouver:

Aman A. Mentoring : professional learning in a quality learning circle. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10092/9743.

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

Council of Science Editors:

Aman A. Mentoring : professional learning in a quality learning circle. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/9743

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

2. Power, Kelly-Ann K. Professional Learning on Twitter: A content analysis of professional learning conversations among self-organized groups of educators.

Degree: M. Ed., Education, 2013, National Library of Canada

  This study explores the nature of professional learning conversations taking place in an online microblogging platform known as Twitter, through the lens of the… (more)

Subjects/Keywords: Education; Online; Professional learning; Twitter; Conversation; Educator

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APA (6th Edition):

Power, K. K. (2013). Professional Learning on Twitter: A content analysis of professional learning conversations among self-organized groups of educators. (Masters Thesis). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/4900

Chicago Manual of Style (16th Edition):

Power, Kelly-Ann K. “Professional Learning on Twitter: A content analysis of professional learning conversations among self-organized groups of educators.” 2013. Masters Thesis, National Library of Canada. Accessed October 14, 2019. http://scholar.uwindsor.ca/etd/4900.

MLA Handbook (7th Edition):

Power, Kelly-Ann K. “Professional Learning on Twitter: A content analysis of professional learning conversations among self-organized groups of educators.” 2013. Web. 14 Oct 2019.

Vancouver:

Power KK. Professional Learning on Twitter: A content analysis of professional learning conversations among self-organized groups of educators. [Internet] [Masters thesis]. National Library of Canada; 2013. [cited 2019 Oct 14]. Available from: http://scholar.uwindsor.ca/etd/4900.

Council of Science Editors:

Power KK. Professional Learning on Twitter: A content analysis of professional learning conversations among self-organized groups of educators. [Masters Thesis]. National Library of Canada; 2013. Available from: http://scholar.uwindsor.ca/etd/4900


UCLA

3. Serrato, Francisco Joel. Principal Professional Development and Professional Learning Communities.

Degree: Education, 2015, UCLA

 This paper presents the results of a study that explored the effects of an action research team approach to examine the perceptions of experienced principals… (more)

Subjects/Keywords: Educational leadership; Communities; Development; Learning; Principal; Professional

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APA (6th Edition):

Serrato, F. J. (2015). Principal Professional Development and Professional Learning Communities. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/14j298z4

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

Chicago Manual of Style (16th Edition):

Serrato, Francisco Joel. “Principal Professional Development and Professional Learning Communities.” 2015. Thesis, UCLA. Accessed October 14, 2019. http://www.escholarship.org/uc/item/14j298z4.

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

MLA Handbook (7th Edition):

Serrato, Francisco Joel. “Principal Professional Development and Professional Learning Communities.” 2015. Web. 14 Oct 2019.

Vancouver:

Serrato FJ. Principal Professional Development and Professional Learning Communities. [Internet] [Thesis]. UCLA; 2015. [cited 2019 Oct 14]. Available from: http://www.escholarship.org/uc/item/14j298z4.

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

Council of Science Editors:

Serrato FJ. Principal Professional Development and Professional Learning Communities. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/14j298z4

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


University of Windsor

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

Degree: PhD, Education, 2015, University of Windsor

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Wilson, Deidre Ann. “On the Relationship between Complexity Theory, Professional Learning, and Lesson Study in Intermediate Mathematics Classrooms.” 2015. Doctoral Dissertation, University of Windsor. Accessed October 14, 2019. https://scholar.uwindsor.ca/etd/5497.

MLA Handbook (7th Edition):

Wilson, Deidre Ann. “On the Relationship between Complexity Theory, Professional Learning, and Lesson Study in Intermediate Mathematics Classrooms.” 2015. Web. 14 Oct 2019.

Vancouver:

Wilson DA. On the Relationship between Complexity Theory, Professional Learning, and Lesson Study in Intermediate Mathematics Classrooms. [Internet] [Doctoral dissertation]. University of Windsor; 2015. [cited 2019 Oct 14]. Available from: https://scholar.uwindsor.ca/etd/5497.

Council of Science Editors:

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


University of Southern California

5. Moreno, Babette DeWree. The relationship between professional development and principals' feelings of self efficacy.

Degree: EdD, Education, 2012, University of Southern California

 This study sought to determine how participating in professional development focused on leadership development relates to a principal’s sense of efficacy as a leader. Presently… (more)

Subjects/Keywords: principals; professional development; efficacy; adult learning

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APA (6th Edition):

Moreno, B. D. (2012). The relationship between professional development and principals' feelings of self efficacy. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206374/rec/7142

Chicago Manual of Style (16th Edition):

Moreno, Babette DeWree. “The relationship between professional development and principals' feelings of self efficacy.” 2012. Doctoral Dissertation, University of Southern California. Accessed October 14, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206374/rec/7142.

MLA Handbook (7th Edition):

Moreno, Babette DeWree. “The relationship between professional development and principals' feelings of self efficacy.” 2012. Web. 14 Oct 2019.

Vancouver:

Moreno BD. The relationship between professional development and principals' feelings of self efficacy. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Oct 14]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206374/rec/7142.

Council of Science Editors:

Moreno BD. The relationship between professional development and principals' feelings of self efficacy. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206374/rec/7142

6. Smith, Rebecca. Redefining Professional Development: Investigating the Professional Learning Experiences of Catholic School Educators.

