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Level: dissertation

You searched for subject:(professional learning). Showing records 1 – 30 of 47 total matches.

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Kennesaw State University

1. Kennedy, Ashley. Teacher Perceptions of School-Based and District Professional Development.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2017, Kennesaw State University

Professional development is a leading topic of discussion in the field of education. Because teachers are responsible for implementing relevant instructional practices, meeting the… (more)

Subjects/Keywords: teacher perceptions; professional development; school-based and district professional learning; professional learning communities; Educational Leadership

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

APA (6th Edition):

Kennedy, A. (2017). Teacher Perceptions of School-Based and District Professional Development. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17

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):

Kennedy, Ashley. “Teacher Perceptions of School-Based and District Professional Development.” 2017. Thesis, Kennesaw State University. Accessed October 17, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17.

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

MLA Handbook (7th Edition):

Kennedy, Ashley. “Teacher Perceptions of School-Based and District Professional Development.” 2017. Web. 17 Oct 2019.

Vancouver:

Kennedy A. Teacher Perceptions of School-Based and District Professional Development. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 Oct 17]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17.

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

Council of Science Editors:

Kennedy A. Teacher Perceptions of School-Based and District Professional Development. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17

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


Georgia State University

2. Henderson, Jennifer. Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development.

Degree: Doctor of Education (EdD), Middle and Secondary Education, 2018, Georgia State University

  The purpose of this qualitative research study was to determine how learning about research-based principles of student learning shifts teacher professional dialogue within an… (more)

Subjects/Keywords: Professional Learning Community; Student Learning; Professional Dialogue; Embedded Professional Development. Algebra 1; Secondary Mathematics

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APA (6th Edition):

Henderson, J. (2018). Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/69

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):

Henderson, Jennifer. “Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development.” 2018. Thesis, Georgia State University. Accessed October 17, 2019. https://scholarworks.gsu.edu/mse_diss/69.

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

MLA Handbook (7th Edition):

Henderson, Jennifer. “Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development.” 2018. Web. 17 Oct 2019.

Vancouver:

Henderson J. Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development. [Internet] [Thesis]. Georgia State University; 2018. [cited 2019 Oct 17]. Available from: https://scholarworks.gsu.edu/mse_diss/69.

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

Council of Science Editors:

Henderson J. Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/69

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


Kennesaw State University

3. King, Valerie. A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2017, Kennesaw State University

  This study reveals educators’ experiences with using Twitter as a professional learning network. The context of this study is framed by the notion of… (more)

Subjects/Keywords: Twitter; Online Professional Learning; Teacher Isolation; Atlas ti; Adult Learning; Innovative Professional Learning; Ubiquitous Learning; Teacher Education and Professional Development

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APA (6th Edition):

King, V. (2017). A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/16

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):

King, Valerie. “A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network.” 2017. Thesis, Kennesaw State University. Accessed October 17, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/16.

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

MLA Handbook (7th Edition):

King, Valerie. “A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network.” 2017. Web. 17 Oct 2019.

Vancouver:

King V. A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 Oct 17]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/16.

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

Council of Science Editors:

King V. A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/16

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


Georgia State University

4. Whitaker, Gyimah I. Exploring Gifted Pedagogy: Evaluating Teacher Knowledge and Implementation of Common Core Professional Learning.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2015, Georgia State University

  The purpose of this quantitative study was to determine the effectiveness of professional learning with teachers on the Core Six Essential Strategies (CSES) within… (more)

Subjects/Keywords: Urban; Gifted; Common Core; Professional Learning

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APA (6th Edition):

Whitaker, G. I. (2015). Exploring Gifted Pedagogy: Evaluating Teacher Knowledge and Implementation of Common Core Professional Learning. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/120

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):

Whitaker, Gyimah I. “Exploring Gifted Pedagogy: Evaluating Teacher Knowledge and Implementation of Common Core Professional Learning.” 2015. Thesis, Georgia State University. Accessed October 17, 2019. https://scholarworks.gsu.edu/eps_diss/120.

