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Dept: Education Leadership, Management and Policy

You searched for subject:(professional learning). Showing records 1 – 11 of 11 total matches.

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Seton Hall University

1. Marx, Megan D. An Analysis of Variance in Teacher Self-Efficacy Levels Dependent on Participation Time in Professional Learning Communities.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2015, Seton Hall University

  The purpose of this study was to determine variance in mean levels of teacher self-efficacy (TSE) and its three factors – efficacy in student… (more)

Subjects/Keywords: teacher self-efficacy; professional learning communities; professional development; sources of efficacy; Education; Educational Administration and Supervision; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Marx, M. D. (2015). An Analysis of Variance in Teacher Self-Efficacy Levels Dependent on Participation Time in Professional Learning Communities. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2163

Chicago Manual of Style (16th Edition):

Marx, Megan D. “An Analysis of Variance in Teacher Self-Efficacy Levels Dependent on Participation Time in Professional Learning Communities.” 2015. Doctoral Dissertation, Seton Hall University. Accessed November 15, 2019. http://scholarship.shu.edu/dissertations/2163.

MLA Handbook (7th Edition):

Marx, Megan D. “An Analysis of Variance in Teacher Self-Efficacy Levels Dependent on Participation Time in Professional Learning Communities.” 2015. Web. 15 Nov 2019.

Vancouver:

Marx MD. An Analysis of Variance in Teacher Self-Efficacy Levels Dependent on Participation Time in Professional Learning Communities. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Nov 15]. Available from: http://scholarship.shu.edu/dissertations/2163.

Council of Science Editors:

Marx MD. An Analysis of Variance in Teacher Self-Efficacy Levels Dependent on Participation Time in Professional Learning Communities. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2163


Seton Hall University

2. Pizzuto, Daria. Contemplative Practices in Higher Education: Examining Faculty Perspectives.

Degree: PhD, Education Leadership, Management and Policy, 2018, Seton Hall University

  Anxiety, depression, and feeling overwhelmed are consistently reported among college students. Contemplative pedagogy is a teaching approach that incorporates yoga, meditation, and other spiritual… (more)

Subjects/Keywords: contemplative pedagogy; professional identity; higher education faculty; Educational Leadership; Educational Methods; Higher Education and Teaching; Humane Education; Other Teacher Education and Professional Development; Scholarship of Teaching and Learning

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APA (6th Edition):

Pizzuto, D. (2018). Contemplative Practices in Higher Education: Examining Faculty Perspectives. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2492

Chicago Manual of Style (16th Edition):

Pizzuto, Daria. “Contemplative Practices in Higher Education: Examining Faculty Perspectives.” 2018. Doctoral Dissertation, Seton Hall University. Accessed November 15, 2019. http://scholarship.shu.edu/dissertations/2492.

MLA Handbook (7th Edition):

Pizzuto, Daria. “Contemplative Practices in Higher Education: Examining Faculty Perspectives.” 2018. Web. 15 Nov 2019.

Vancouver:

Pizzuto D. Contemplative Practices in Higher Education: Examining Faculty Perspectives. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Nov 15]. Available from: http://scholarship.shu.edu/dissertations/2492.

Council of Science Editors:

Pizzuto D. Contemplative Practices in Higher Education: Examining Faculty Perspectives. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2492


Seton Hall University

3. Breiman, Daniel J. Peer Observation as a Job-Embedded Professional Development Tool.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2019, Seton Hall University

  Teacher professional development is typically provided outside of the workplace, and is therefore disconnected to daily classroom practices. An alternative model of professional development… (more)

Subjects/Keywords: professional development; learning; innovation; Job-embedded; collaborative; observation; Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Breiman, D. J. (2019). Peer Observation as a Job-Embedded Professional Development Tool. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2646

Chicago Manual of Style (16th Edition):

Breiman, Daniel J. “Peer Observation as a Job-Embedded Professional Development Tool.” 2019. Doctoral Dissertation, Seton Hall University. Accessed November 15, 2019. https://scholarship.shu.edu/dissertations/2646.

MLA Handbook (7th Edition):

Breiman, Daniel J. “Peer Observation as a Job-Embedded Professional Development Tool.” 2019. Web. 15 Nov 2019.

Vancouver:

Breiman DJ. Peer Observation as a Job-Embedded Professional Development Tool. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2019 Nov 15]. Available from: https://scholarship.shu.edu/dissertations/2646.