Degree: Education, EdD, Education, 2017, University of Portland

  The purpose of this mixed methods study was to investigate the professional learning experiences of Catholic school educators and compare these experiences to national… (more)

Subjects/Keywords: Professional development; Professional learning; Catholic education; Secondary school; High school; Education

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APA (6th Edition):

Smith, R. (2017). Redefining Professional Development: Investigating the Professional Learning Experiences of Catholic School Educators. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/21

Chicago Manual of Style (16th Edition):

Smith, Rebecca. “Redefining Professional Development: Investigating the Professional Learning Experiences of Catholic School Educators.” 2017. Doctoral Dissertation, University of Portland. Accessed October 14, 2019. http://pilotscholars.up.edu/etd/21.

MLA Handbook (7th Edition):

Smith, Rebecca. “Redefining Professional Development: Investigating the Professional Learning Experiences of Catholic School Educators.” 2017. Web. 14 Oct 2019.

Vancouver:

Smith R. Redefining Professional Development: Investigating the Professional Learning Experiences of Catholic School Educators. [Internet] [Doctoral dissertation]. University of Portland; 2017. [cited 2019 Oct 14]. Available from: http://pilotscholars.up.edu/etd/21.

Council of Science Editors:

Smith R. Redefining Professional Development: Investigating the Professional Learning Experiences of Catholic School Educators. [Doctoral Dissertation]. University of Portland; 2017. Available from: http://pilotscholars.up.edu/etd/21

7. Prentice, Alyce H. Investigating Collaborative Inquiry: A Case Study of a Professional Learning Community at Lennox Charter High School.

Degree: Doctorate in Education, Education, 2016, Loyola Marymount University

  The purpose of this study was to investigate teacher perceptions of Collaborative Inquiry embedded in a Professional Learning Community during departmental collaboration time and… (more)

Subjects/Keywords: Adult Learning; Collaboration; Collaborative Inquiry; Professional Learning Community; Educational Leadership

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APA (6th Edition):

Prentice, A. H. (2016). Investigating Collaborative Inquiry: A Case Study of a Professional Learning Community at Lennox Charter High School. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/460

Chicago Manual of Style (16th Edition):

Prentice, Alyce H. “Investigating Collaborative Inquiry: A Case Study of a Professional Learning Community at Lennox Charter High School.” 2016. Doctoral Dissertation, Loyola Marymount University. Accessed October 14, 2019. https://digitalcommons.lmu.edu/etd/460.

MLA Handbook (7th Edition):

Prentice, Alyce H. “Investigating Collaborative Inquiry: A Case Study of a Professional Learning Community at Lennox Charter High School.” 2016. Web. 14 Oct 2019.

Vancouver:

Prentice AH. Investigating Collaborative Inquiry: A Case Study of a Professional Learning Community at Lennox Charter High School. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2016. [cited 2019 Oct 14]. Available from: https://digitalcommons.lmu.edu/etd/460.

Council of Science Editors:

Prentice AH. Investigating Collaborative Inquiry: A Case Study of a Professional Learning Community at Lennox Charter High School. [Doctoral Dissertation]. Loyola Marymount University; 2016. Available from: https://digitalcommons.lmu.edu/etd/460


Texas State University – San Marcos

8. Reichert, Emily Crockett. Influencing Change for Teacher Leader Professional Learning: A Phenomenological Study.

Degree: PhD, Education, 2010, Texas State University – San Marcos

 Implementing district level change to an established teacher leader professional development model calls for an understanding of the power and influence structures within the school… (more)

Subjects/Keywords: Teacher leader; Leadership; Change; Power; Influence; Professional development; School district; Professional learning; Phenomenology; Education

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APA (6th Edition):

Reichert, E. C. (2010). Influencing Change for Teacher Leader Professional Learning: A Phenomenological Study. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4343

Chicago Manual of Style (16th Edition):

Reichert, Emily Crockett. “Influencing Change for Teacher Leader Professional Learning: A Phenomenological Study.” 2010. Doctoral Dissertation, Texas State University – San Marcos. Accessed October 14, 2019. https://digital.library.txstate.edu/handle/10877/4343.

MLA Handbook (7th Edition):

Reichert, Emily Crockett. “Influencing Change for Teacher Leader Professional Learning: A Phenomenological Study.” 2010. Web. 14 Oct 2019.

Vancouver:

Reichert EC. Influencing Change for Teacher Leader Professional Learning: A Phenomenological Study. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2010. [cited 2019 Oct 14]. Available from: https://digital.library.txstate.edu/handle/10877/4343.

Council of Science Editors:

Reichert EC. Influencing Change for Teacher Leader Professional Learning: A Phenomenological Study. [Doctoral Dissertation]. Texas State University – San Marcos; 2010. Available from: https://digital.library.txstate.edu/handle/10877/4343


University of Manitoba

9. Skyhar, Candy. Grassroots professional growth: inquiring into the effectiveness of a locally constructed professional development model for rural teachers.

Degree: Education, 2018, University of Manitoba

 Rural school divisions in Canada, if they can be spoken of as a collection, consist of extremely diverse groups of people, living in varied geographical… (more)

Subjects/Keywords: Professional growth; Social constructivist; Professional development; Professional learning; Teacher; PD; Challenges; Effective; Rural; Model; Grassroots; Mathematics; Numeracy

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APA (6th Edition):

Skyhar, C. (2018). Grassroots professional growth: inquiring into the effectiveness of a locally constructed professional development model for rural teachers. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/33295

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

Chicago Manual of Style (16th Edition):

Skyhar, Candy. “Grassroots professional growth: inquiring into the effectiveness of a locally constructed professional development model for rural teachers.” 2018. Thesis, University of Manitoba. Accessed October 14, 2019. http://hdl.handle.net/1993/33295.

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

MLA Handbook (7th Edition):

Skyhar, Candy. “Grassroots professional growth: inquiring into the effectiveness of a locally constructed professional development model for rural teachers.” 2018. Web. 14 Oct 2019.