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

MLA Handbook (7th Edition):

Whitaker, Gyimah I. “Exploring Gifted Pedagogy: Evaluating Teacher Knowledge and Implementation of Common Core Professional Learning.” 2015. Web. 17 Oct 2019.

Vancouver:

Whitaker GI. Exploring Gifted Pedagogy: Evaluating Teacher Knowledge and Implementation of Common Core Professional Learning. [Internet] [Thesis]. Georgia State University; 2015. [cited 2019 Oct 17]. Available from: https://scholarworks.gsu.edu/eps_diss/120.

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

Council of Science Editors:

Whitaker GI. Exploring Gifted Pedagogy: Evaluating Teacher Knowledge and Implementation of Common Core Professional Learning. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/120

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


Lehigh University

5. Brunton, Gregory Scott. Collaboration within Intercultural Professional Learning Communities a Case Study.

Degree: EdD, Educational Leadership, 2016, Lehigh University

Professional Learning Communities (PLCs) are a way of organizing the educational staff so that they can engage in purposeful, collegial learning with the aim of… (more)

Subjects/Keywords: collaboration; intercultural; international; PLC; professional learning communities; professional learning community; Education; Educational Leadership

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

APA (6th Edition):

Brunton, G. S. (2016). Collaboration within Intercultural Professional Learning Communities a Case Study. (Thesis). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2531

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):

Brunton, Gregory Scott. “Collaboration within Intercultural Professional Learning Communities a Case Study.” 2016. Thesis, Lehigh University. Accessed October 17, 2019. https://preserve.lehigh.edu/etd/2531.

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

MLA Handbook (7th Edition):

Brunton, Gregory Scott. “Collaboration within Intercultural Professional Learning Communities a Case Study.” 2016. Web. 17 Oct 2019.

Vancouver:

Brunton GS. Collaboration within Intercultural Professional Learning Communities a Case Study. [Internet] [Thesis]. Lehigh University; 2016. [cited 2019 Oct 17]. Available from: https://preserve.lehigh.edu/etd/2531.

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

Council of Science Editors:

Brunton GS. Collaboration within Intercultural Professional Learning Communities a Case Study. [Thesis]. Lehigh University; 2016. Available from: https://preserve.lehigh.edu/etd/2531

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


California State University – San Bernardino

6. Feffer, James F. Teacher Learning Within Professional Learning Communities.

Degree: Doctor of Education in Educational Leadership, Educational Leadership and Curriculum, 2015, California State University – San Bernardino

Professional Learning Community (PLC) structures require focused sessions of teacher collaboration as part of developing effective instructional practices leading to improved student performance outcomes.… (more)

Subjects/Keywords: teacher learning; collaboration; Professional Learning Communities; Education; Educational Leadership

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

APA (6th Edition):

Feffer, J. F. (2015). Teacher Learning Within Professional Learning Communities. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/166

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):

Feffer, James F. “Teacher Learning Within Professional Learning Communities.” 2015. Thesis, California State University – San Bernardino. Accessed October 17, 2019. http://scholarworks.lib.csusb.edu/etd/166.

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

MLA Handbook (7th Edition):

Feffer, James F. “Teacher Learning Within Professional Learning Communities.” 2015. Web. 17 Oct 2019.

Vancouver:

Feffer JF. Teacher Learning Within Professional Learning Communities. [Internet] [Thesis]. California State University – San Bernardino; 2015. [cited 2019 Oct 17]. Available from: http://scholarworks.lib.csusb.edu/etd/166.

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

Council of Science Editors:

Feffer JF. Teacher Learning Within Professional Learning Communities. [Thesis]. California State University – San Bernardino; 2015. Available from: http://scholarworks.lib.csusb.edu/etd/166

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


Kennesaw State University

7. Townsend, Deena W. Beyond a Meeting: A Case Study Examining the Impact of Data-Focused Professional Learning Communities on Teacher Practice and Student Learning.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2016, Kennesaw State University

  The increased professional demands on educators without parallel increases in funding encourage schools to continually search for practical solutions to equip teachers with the… (more)

Subjects/Keywords: data teams; job-embedded professional learning; professional learning communities; teacher collaboration; teacher learning; Junior High, Intermediate, Middle School Education and Teaching

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

APA (6th Edition):

Townsend, D. W. (2016). Beyond a Meeting: A Case Study Examining the Impact of Data-Focused Professional Learning Communities on Teacher Practice and Student Learning. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/11

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):

Townsend, Deena W. “Beyond a Meeting: A Case Study Examining the Impact of Data-Focused Professional Learning Communities on Teacher Practice and Student Learning.” 2016. Thesis, Kennesaw State University. Accessed October 17, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/11.