Council of Science Editors:

Breiman DJ. Peer Observation as a Job-Embedded Professional Development Tool. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2646

4. Shorter, Casey D. The Relationship Between Principals' Leadership Behaviors and the Development of Professional Learning Communities in Schools with Teacher Study Groups.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2012, Seton Hall University

Subjects/Keywords: Professional learning communities; Education; Educational Administration and Supervision

…25 Characteristics of Professional Learning Communities ...............................31… …Professional Learning Communities and School Culture..............................33 Collaboration… …Professional Learning Communities and Student Achievement.. ....................39 Teacher Study… …74 School Professional Staff as a Learning Community................................. 74… …173 School Professional Staff as Learning Community Letter of Permission......... 174… 

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APA (6th Edition):

Shorter, C. D. (2012). The Relationship Between Principals' Leadership Behaviors and the Development of Professional Learning Communities in Schools with Teacher Study Groups. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1786

Chicago Manual of Style (16th Edition):

Shorter, Casey D. “The Relationship Between Principals' Leadership Behaviors and the Development of Professional Learning Communities in Schools with Teacher Study Groups.” 2012. Doctoral Dissertation, Seton Hall University. Accessed November 15, 2019. http://scholarship.shu.edu/dissertations/1786.

MLA Handbook (7th Edition):

Shorter, Casey D. “The Relationship Between Principals' Leadership Behaviors and the Development of Professional Learning Communities in Schools with Teacher Study Groups.” 2012. Web. 15 Nov 2019.

Vancouver:

Shorter CD. The Relationship Between Principals' Leadership Behaviors and the Development of Professional Learning Communities in Schools with Teacher Study Groups. [Internet] [Doctoral dissertation]. Seton Hall University; 2012. [cited 2019 Nov 15]. Available from: http://scholarship.shu.edu/dissertations/1786.

Council of Science Editors:

Shorter CD. The Relationship Between Principals' Leadership Behaviors and the Development of Professional Learning Communities in Schools with Teacher Study Groups. [Doctoral Dissertation]. Seton Hall University; 2012. Available from: http://scholarship.shu.edu/dissertations/1786


Seton Hall University

5. Cortina, Lenore. School Administrators and the Professional Learning of General Education Teachers Related to Gifted Education: A Delphi Study.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2011, Seton Hall University

. Advisors/Committee Members: Christopher Tienken, Charles M. Achilles, Sally M. Reis.

Subjects/Keywords: Education; Administrators; General education; Gifted; Professional learning; Delphi study; Educational Administration and Supervision; Gifted Education; Special Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Cortina, L. (2011). School Administrators and the Professional Learning of General Education Teachers Related to Gifted Education: A Delphi Study. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1421

Chicago Manual of Style (16th Edition):

Cortina, Lenore. “School Administrators and the Professional Learning of General Education Teachers Related to Gifted Education: A Delphi Study.” 2011. Doctoral Dissertation, Seton Hall University. Accessed November 15, 2019. http://scholarship.shu.edu/dissertations/1421.

MLA Handbook (7th Edition):

Cortina, Lenore. “School Administrators and the Professional Learning of General Education Teachers Related to Gifted Education: A Delphi Study.” 2011. Web. 15 Nov 2019.

Vancouver:

Cortina L. School Administrators and the Professional Learning of General Education Teachers Related to Gifted Education: A Delphi Study. [Internet] [Doctoral dissertation]. Seton Hall University; 2011. [cited 2019 Nov 15]. Available from: http://scholarship.shu.edu/dissertations/1421.

Council of Science Editors:

Cortina L. School Administrators and the Professional Learning of General Education Teachers Related to Gifted Education: A Delphi Study. [Doctoral Dissertation]. Seton Hall University; 2011. Available from: http://scholarship.shu.edu/dissertations/1421


Seton Hall University

6. Johnson, Daniel R. A Quantitative Study of Teacher Perceptions of Professional Learning Communities' Context, Process, and Content.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2011, Seton Hall University

Subjects/Keywords: PLC; Professional Learning Company; Data-mining; teams; Student achievement; school structure; Education; Educational Administration and Supervision; Other Educational Administration and Supervision

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APA (6th Edition):

Johnson, D. R. (2011). A Quantitative Study of Teacher Perceptions of Professional Learning Communities' Context, Process, and Content. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/15

Chicago Manual of Style (16th Edition):

Johnson, Daniel R. “A Quantitative Study of Teacher Perceptions of Professional Learning Communities' Context, Process, and Content.” 2011. Doctoral Dissertation, Seton Hall University. Accessed November 15, 2019. http://scholarship.shu.edu/dissertations/15.

MLA Handbook (7th Edition):

Johnson, Daniel R. “A Quantitative Study of Teacher Perceptions of Professional Learning Communities' Context, Process, and Content.” 2011. Web. 15 Nov 2019.

Vancouver:

Johnson DR. A Quantitative Study of Teacher Perceptions of Professional Learning Communities' Context, Process, and Content. [Internet] [Doctoral dissertation]. Seton Hall University; 2011. [cited 2019 Nov 15]. Available from: http://scholarship.shu.edu/dissertations/15.