Vancouver:

Skyhar C. Grassroots professional growth: inquiring into the effectiveness of a locally constructed professional development model for rural teachers. [Internet] [Thesis]. University of Manitoba; 2018. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1993/33295.

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

Council of Science Editors:

Skyhar C. Grassroots professional growth: inquiring into the effectiveness of a locally constructed professional development model for rural teachers. [Thesis]. University of Manitoba; 2018. Available from: http://hdl.handle.net/1993/33295

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


Stockholm University

10. Stjernlöf, Johanna. "Jag har lärt mig att skilja ut vad som är viktigt" : Lärares lärande i learning study.

Degree: Education, 2017, Stockholm University

  This study focuses on teachers' experiences of participating in collaborative professional development. Learning study is a systematic model where teachers collaborate around specific content… (more)

Subjects/Keywords: professional development; teacher learning; learning study; variation theory; reflection; collaborative learning; collective learning; teachers´ perceptions; Didactics; Didaktik

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APA (6th Edition):

Stjernlöf, J. (2017). "Jag har lärt mig att skilja ut vad som är viktigt" : Lärares lärande i learning study. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-142898

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

Chicago Manual of Style (16th Edition):

Stjernlöf, Johanna. “"Jag har lärt mig att skilja ut vad som är viktigt" : Lärares lärande i learning study.” 2017. Thesis, Stockholm University. Accessed October 14, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-142898.

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

MLA Handbook (7th Edition):

Stjernlöf, Johanna. “"Jag har lärt mig att skilja ut vad som är viktigt" : Lärares lärande i learning study.” 2017. Web. 14 Oct 2019.

Vancouver:

Stjernlöf J. "Jag har lärt mig att skilja ut vad som är viktigt" : Lärares lärande i learning study. [Internet] [Thesis]. Stockholm University; 2017. [cited 2019 Oct 14]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-142898.

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

Council of Science Editors:

Stjernlöf J. "Jag har lärt mig att skilja ut vad som är viktigt" : Lärares lärande i learning study. [Thesis]. Stockholm University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-142898

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


Queens University

11. Shulha, Jason. A CAPSTONE PROFESSIONAL LEARNING PROJECT: AN ENSEMBLE APPROACH TO PROFESSIONAL LEARNING .

Degree: Education, Queens University

 This study focused on understanding the nature of a professional learning experience facilitated through the theory and practices of ensemble theatre-making. The study was guided… (more)

Subjects/Keywords: Professional Learning; Professional Development; Technocratic Learning; Practitioner Learning; Ensemble Theatre; Ensemble learning

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APA (6th Edition):

Shulha, J. (n.d.). A CAPSTONE PROFESSIONAL LEARNING PROJECT: AN ENSEMBLE APPROACH TO PROFESSIONAL LEARNING . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/15357

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shulha, Jason. “A CAPSTONE PROFESSIONAL LEARNING PROJECT: AN ENSEMBLE APPROACH TO PROFESSIONAL LEARNING .” Thesis, Queens University. Accessed October 14, 2019. http://hdl.handle.net/1974/15357.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shulha, Jason. “A CAPSTONE PROFESSIONAL LEARNING PROJECT: AN ENSEMBLE APPROACH TO PROFESSIONAL LEARNING .” Web. 14 Oct 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Shulha J. A CAPSTONE PROFESSIONAL LEARNING PROJECT: AN ENSEMBLE APPROACH TO PROFESSIONAL LEARNING . [Internet] [Thesis]. Queens University; [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1974/15357.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Shulha J. A CAPSTONE PROFESSIONAL LEARNING PROJECT: AN ENSEMBLE APPROACH TO PROFESSIONAL LEARNING . [Thesis]. Queens University; Available from: http://hdl.handle.net/1974/15357

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

12. Heaton, Margot. An examination of the relationship between professional learning community variables and teacher self-efficacy.

Degree: PhD, Education, 2013, National Library of Canada

  High levels of teacher self-efficacy have repeatedly been identified as a key attribute of effective teachers. The problems addressed by this study stem from… (more)

Subjects/Keywords: Education; Facilitative structures; Learning community; Professional learning communities; Shared and supportive leadership; Teacher self-efficacy

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

APA (6th Edition):

Heaton, M. (2013). An examination of the relationship between professional learning community variables and teacher self-efficacy. (Doctoral Dissertation). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/5038

Chicago Manual of Style (16th Edition):

Heaton, Margot. “An examination of the relationship between professional learning community variables and teacher self-efficacy.” 2013. Doctoral Dissertation, National Library of Canada. Accessed October 14, 2019. http://scholar.uwindsor.ca/etd/5038.

MLA Handbook (7th Edition):

Heaton, Margot. “An examination of the relationship between professional learning community variables and teacher self-efficacy.” 2013. Web. 14 Oct 2019.

Vancouver:

Heaton M. An examination of the relationship between professional learning community variables and teacher self-efficacy. [Internet] [Doctoral dissertation]. National Library of Canada; 2013. [cited 2019 Oct 14]. Available from: http://scholar.uwindsor.ca/etd/5038.

Council of Science Editors:

Heaton M. An examination of the relationship between professional learning community variables and teacher self-efficacy. [Doctoral Dissertation]. National Library of Canada; 2013. Available from: http://scholar.uwindsor.ca/etd/5038


Stockholm University

13. Christoffersson, Jenny. Thai Students’ Expectations on Their Professional Future : With a Lifelong Learning Perspective.