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

MLA Handbook (7th Edition):

Townsend, Deena W. “Beyond a Meeting: A Case Study Examining the Impact of Data-Focused Professional Learning Communities on Teacher Practice and Student Learning.” 2016. Web. 17 Oct 2019.

Vancouver:

Townsend DW. Beyond a Meeting: A Case Study Examining the Impact of Data-Focused Professional Learning Communities on Teacher Practice and Student Learning. [Internet] [Thesis]. Kennesaw State University; 2016. [cited 2019 Oct 17]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/11.

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

Council of Science Editors:

Townsend DW. Beyond a Meeting: A Case Study Examining the Impact of Data-Focused Professional Learning Communities on Teacher Practice and Student Learning. [Thesis]. Kennesaw State University; 2016. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/11

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


Kennesaw State University

8. Vitala, Amy E. Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2016, Kennesaw State University

  Although there is a plethora of in-depth research regarding effective professional development and best practices for adult learning, there is evidence that suggests traditional… (more)

Subjects/Keywords: self-directed professional development; personalized professional learning; personal learning networks; twitter; edcamp; Other Teacher Education and Professional Development; Teacher Education and Professional Development

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

APA (6th Edition):

Vitala, A. E. (2016). Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/13

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):

Vitala, Amy E. “Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning.” 2016. Thesis, Kennesaw State University. Accessed October 17, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/13.

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

MLA Handbook (7th Edition):

Vitala, Amy E. “Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning.” 2016. Web. 17 Oct 2019.

Vancouver:

Vitala AE. Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning. [Internet] [Thesis]. Kennesaw State University; 2016. [cited 2019 Oct 17]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/13.

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

Council of Science Editors:

Vitala AE. Fromedcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning. [Thesis]. Kennesaw State University; 2016. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/13

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


California State University – San Bernardino

9. Bricker, Beverly Johnson. National Board Certification: The Perceived Value and Renewal Rates of California National Board Certified Teachers.

Degree: Doctor of Education in Educational Leadership, Educational Leadership and Curriculum, 2015, California State University – San Bernardino

  National Board Certification (NBC) offers the highest certification possible to teachers who can meet the rigorous standards of this process. This certification develops reflective… (more)

Subjects/Keywords: National Board Certification; renewal rates; professional learning communities; Teacher Education and Professional Development

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APA (6th Edition):

Bricker, B. J. (2015). National Board Certification: The Perceived Value and Renewal Rates of California National Board Certified Teachers. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/226

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):

Bricker, Beverly Johnson. “National Board Certification: The Perceived Value and Renewal Rates of California National Board Certified Teachers.” 2015. Thesis, California State University – San Bernardino. Accessed October 17, 2019. http://scholarworks.lib.csusb.edu/etd/226.

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

MLA Handbook (7th Edition):

Bricker, Beverly Johnson. “National Board Certification: The Perceived Value and Renewal Rates of California National Board Certified Teachers.” 2015. Web. 17 Oct 2019.

Vancouver:

Bricker BJ. National Board Certification: The Perceived Value and Renewal Rates of California National Board Certified Teachers. [Internet] [Thesis]. California State University – San Bernardino; 2015. [cited 2019 Oct 17]. Available from: http://scholarworks.lib.csusb.edu/etd/226.