Council of Science Editors:

Johnson DR. A Quantitative Study of Teacher Perceptions of Professional Learning Communities' Context, Process, and Content. [Doctoral Dissertation]. Seton Hall University; 2011. Available from: http://scholarship.shu.edu/dissertations/15


Seton Hall University

7. Sheard, Debra Jo. Teachers' Reflective Perceptions On Professional Learning As Influenced By Leadership Practices.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2004, Seton Hall University

. Advisors/Committee Members: Shouping Hu, John Collins, Jeffrey Graber.

Subjects/Keywords: Education; Teachers; Professional learning; Leadership; Reflective practice; Transformative leadership; Curriculum and Instruction; Educational Administration and Supervision

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APA (6th Edition):

Sheard, D. J. (2004). Teachers' Reflective Perceptions On Professional Learning As Influenced By Leadership Practices. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1472

Chicago Manual of Style (16th Edition):

Sheard, Debra Jo. “Teachers' Reflective Perceptions On Professional Learning As Influenced By Leadership Practices.” 2004. Doctoral Dissertation, Seton Hall University. Accessed November 15, 2019. http://scholarship.shu.edu/dissertations/1472.

MLA Handbook (7th Edition):

Sheard, Debra Jo. “Teachers' Reflective Perceptions On Professional Learning As Influenced By Leadership Practices.” 2004. Web. 15 Nov 2019.

Vancouver:

Sheard DJ. Teachers' Reflective Perceptions On Professional Learning As Influenced By Leadership Practices. [Internet] [Doctoral dissertation]. Seton Hall University; 2004. [cited 2019 Nov 15]. Available from: http://scholarship.shu.edu/dissertations/1472.

Council of Science Editors:

Sheard DJ. Teachers' Reflective Perceptions On Professional Learning As Influenced By Leadership Practices. [Doctoral Dissertation]. Seton Hall University; 2004. Available from: http://scholarship.shu.edu/dissertations/1472


Seton Hall University

8. Bogart, Donna S. Features of Optimally Motivating College Classrooms: Perspectives of Preservice Teachers.

Degree: PhD, Education Leadership, Management and Policy, 2007, Seton Hall University

  The primary objective of this mixed methods study was to explore the parameters of college students' perspectives on classroom learning environments. Specifically, the investigation… (more)

Subjects/Keywords: Learning; Psychology of; College student orientation; Achievement motivation; Learning strategies; Adult and Continuing Education; Education; Higher Education; Higher Education and Teaching; Scholarship of Teaching and Learning; Teacher Education and Professional Development

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APA (6th Edition):

Bogart, D. S. (2007). Features of Optimally Motivating College Classrooms: Perspectives of Preservice Teachers. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2331

Chicago Manual of Style (16th Edition):

Bogart, Donna S. “Features of Optimally Motivating College Classrooms: Perspectives of Preservice Teachers.” 2007. Doctoral Dissertation, Seton Hall University. Accessed November 15, 2019. http://scholarship.shu.edu/dissertations/2331.

MLA Handbook (7th Edition):

Bogart, Donna S. “Features of Optimally Motivating College Classrooms: Perspectives of Preservice Teachers.” 2007. Web. 15 Nov 2019.

Vancouver:

Bogart DS. Features of Optimally Motivating College Classrooms: Perspectives of Preservice Teachers. [Internet] [Doctoral dissertation]. Seton Hall University; 2007. [cited 2019 Nov 15]. Available from: http://scholarship.shu.edu/dissertations/2331.

Council of Science Editors:

Bogart DS. Features of Optimally Motivating College Classrooms: Perspectives of Preservice Teachers. [Doctoral Dissertation]. Seton Hall University; 2007. Available from: http://scholarship.shu.edu/dissertations/2331

9. Mendez, Yolanda. Implementing transformational, professional learning communities in an urban elementary school: An autoethnographic case study.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2015, Seton Hall University

  This autoethnographic study examined the transformational growth and development over a four-year period of professional learning communities (PLCs) at an urban elementary school in… (more)

Subjects/Keywords: Professional Learning Communities; PLC; Autoethnography; Principal Leader; Teacher Leader; Transformational; Compliant; Distributed Leadership; Shared Leadership; Educational Leadership; Other Educational Administration and Supervision

…24 Professional Learning Communities .. . 25 History of PLCs… …25 Scholarly Definitions of Professional Learning Communities …..26 PLCs as the… …Vehicle for School Improvement …...29 The Upsurge of Professional Learning… …Professional Learning Community (1997) ...39 Shared Beliefs, Vision and Values… …118 ix CHAPTER 1 INTRODUCTION Professional Learning Communities (PLCs) are the… 

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APA (6th Edition):

Mendez, Y. (2015). Implementing transformational, professional learning communities in an urban elementary school: An autoethnographic case study. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2078

Chicago Manual of Style (16th Edition):

Mendez, Yolanda. “Implementing transformational, professional learning communities in an urban elementary school: An autoethnographic case study.” 2015. Doctoral Dissertation, Seton Hall University. Accessed November 15, 2019. https://scholarship.shu.edu/dissertations/2078.