Degree: Education, 2018, Stockholm University

  Lifelong learning is known and well-studied in the West, but many times the findings of studies conducted in Europe and USA are simplified to… (more)

Subjects/Keywords: Lifelong learning; Students; Collectivism; Individualism; Thailand; Adult learning; Professional future.; Pedagogy; Pedagogik

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APA (6th Edition):

Christoffersson, J. (2018). Thai Students’ Expectations on Their Professional Future : With a Lifelong Learning Perspective. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157227

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

Chicago Manual of Style (16th Edition):

Christoffersson, Jenny. “Thai Students’ Expectations on Their Professional Future : With a Lifelong Learning Perspective.” 2018. Thesis, Stockholm University. Accessed October 14, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157227.

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

MLA Handbook (7th Edition):

Christoffersson, Jenny. “Thai Students’ Expectations on Their Professional Future : With a Lifelong Learning Perspective.” 2018. Web. 14 Oct 2019.

Vancouver:

Christoffersson J. Thai Students’ Expectations on Their Professional Future : With a Lifelong Learning Perspective. [Internet] [Thesis]. Stockholm University; 2018. [cited 2019 Oct 14]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157227.

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

Council of Science Editors:

Christoffersson J. Thai Students’ Expectations on Their Professional Future : With a Lifelong Learning Perspective. [Thesis]. Stockholm University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157227

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


University of Windsor

14. Heaton, Margot. An examination of the relationship between professional learning community variables and teacher self-efficacy.

Degree: PhD, Education, 2013, University of Windsor

  High levels of teacher self-efficacy have repeatedly been identified as a key attribute of effective teachers. The problems addressed by this study stem from… (more)

Subjects/Keywords: Education; Facilitative structures; Learning community; Professional learning communities; Shared and supportive leadership; Teacher self-efficacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Heaton, M. (2013). An examination of the relationship between professional learning community variables and teacher self-efficacy. (Doctoral Dissertation). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/5038

Chicago Manual of Style (16th Edition):

Heaton, Margot. “An examination of the relationship between professional learning community variables and teacher self-efficacy.” 2013. Doctoral Dissertation, University of Windsor. Accessed October 14, 2019. https://scholar.uwindsor.ca/etd/5038.

MLA Handbook (7th Edition):

Heaton, Margot. “An examination of the relationship between professional learning community variables and teacher self-efficacy.” 2013. Web. 14 Oct 2019.

Vancouver:

Heaton M. An examination of the relationship between professional learning community variables and teacher self-efficacy. [Internet] [Doctoral dissertation]. University of Windsor; 2013. [cited 2019 Oct 14]. Available from: https://scholar.uwindsor.ca/etd/5038.

Council of Science Editors:

Heaton M. An examination of the relationship between professional learning community variables and teacher self-efficacy. [Doctoral Dissertation]. University of Windsor; 2013. Available from: https://scholar.uwindsor.ca/etd/5038


University of KwaZulu-Natal

15. [No author]. Child and youth care students' perceptions of active learning strategies at the Durban University of Technology.

Degree: Education, 2008, University of KwaZulu-Natal

 This study explored the students' perceptions of active learning strategies in the Child and Youth Care Programme at the Durban University of Technology (DUT), KwaZulu-Natal,… (more)

Subjects/Keywords: College teaching.; Learning.; Professional education – South Africa.; Teaching – Methodology.; Education.

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APA (6th Edition):

author], [. (2008). Child and youth care students' perceptions of active learning strategies at the Durban University of Technology. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/730

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

Chicago Manual of Style (16th Edition):

author], [No. “Child and youth care students' perceptions of active learning strategies at the Durban University of Technology. ” 2008. Thesis, University of KwaZulu-Natal. Accessed October 14, 2019. http://hdl.handle.net/10413/730.

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

MLA Handbook (7th Edition):

author], [No. “Child and youth care students' perceptions of active learning strategies at the Durban University of Technology. ” 2008. Web. 14 Oct 2019.

Vancouver:

author] [. Child and youth care students' perceptions of active learning strategies at the Durban University of Technology. [Internet] [Thesis]. University of KwaZulu-Natal; 2008. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10413/730.

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

Council of Science Editors:

author] [. Child and youth care students' perceptions of active learning strategies at the Durban University of Technology. [Thesis]. University of KwaZulu-Natal; 2008. Available from: http://hdl.handle.net/10413/730

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

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

Degree: MA, Education, 2010, Wittenberg University

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Stine, Jill S. ““The Teacher Salvage Business” - Saving a Special Education Teacher: Can a Professional Learning Community Act as a Catalyst to Reverse Thoughts of Quitting?.” 2010. Masters Thesis, Wittenberg University. Accessed October 14, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=witt1320332571.

MLA Handbook (7th Edition):

Stine, Jill S. ““The Teacher Salvage Business” - Saving a Special Education Teacher: Can a Professional Learning Community Act as a Catalyst to Reverse Thoughts of Quitting?.” 2010. Web. 14 Oct 2019.

Vancouver:

Stine JS. “The Teacher Salvage Business” - Saving a Special Education Teacher: Can a Professional Learning Community Act as a Catalyst to Reverse Thoughts of Quitting?. [Internet] [Masters thesis]. Wittenberg University; 2010. [cited 2019 Oct 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=witt1320332571.

Council of Science Editors:

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


NSYSU

17. Lee, shih-yen. The study on the Relationship between Teachersâ Attitude toward Participating Professional Learning Communities and Teachersâ Professional Identity.