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

Council of Science Editors:

Bricker BJ. National Board Certification: The Perceived Value and Renewal Rates of California National Board Certified Teachers. [Thesis]. California State University – San Bernardino; 2015. Available from: http://scholarworks.lib.csusb.edu/etd/226

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


Kennesaw State University

10. Funderburke, Ashley. On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2018, Kennesaw State University

  The current model of mass professional development for all teachers does not address the individual needs of each teacher (Berckenmeyer, 2014; Darling-Hammond et al.,… (more)

Subjects/Keywords: professional development; culture of education; adult learning theory; teacher resistance; self-efficacy; individualized professional development; Education; Teacher Education and Professional Development

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APA (6th Edition):

Funderburke, A. (2018). On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32

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):

Funderburke, Ashley. “On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School.” 2018. Thesis, Kennesaw State University. Accessed October 17, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32.

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

MLA Handbook (7th Edition):

Funderburke, Ashley. “On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School.” 2018. Web. 17 Oct 2019.

Vancouver:

Funderburke A. On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Oct 17]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32.

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

Council of Science Editors:

Funderburke A. On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32

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


Florida International University

11. Hernandez, Eduardo. Exploring How Transformational Experiences of Faculty Participating in Global Learning Workshops Inform Practice.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2015, Florida International University

  This case study addresses gaps in the global learning, transformational learning, and professional development literature. Research is lacking on the questions of if and… (more)

Subjects/Keywords: Global learning; Transformational learning; Professional development; Curriculum and Instruction; Education; Higher Education and Teaching; Humane Education; Teacher Education and Professional Development

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

APA (6th Edition):

Hernandez, E. (2015). Exploring How Transformational Experiences of Faculty Participating in Global Learning Workshops Inform Practice. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/2282 ; 10.25148/etd.FIDC000180 ; FIDC000180

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):

Hernandez, Eduardo. “Exploring How Transformational Experiences of Faculty Participating in Global Learning Workshops Inform Practice.” 2015. Thesis, Florida International University. Accessed October 17, 2019. http://digitalcommons.fiu.edu/etd/2282 ; 10.25148/etd.FIDC000180 ; FIDC000180.

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

MLA Handbook (7th Edition):

Hernandez, Eduardo. “Exploring How Transformational Experiences of Faculty Participating in Global Learning Workshops Inform Practice.” 2015. Web. 17 Oct 2019.

Vancouver:

Hernandez E. Exploring How Transformational Experiences of Faculty Participating in Global Learning Workshops Inform Practice. [Internet] [Thesis]. Florida International University; 2015. [cited 2019 Oct 17]. Available from: http://digitalcommons.fiu.edu/etd/2282 ; 10.25148/etd.FIDC000180 ; FIDC000180.

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

Council of Science Editors:

Hernandez E. Exploring How Transformational Experiences of Faculty Participating in Global Learning Workshops Inform Practice. [Thesis]. Florida International University; 2015. Available from: http://digitalcommons.fiu.edu/etd/2282 ; 10.25148/etd.FIDC000180 ; FIDC000180

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


Kennesaw State University

12. Shields, Kathryn Dawson. Crowdsourcing Cognitive Presence: A Quantitative Content Analysis of a K12 Educator MOOC Discussion Forum.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2017, Kennesaw State University

  Massively Open Online Courses (MOOCs) offer participants opportunities to engage with content and discussion forums similar to other online courses. Pedagogical components of MOOCs… (more)

Subjects/Keywords: K-12; professional learning; MOOC; online learning; discussion forum; cognitive presence; Instructional Media Design; Online and Distance Education; Other Teacher Education and Professional Development; Teacher Education and Professional Development

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APA (6th Edition):

Shields, K. D. (2017). Crowdsourcing Cognitive Presence: A Quantitative Content Analysis of a K12 Educator MOOC Discussion Forum. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/14

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):

Shields, Kathryn Dawson. “Crowdsourcing Cognitive Presence: A Quantitative Content Analysis of a K12 Educator MOOC Discussion Forum.” 2017. Thesis, Kennesaw State University. Accessed October 17, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/14.

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

MLA Handbook (7th Edition):

Shields, Kathryn Dawson. “Crowdsourcing Cognitive Presence: A Quantitative Content Analysis of a K12 Educator MOOC Discussion Forum.” 2017. Web. 17 Oct 2019.