MLA Handbook (7th Edition):

Mendez, Yolanda. “Implementing transformational, professional learning communities in an urban elementary school: An autoethnographic case study.” 2015. Web. 15 Nov 2019.

Vancouver:

Mendez Y. Implementing transformational, professional learning communities in an urban elementary school: An autoethnographic case study. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Nov 15]. Available from: https://scholarship.shu.edu/dissertations/2078.

Council of Science Editors:

Mendez Y. Implementing transformational, professional learning communities in an urban elementary school: An autoethnographic case study. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: https://scholarship.shu.edu/dissertations/2078

10. Ehrens, Holly. Work and Life Integration: Faculty Balance in the Academy.

Degree: PhD, Education Leadership, Management and Policy, 2016, Seton Hall University

  Faculty work life integration has evolved as an important area of research in the academic workplace. The evolution in thinking about faculty work life… (more)

Subjects/Keywords: work life integration; work life balance; tenured faculty; tuition- driven college; marketing for enrollment; role identity; Educational Leadership; Higher Education; Higher Education and Teaching; Scholarship of Teaching and Learning; Teacher Education and Professional Development

…their time from their families and employers. Increased demands from employee’s professional… …balance in their personal and professional lives. To the contrary, the majority of respondents… …professional lives were not in balance (DeAngelo, Hurtado, Pryor, Kelly, & Santos, 2009)… …social dynamics, subcultures, and the professional roles with which they identified… …try to find balance and integrate their personal and professional lives? 2. How are the… 

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APA (6th Edition):

Ehrens, H. (2016). Work and Life Integration: Faculty Balance in the Academy. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2159

Chicago Manual of Style (16th Edition):

Ehrens, Holly. “Work and Life Integration: Faculty Balance in the Academy.” 2016. Doctoral Dissertation, Seton Hall University. Accessed November 15, 2019. http://scholarship.shu.edu/dissertations/2159.

MLA Handbook (7th Edition):

Ehrens, Holly. “Work and Life Integration: Faculty Balance in the Academy.” 2016. Web. 15 Nov 2019.

Vancouver:

Ehrens H. Work and Life Integration: Faculty Balance in the Academy. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2019 Nov 15]. Available from: http://scholarship.shu.edu/dissertations/2159.

Council of Science Editors:

Ehrens H. Work and Life Integration: Faculty Balance in the Academy. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2159

11. Adejumo, Mojisola. Beyond Socioeconomic Status: The Impact of Principal Leadership in Urban and High Poverty Turnaround Schools.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2017, Seton Hall University

  The quest to transform failing urban and high-poverty schools in America has been a slippery uphill battle since the banner of war was raised… (more)

Subjects/Keywords: Underperforming schools; Turnaround schools; 21 Leadership Responsibilities; Title I; Adult and Continuing Education Administration; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Elementary and Middle and Secondary Education Administration; Elementary Education; Elementary Education and Teaching; Higher Education Administration; Other Educational Administration and Supervision; Other Teacher Education and Professional Development; Scholarship of Teaching and Learning; Urban Education

…and intertwined in the daily routines of teaching and learning, as the brunt of school… …principals. Utilizing the Mid-continent Research for Education and Learning (McREL) 21… …institutions of learning and excellence. According to Waters et al. (2003) second-order… …school effectiveness. This study is intended to aid future administrators’ professional… …do to promote a culture of excellence in teaching and learning? 4. How do successful… 

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APA (6th Edition):

Adejumo, M. (2017). Beyond Socioeconomic Status: The Impact of Principal Leadership in Urban and High Poverty Turnaround Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2290

Chicago Manual of Style (16th Edition):

Adejumo, Mojisola. “Beyond Socioeconomic Status: The Impact of Principal Leadership in Urban and High Poverty Turnaround Schools.” 2017. Doctoral Dissertation, Seton Hall University. Accessed November 15, 2019. http://scholarship.shu.edu/dissertations/2290.

MLA Handbook (7th Edition):

Adejumo, Mojisola. “Beyond Socioeconomic Status: The Impact of Principal Leadership in Urban and High Poverty Turnaround Schools.” 2017. Web. 15 Nov 2019.

Vancouver:

Adejumo M. Beyond Socioeconomic Status: The Impact of Principal Leadership in Urban and High Poverty Turnaround Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2019 Nov 15]. Available from: http://scholarship.shu.edu/dissertations/2290.

Council of Science Editors:

Adejumo M. Beyond Socioeconomic Status: The Impact of Principal Leadership in Urban and High Poverty Turnaround Schools. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2290

.