Degree: Master, Education, 2013, NSYSU

 The study on the Relationship between Teachersâ Attitudes toward Participating Professional Learning Communities and Teachersâ Professional Identity Abstract This research aims to investigate the relationship… (more)

Subjects/Keywords: teachersâ profession identity; teachersâ attitude toward participation in professional learning communities

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

APA (6th Edition):

Lee, s. (2013). The study on the Relationship between Teachersâ Attitude toward Participating Professional Learning Communities and Teachersâ Professional Identity. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0622113-190132

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

Chicago Manual of Style (16th Edition):

Lee, shih-yen. “The study on the Relationship between Teachersâ Attitude toward Participating Professional Learning Communities and Teachersâ Professional Identity.” 2013. Thesis, NSYSU. Accessed October 14, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0622113-190132.

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

MLA Handbook (7th Edition):

Lee, shih-yen. “The study on the Relationship between Teachersâ Attitude toward Participating Professional Learning Communities and Teachersâ Professional Identity.” 2013. Web. 14 Oct 2019.

Vancouver:

Lee s. The study on the Relationship between Teachersâ Attitude toward Participating Professional Learning Communities and Teachersâ Professional Identity. [Internet] [Thesis]. NSYSU; 2013. [cited 2019 Oct 14]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0622113-190132.

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

Council of Science Editors:

Lee s. The study on the Relationship between Teachersâ Attitude toward Participating Professional Learning Communities and Teachersâ Professional Identity. [Thesis]. NSYSU; 2013. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0622113-190132

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


University of New South Wales

18. Links, Matthew. Learning and change.

Degree: Education, 2014, University of New South Wales

Learning and change are intertwined, universal features of modern life. Health professional education often aims to link learning to changes in health outcomes.This thesis examines… (more)

Subjects/Keywords: Interprofessional Learning; Continuing Professional Development; Quality improvement; Community of Practice

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

APA (6th Edition):

Links, M. (2014). Learning and change. (Masters Thesis). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/54518 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:35175/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Links, Matthew. “Learning and change.” 2014. Masters Thesis, University of New South Wales. Accessed October 14, 2019. http://handle.unsw.edu.au/1959.4/54518 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:35175/SOURCE02?view=true.

MLA Handbook (7th Edition):

Links, Matthew. “Learning and change.” 2014. Web. 14 Oct 2019.

Vancouver:

Links M. Learning and change. [Internet] [Masters thesis]. University of New South Wales; 2014. [cited 2019 Oct 14]. Available from: http://handle.unsw.edu.au/1959.4/54518 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:35175/SOURCE02?view=true.

Council of Science Editors:

Links M. Learning and change. [Masters Thesis]. University of New South Wales; 2014. Available from: http://handle.unsw.edu.au/1959.4/54518 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:35175/SOURCE02?view=true


University of Southern California

19. Howland, Brooke Amber. Effects of individualized professional development on the theoretical understandings and instructional practices of teachers.

Degree: EdD, Education, 2009, University of Southern California

 The primary purpose of this study was to analyze the outcomes of an original method of professional development that acknowledged and addressed the specific learning(more)

Subjects/Keywords: professional development; adult learning; teacher cognition; individualized; Open Court Reading

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

APA (6th Edition):

Howland, B. A. (2009). Effects of individualized professional development on the theoretical understandings and instructional practices of teachers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/211377/rec/2220

Chicago Manual of Style (16th Edition):

Howland, Brooke Amber. “Effects of individualized professional development on the theoretical understandings and instructional practices of teachers.” 2009. Doctoral Dissertation, University of Southern California. Accessed October 14, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/211377/rec/2220.

MLA Handbook (7th Edition):

Howland, Brooke Amber. “Effects of individualized professional development on the theoretical understandings and instructional practices of teachers.” 2009. Web. 14 Oct 2019.

Vancouver:

Howland BA. Effects of individualized professional development on the theoretical understandings and instructional practices of teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Oct 14]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/211377/rec/2220.

Council of Science Editors:

Howland BA. Effects of individualized professional development on the theoretical understandings and instructional practices of teachers. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/211377/rec/2220


Utah State University

20. Hamblin, Carolyn J. How Arizona Community College Teachers Go About Learning to Teach.

Degree: PhD, Education, 2015, Utah State University

  This mixed-method study used a survey and semistructured interviews to learn how new Arizona community college teachers learned to teach, how available certain learning(more)

Subjects/Keywords: arizona; community; college; teachers; learning; teach; Teacher Education and Professional Development

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

APA (6th Edition):

Hamblin, C. J. (2015). How Arizona Community College Teachers Go About Learning to Teach. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4283

Chicago Manual of Style (16th Edition):

Hamblin, Carolyn J. “How Arizona Community College Teachers Go About Learning to Teach.” 2015. Doctoral Dissertation, Utah State University. Accessed October 14, 2019. https://digitalcommons.usu.edu/etd/4283.

MLA Handbook (7th Edition):

Hamblin, Carolyn J. “How Arizona Community College Teachers Go About Learning to Teach.” 2015. Web. 14 Oct 2019.

Vancouver:

Hamblin CJ. How Arizona Community College Teachers Go About Learning to Teach. [Internet] [Doctoral dissertation]. Utah State University; 2015. [cited 2019 Oct 14]. Available from: https://digitalcommons.usu.edu/etd/4283.

Council of Science Editors:

Hamblin CJ. How Arizona Community College Teachers Go About Learning to Teach. [Doctoral Dissertation]. Utah State University; 2015. Available from: https://digitalcommons.usu.edu/etd/4283

21. Gardner, Joseph Samuel. Studying Professional Learning from the Perspective of Wittgenstein's Picture of Language and Meaning.