Vancouver:

Shields KD. Crowdsourcing Cognitive Presence: A Quantitative Content Analysis of a K12 Educator MOOC Discussion Forum. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 Oct 17]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/14.

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

Council of Science Editors:

Shields KD. Crowdsourcing Cognitive Presence: A Quantitative Content Analysis of a K12 Educator MOOC Discussion Forum. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/14

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


Georgia State University

13. Barr, Michael C. Professional Learning Communities and Teacher Decision-Making.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2017, Georgia State University

Professional learning communities (PLCs) have been adopted and implemented in many schools as a strategy for ensuring teacher capacity building, job-embedded professional learning, improved… (more)

Subjects/Keywords: Professional learning communities; Teacher decision-making; Educational leadership

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

APA (6th Edition):

Barr, M. C. (2017). Professional Learning Communities and Teacher Decision-Making. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/172

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):

Barr, Michael C. “Professional Learning Communities and Teacher Decision-Making.” 2017. Thesis, Georgia State University. Accessed October 17, 2019. https://scholarworks.gsu.edu/eps_diss/172.

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

MLA Handbook (7th Edition):

Barr, Michael C. “Professional Learning Communities and Teacher Decision-Making.” 2017. Web. 17 Oct 2019.

Vancouver:

Barr MC. Professional Learning Communities and Teacher Decision-Making. [Internet] [Thesis]. Georgia State University; 2017. [cited 2019 Oct 17]. Available from: https://scholarworks.gsu.edu/eps_diss/172.

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

Council of Science Editors:

Barr MC. Professional Learning Communities and Teacher Decision-Making. [Thesis]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/eps_diss/172

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

14. Rafferty, Michael J. Perceptions Of Empowered Teacher Leaders.

Degree: Doctor of Education (EdD), Educational Leadership, 2018, University of New England

  Teacher Leadership movements over the last 30 years have attempted to create leadership opportunities within and across an organization. The purpose of this mixed… (more)

Subjects/Keywords: teacher leadership; collaboration; learning community; professional development; Educational Leadership

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

APA (6th Edition):

Rafferty, M. J. (2018). Perceptions Of Empowered Teacher Leaders. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/181

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):

Rafferty, Michael J. “Perceptions Of Empowered Teacher Leaders.” 2018. Thesis, University of New England. Accessed October 17, 2019. https://dune.une.edu/theses/181.

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

MLA Handbook (7th Edition):

Rafferty, Michael J. “Perceptions Of Empowered Teacher Leaders.” 2018. Web. 17 Oct 2019.

Vancouver:

Rafferty MJ. Perceptions Of Empowered Teacher Leaders. [Internet] [Thesis]. University of New England; 2018. [cited 2019 Oct 17]. Available from: https://dune.une.edu/theses/181.

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

Council of Science Editors:

Rafferty MJ. Perceptions Of Empowered Teacher Leaders. [Thesis]. University of New England; 2018. Available from: https://dune.une.edu/theses/181

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


Georgia State University

15. Wynn, Ronald Scott. Examining Professional Learning Communities in a Title I High School.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2019, Georgia State University

  In July 2017, the state of Georgia implemented a teacher certification renewal program that required educators to participate in a job-embedded professional learning communities… (more)

Subjects/Keywords: Professional Learning Communities; Collaboration; Shared Instructional Leadership; Multiple Regression

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

APA (6th Edition):

Wynn, R. S. (2019). Examining Professional Learning Communities in a Title I High School. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/201

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):

Wynn, Ronald Scott. “Examining Professional Learning Communities in a Title I High School.” 2019. Thesis, Georgia State University. Accessed October 17, 2019. https://scholarworks.gsu.edu/eps_diss/201.

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

MLA Handbook (7th Edition):

Wynn, Ronald Scott. “Examining Professional Learning Communities in a Title I High School.” 2019. Web. 17 Oct 2019.

Vancouver:

Wynn RS. Examining Professional Learning Communities in a Title I High School. [Internet] [Thesis]. Georgia State University; 2019. [cited 2019 Oct 17]. Available from: https://scholarworks.gsu.edu/eps_diss/201.