Degree: PhD, Education, 2019, York University

 In professional learning, both practice and research have tended to limit focus on linear features of dissemination, the development of programmatic change approaches, and scientism.… (more)

Subjects/Keywords: Continuing education; professional learning; Wittgenstein; philosophy of education; philosophy of language; meaning; language-games; peer-group learning; professional development; learning paradox; Schon; Sudnow

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

APA (6th Edition):

Gardner, J. S. (2019). Studying Professional Learning from the Perspective of Wittgenstein's Picture of Language and Meaning. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/36305

Chicago Manual of Style (16th Edition):

Gardner, Joseph Samuel. “Studying Professional Learning from the Perspective of Wittgenstein's Picture of Language and Meaning.” 2019. Doctoral Dissertation, York University. Accessed October 14, 2019. http://hdl.handle.net/10315/36305.

MLA Handbook (7th Edition):

Gardner, Joseph Samuel. “Studying Professional Learning from the Perspective of Wittgenstein's Picture of Language and Meaning.” 2019. Web. 14 Oct 2019.

Vancouver:

Gardner JS. Studying Professional Learning from the Perspective of Wittgenstein's Picture of Language and Meaning. [Internet] [Doctoral dissertation]. York University; 2019. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10315/36305.

Council of Science Editors:

Gardner JS. Studying Professional Learning from the Perspective of Wittgenstein's Picture of Language and Meaning. [Doctoral Dissertation]. York University; 2019. Available from: http://hdl.handle.net/10315/36305


University of KwaZulu-Natal

22. [No author]. Exploring teacher leadership and the challenges faced by post level one teachers as they operate as leaders : a case study of two primary schools.

Degree: Education, 2011, University of KwaZulu-Natal

 Post 1994, the vision of the South African education policy terrain is to transform schools into more effective places of teaching and learning. To achieve… (more)

Subjects/Keywords: Teachers – Professional relationships.; Teacher participation in administration.; Educational leadership – KwaZulu-Natal.; Professional learning communities.; Primary school teachers – KwaZulu-Natal.; Education.

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

APA (6th Edition):

author], [. (2011). Exploring teacher leadership and the challenges faced by post level one teachers as they operate as leaders : a case study of two primary schools. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/7450

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

Chicago Manual of Style (16th Edition):

author], [No. “Exploring teacher leadership and the challenges faced by post level one teachers as they operate as leaders : a case study of two primary schools. ” 2011. Thesis, University of KwaZulu-Natal. Accessed October 14, 2019. http://hdl.handle.net/10413/7450.

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

MLA Handbook (7th Edition):

author], [No. “Exploring teacher leadership and the challenges faced by post level one teachers as they operate as leaders : a case study of two primary schools. ” 2011. Web. 14 Oct 2019.

Vancouver:

author] [. Exploring teacher leadership and the challenges faced by post level one teachers as they operate as leaders : a case study of two primary schools. [Internet] [Thesis]. University of KwaZulu-Natal; 2011. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10413/7450.

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

Council of Science Editors:

author] [. Exploring teacher leadership and the challenges faced by post level one teachers as they operate as leaders : a case study of two primary schools. [Thesis]. University of KwaZulu-Natal; 2011. Available from: http://hdl.handle.net/10413/7450

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


Utah State University

23. Call, Hadyn Bowen. A Case Study of the Driven 2 Teach Program: Site-Based Experiential Professional Development for History Teachers.

Degree: PhD, Education, 2019, Utah State University

  Driven 2 Teach is a privately funded program for history teachers in the state of Utah. The program emphasizes the importance of teacher travel… (more)

Subjects/Keywords: Social Studies Education; History Education; Professional Development; Experiential Education; Site-Based Learning; Teacher Education and Professional Development

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

APA (6th Edition):

Call, H. B. (2019). A Case Study of the Driven 2 Teach Program: Site-Based Experiential Professional Development for History Teachers. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7443

Chicago Manual of Style (16th Edition):

Call, Hadyn Bowen. “A Case Study of the Driven 2 Teach Program: Site-Based Experiential Professional Development for History Teachers.” 2019. Doctoral Dissertation, Utah State University. Accessed October 14, 2019. https://digitalcommons.usu.edu/etd/7443.

MLA Handbook (7th Edition):

Call, Hadyn Bowen. “A Case Study of the Driven 2 Teach Program: Site-Based Experiential Professional Development for History Teachers.” 2019. Web. 14 Oct 2019.

Vancouver:

Call HB. A Case Study of the Driven 2 Teach Program: Site-Based Experiential Professional Development for History Teachers. [Internet] [Doctoral dissertation]. Utah State University; 2019. [cited 2019 Oct 14]. Available from: https://digitalcommons.usu.edu/etd/7443.

Council of Science Editors:

Call HB. A Case Study of the Driven 2 Teach Program: Site-Based Experiential Professional Development for History Teachers. [Doctoral Dissertation]. Utah State University; 2019. Available from: https://digitalcommons.usu.edu/etd/7443


Queens University

24. McDonald, Anne Marie. A Case Study Examining the Experiences of Grade 7-12 Teachers in a Job-Embedded Professional Development Initiative .

Degree: Education, 2009, Queens University

 Traditional models of professional development for teachers are often characterized by formats intended to transmit information for transfer to classroom practice. But it can be… (more)

Subjects/Keywords: Teacher Professional Development; Job-Embedded Learning; Literacy Professional Development

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APA (6th Edition):

McDonald, A. M. (2009). A Case Study Examining the Experiences of Grade 7-12 Teachers in a Job-Embedded Professional Development Initiative . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/1793

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

Chicago Manual of Style (16th Edition):

McDonald, Anne Marie. “A Case Study Examining the Experiences of Grade 7-12 Teachers in a Job-Embedded Professional Development Initiative .” 2009. Thesis, Queens University. Accessed October 14, 2019. http://hdl.handle.net/1974/1793.

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

MLA Handbook (7th Edition):

McDonald, Anne Marie. “A Case Study Examining the Experiences of Grade 7-12 Teachers in a Job-Embedded Professional Development Initiative .” 2009. Web. 14 Oct 2019.

Vancouver:

McDonald AM. A Case Study Examining the Experiences of Grade 7-12 Teachers in a Job-Embedded Professional Development Initiative . [Internet] [Thesis]. Queens University; 2009. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1974/1793.

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

Council of Science Editors:

McDonald AM. A Case Study Examining the Experiences of Grade 7-12 Teachers in a Job-Embedded Professional Development Initiative . [Thesis]. Queens University; 2009. Available from: http://hdl.handle.net/1974/1793

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

25. Wright, Cara Megan. When Trauma Disrupts Learning: A Neuroeducation-Informed Professional Learning Experience.

Degree: Education, EdD, Education, 2017, University of Portland

  This action research study analyzed the creation and implementation of a professional development about trauma, informed by Arwood’s Neuro-semantic Language Learning Theory and Noddings’… (more)

Subjects/Keywords: adolescents; adverse childhood experiences; children; education; language; learning; neuroeducation; neuroscience; professional development; professional learning experience; psychology; trauma; trauma-informed care; Education; Educational Leadership

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

APA (6th Edition):

Wright, C. M. (2017). When Trauma Disrupts Learning: A Neuroeducation-Informed Professional Learning Experience. (Doctoral Dissertation). University of Portland. Retrieved from https://pilotscholars.up.edu/etd/33

Chicago Manual of Style (16th Edition):

Wright, Cara Megan. “When Trauma Disrupts Learning: A Neuroeducation-Informed Professional Learning Experience.” 2017. Doctoral Dissertation, University of Portland. Accessed October 14, 2019. https://pilotscholars.up.edu/etd/33.

MLA Handbook (7th Edition):

Wright, Cara Megan. “When Trauma Disrupts Learning: A Neuroeducation-Informed Professional Learning Experience.” 2017. Web. 14 Oct 2019.

Vancouver:

Wright CM. When Trauma Disrupts Learning: A Neuroeducation-Informed Professional Learning Experience. [Internet] [Doctoral dissertation]. University of Portland; 2017. [cited 2019 Oct 14]. Available from: https://pilotscholars.up.edu/etd/33.

Council of Science Editors:

Wright CM. When Trauma Disrupts Learning: A Neuroeducation-Informed Professional Learning Experience. [Doctoral Dissertation]. University of Portland; 2017. Available from: https://pilotscholars.up.edu/etd/33


Queens University

26. Milnes, Terry. Perspectives Of Professional Learning Policy Implementation For Supporting English Language Learners In A Rural Ontario School Board .

Degree: Education, 2014, Queens University

 The issue of lower academic achievement for English language learners (ELLs) compared to their English-speaking peers has been identified in the research literature. Professional learning(more)

Subjects/Keywords: Rural School Boards; Professional Learning for Paraprofessionals Working with ELLs; Education; Education Policy Implementation; Rural Education; English as a Second Language; Professional Learning for Teachers of ELLs

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

APA (6th Edition):

Milnes, T. (2014). Perspectives Of Professional Learning Policy Implementation For Supporting English Language Learners In A Rural Ontario School Board . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/12395

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

Chicago Manual of Style (16th Edition):

Milnes, Terry. “Perspectives Of Professional Learning Policy Implementation For Supporting English Language Learners In A Rural Ontario School Board .” 2014. Thesis, Queens University. Accessed October 14, 2019. http://hdl.handle.net/1974/12395.

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

MLA Handbook (7th Edition):

Milnes, Terry. “Perspectives Of Professional Learning Policy Implementation For Supporting English Language Learners In A Rural Ontario School Board .” 2014. Web. 14 Oct 2019.

Vancouver:

Milnes T. Perspectives Of Professional Learning Policy Implementation For Supporting English Language Learners In A Rural Ontario School Board . [Internet] [Thesis]. Queens University; 2014. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1974/12395.

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

Council of Science Editors:

Milnes T. Perspectives Of Professional Learning Policy Implementation For Supporting English Language Learners In A Rural Ontario School Board . [Thesis]. Queens University; 2014. Available from: http://hdl.handle.net/1974/12395

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

27. Hanigan, Kate. Implications of Gender and Racial Intersectionality in the K-8 Classroom.

Degree: Education, EdD, Education, 2017, University of Portland

  The purpose of this mixed methods study was to seek a better understanding of the phenomenon of intersectionality of gender and race/ethnicity as is… (more)

Subjects/Keywords: adult education; culturally responsive; equity professional development; intersectionality; teacher identity; transformative learning; Education; Educational Leadership

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

APA (6th Edition):

Hanigan, K. (2017). Implications of Gender and Racial Intersectionality in the K-8 Classroom. (Doctoral Dissertation). University of Portland. Retrieved from https://pilotscholars.up.edu/etd/32

Chicago Manual of Style (16th Edition):

Hanigan, Kate. “Implications of Gender and Racial Intersectionality in the K-8 Classroom.” 2017. Doctoral Dissertation, University of Portland. Accessed October 14, 2019. https://pilotscholars.up.edu/etd/32.

MLA Handbook (7th Edition):

Hanigan, Kate. “Implications of Gender and Racial Intersectionality in the K-8 Classroom.” 2017. Web. 14 Oct 2019.