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

Council of Science Editors:

Wynn RS. Examining Professional Learning Communities in a Title I High School. [Thesis]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/eps_diss/201

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

16. Dozier, Karen. The Impact of Math Innovations in Elementary Mathematics Classrooms in Georgia Vision Project Districts.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2016, Georgia State University

  The purpose of this dissertation was to study how teachers and school leaders perceived a specific set of classroom math innovations, and how those… (more)

Subjects/Keywords: Concrete representational abstract model; Differentiation; Flexible grouping; Math innovations; Professional learning; Student subgroups

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

APA (6th Edition):

Dozier, K. (2016). The Impact of Math Innovations in Elementary Mathematics Classrooms in Georgia Vision Project Districts. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/151

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):

Dozier, Karen. “The Impact of Math Innovations in Elementary Mathematics Classrooms in Georgia Vision Project Districts.” 2016. Thesis, Georgia State University. Accessed October 17, 2019. https://scholarworks.gsu.edu/eps_diss/151.

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

MLA Handbook (7th Edition):

Dozier, Karen. “The Impact of Math Innovations in Elementary Mathematics Classrooms in Georgia Vision Project Districts.” 2016. Web. 17 Oct 2019.

Vancouver:

Dozier K. The Impact of Math Innovations in Elementary Mathematics Classrooms in Georgia Vision Project Districts. [Internet] [Thesis]. Georgia State University; 2016. [cited 2019 Oct 17]. Available from: https://scholarworks.gsu.edu/eps_diss/151.

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

Council of Science Editors:

Dozier K. The Impact of Math Innovations in Elementary Mathematics Classrooms in Georgia Vision Project Districts. [Thesis]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/eps_diss/151

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


Indiana University of Pennsylvania

17. Dishong, Todd. How a National Blue Ribbon Elementary School Negotiates the ELA PA Core.

Degree: Ded, Professional Studies in Education, 2016, Indiana University of Pennsylvania

  Schools across America are faced with implementing new English Language Arts Standards due to the new standards reform movement that has swept across the… (more)

Subjects/Keywords: Blue Ribbon School; Common Core; Culture; English Language Arts; Professional Learning Community; Standards

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

APA (6th Edition):

Dishong, T. (2016). How a National Blue Ribbon Elementary School Negotiates the ELA PA Core. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1345

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):

Dishong, Todd. “How a National Blue Ribbon Elementary School Negotiates the ELA PA Core.” 2016. Thesis, Indiana University of Pennsylvania. Accessed October 17, 2019. https://knowledge.library.iup.edu/etd/1345.

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

MLA Handbook (7th Edition):

Dishong, Todd. “How a National Blue Ribbon Elementary School Negotiates the ELA PA Core.” 2016. Web. 17 Oct 2019.

Vancouver:

Dishong T. How a National Blue Ribbon Elementary School Negotiates the ELA PA Core. [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2019 Oct 17]. Available from: https://knowledge.library.iup.edu/etd/1345.

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

Council of Science Editors:

Dishong T. How a National Blue Ribbon Elementary School Negotiates the ELA PA Core. [Thesis]. Indiana University of Pennsylvania; 2016. Available from: https://knowledge.library.iup.edu/etd/1345

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


Kennesaw State University

18. Manzella, Michael. The Effect of Leadership Coaching on the Self-Efficacy of New Assistant Principals.

Degree: Doctor of Education in Educational Leadership for Learning Dissertations, Educational Leadership, 2018, Kennesaw State University

  The purpose of this quantitative study was to determine the effect of leadership coaching on new assistant principals’ perceptions of self-efficacy. Participants involved in… (more)

Subjects/Keywords: assistant principal; leadership coaching; professional learning; self-efficacy; dissertation; quantitative; Educational Leadership

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

APA (6th Edition):

Manzella, M. (2018). The Effect of Leadership Coaching on the Self-Efficacy of New Assistant Principals. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/educleaddoc_etd/17

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):

Manzella, Michael. “The Effect of Leadership Coaching on the Self-Efficacy of New Assistant Principals.” 2018. Thesis, Kennesaw State University. Accessed October 17, 2019. https://digitalcommons.kennesaw.edu/educleaddoc_etd/17.