Vancouver:

Hanigan K. Implications of Gender and Racial Intersectionality in the K-8 Classroom. [Internet] [Doctoral dissertation]. University of Portland; 2017. [cited 2019 Oct 14]. Available from: https://pilotscholars.up.edu/etd/32.

Council of Science Editors:

Hanigan K. Implications of Gender and Racial Intersectionality in the K-8 Classroom. [Doctoral Dissertation]. University of Portland; 2017. Available from: https://pilotscholars.up.edu/etd/32

28. Aceves, Manuel A. Schools of Education in a New Era of Accountability: A Case Study of an Annual Report Process Used to Advance a Professional Learning Community.

Degree: Doctorate in Education, Education, 2013, Loyola Marymount University

  Institutions of higher education are entering a new era, one where cost, value, and quality are at the front of mind. To proactively ensure… (more)

Subjects/Keywords: Accountability; Decision-Making; Organizational Change; Professional Learning Community; Social Justice; Education; Educational Leadership; Higher Education

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APA (6th Edition):

Aceves, M. A. (2013). Schools of Education in a New Era of Accountability: A Case Study of an Annual Report Process Used to Advance a Professional Learning Community. (Doctoral Dissertation). Loyola Marymount University. Retrieved from http://digitalcommons.lmu.edu/etd/219

Chicago Manual of Style (16th Edition):

Aceves, Manuel A. “Schools of Education in a New Era of Accountability: A Case Study of an Annual Report Process Used to Advance a Professional Learning Community.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed October 14, 2019. http://digitalcommons.lmu.edu/etd/219.

MLA Handbook (7th Edition):

Aceves, Manuel A. “Schools of Education in a New Era of Accountability: A Case Study of an Annual Report Process Used to Advance a Professional Learning Community.” 2013. Web. 14 Oct 2019.

Vancouver:

Aceves MA. Schools of Education in a New Era of Accountability: A Case Study of an Annual Report Process Used to Advance a Professional Learning Community. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2019 Oct 14]. Available from: http://digitalcommons.lmu.edu/etd/219.

Council of Science Editors:

Aceves MA. Schools of Education in a New Era of Accountability: A Case Study of an Annual Report Process Used to Advance a Professional Learning Community. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: http://digitalcommons.lmu.edu/etd/219


Louisiana State University

29. Nolan, Dana Elaine. A study of the relationship of teachers' self-efficacy and the impact of professional learning community as an organizational structure.

Degree: PhD, Education, 2009, Louisiana State University

 The study was conducted to explore the characteristics of and interrelationships between teachers’ self-efficacy and professional learning community. Specifically, this study presents a quantitative study… (more)

Subjects/Keywords: TEBS-S; SPSLCQ; PLC; teachers' self-efficacy; self-efficacy; professional learning community

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

APA (6th Edition):

Nolan, D. E. (2009). A study of the relationship of teachers' self-efficacy and the impact of professional learning community as an organizational structure. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-06102009-104808 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2854

Chicago Manual of Style (16th Edition):

Nolan, Dana Elaine. “A study of the relationship of teachers' self-efficacy and the impact of professional learning community as an organizational structure.” 2009. Doctoral Dissertation, Louisiana State University. Accessed October 14, 2019. etd-06102009-104808 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2854.

MLA Handbook (7th Edition):

Nolan, Dana Elaine. “A study of the relationship of teachers' self-efficacy and the impact of professional learning community as an organizational structure.” 2009. Web. 14 Oct 2019.

Vancouver:

Nolan DE. A study of the relationship of teachers' self-efficacy and the impact of professional learning community as an organizational structure. [Internet] [Doctoral dissertation]. Louisiana State University; 2009. [cited 2019 Oct 14]. Available from: etd-06102009-104808 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2854.

Council of Science Editors:

Nolan DE. A study of the relationship of teachers' self-efficacy and the impact of professional learning community as an organizational structure. [Doctoral Dissertation]. Louisiana State University; 2009. Available from: etd-06102009-104808 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2854


NSYSU

30. Tsai, Yi-chen. A Case Study of Two High Schools' Collaborative Lesson Planning Community under 108 Curriculum Guidelines.

Degree: Master, Education, 2018, NSYSU

 With newly incorporated school-based compulsory courses and multiple elective courses, the 108 Curriculum Guidelines differ substantially from previous curriculum guidelines in terms of content. In… (more)

Subjects/Keywords: collaborative lesson planning; lesson study; knowledge sharing; teacher professional learning community; 108 Curriculum Guidelines

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

APA (6th Edition):

Tsai, Y. (2018). A Case Study of Two High Schools' Collaborative Lesson Planning Community under 108 Curriculum Guidelines. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0530118-201109

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

Chicago Manual of Style (16th Edition):

Tsai, Yi-chen. “A Case Study of Two High Schools' Collaborative Lesson Planning Community under 108 Curriculum Guidelines.” 2018. Thesis, NSYSU. Accessed October 14, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0530118-201109.

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

MLA Handbook (7th Edition):

Tsai, Yi-chen. “A Case Study of Two High Schools' Collaborative Lesson Planning Community under 108 Curriculum Guidelines.” 2018. Web. 14 Oct 2019.

Vancouver:

Tsai Y. A Case Study of Two High Schools' Collaborative Lesson Planning Community under 108 Curriculum Guidelines. [Internet] [Thesis]. NSYSU; 2018. [cited 2019 Oct 14]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0530118-201109.

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

Council of Science Editors:

Tsai Y. A Case Study of Two High Schools' Collaborative Lesson Planning Community under 108 Curriculum Guidelines. [Thesis]. NSYSU; 2018. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0530118-201109

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

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