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

MLA Handbook (7th Edition):

Manzella, Michael. “The Effect of Leadership Coaching on the Self-Efficacy of New Assistant Principals.” 2018. Web. 17 Oct 2019.

Vancouver:

Manzella M. The Effect of Leadership Coaching on the Self-Efficacy of New Assistant Principals. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Oct 17]. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/17.

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

Council of Science Editors:

Manzella M. The Effect of Leadership Coaching on the Self-Efficacy of New Assistant Principals. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/17

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


Kennesaw State University

19. Rosario-Regan, Maria. A Case Study for a Broadened Definition of Arts Integration in Instructional Methods.

Degree: Doctor of Education in Educational Leadership for Learning Dissertations, Educational Leadership, 2018, Kennesaw State University

  Arts integration is a research-based strategy that has revealed positive outcomes in student achievement (Catteral,1999). In this study student achievement is described as students… (more)

Subjects/Keywords: inquiry-based learning; arts-integration; risk-taking; student engagement; motivation; self-efficacy; professional learning; Educational Methods

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

APA (6th Edition):

Rosario-Regan, M. (2018). A Case Study for a Broadened Definition of Arts Integration in Instructional Methods. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/educleaddoc_etd/10

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):

Rosario-Regan, Maria. “A Case Study for a Broadened Definition of Arts Integration in Instructional Methods.” 2018. Thesis, Kennesaw State University. Accessed October 17, 2019. https://digitalcommons.kennesaw.edu/educleaddoc_etd/10.

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

MLA Handbook (7th Edition):

Rosario-Regan, Maria. “A Case Study for a Broadened Definition of Arts Integration in Instructional Methods.” 2018. Web. 17 Oct 2019.

Vancouver:

Rosario-Regan M. A Case Study for a Broadened Definition of Arts Integration in Instructional Methods. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Oct 17]. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/10.

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

Council of Science Editors:

Rosario-Regan M. A Case Study for a Broadened Definition of Arts Integration in Instructional Methods. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/10

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


Kennesaw State University

20. Davis, Emily. Coaching for Change: Teacher Perceptions of the Impact of Personalized, Reflective Professional Development.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2019, Kennesaw State University

  Instructional coaching has become a popular form of professional development in schools. Instructional coaches are often teacher leaders with years of classroom experience but… (more)

Subjects/Keywords: coaching; adult learning theory; student-centered learning; reflection; Adult and Continuing Education; Teacher Education and Professional Development

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

APA (6th Edition):

Davis, E. (2019). Coaching for Change: Teacher Perceptions of the Impact of Personalized, Reflective Professional Development. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/35

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):

Davis, Emily. “Coaching for Change: Teacher Perceptions of the Impact of Personalized, Reflective Professional Development.” 2019. Thesis, Kennesaw State University. Accessed October 17, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/35.

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

MLA Handbook (7th Edition):

Davis, Emily. “Coaching for Change: Teacher Perceptions of the Impact of Personalized, Reflective Professional Development.” 2019. Web. 17 Oct 2019.

Vancouver:

Davis E. Coaching for Change: Teacher Perceptions of the Impact of Personalized, Reflective Professional Development. [Internet] [Thesis]. Kennesaw State University; 2019. [cited 2019 Oct 17]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/35.

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

Council of Science Editors:

Davis E. Coaching for Change: Teacher Perceptions of the Impact of Personalized, Reflective Professional Development. [Thesis]. Kennesaw State University; 2019. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/35

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

21. Gammill, Rebecca Leigh. Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2013, Kennesaw State University

  How do mathematics teachers in high performing schools perceive professional learning? Although mathematics teachers often find themselves in a variety of professional learning opportunities… (more)

Subjects/Keywords: professional learning; beliefs; secondary mathematics; high performing schools; Professional Learning Profile; Professional Learning Sequence; Teacher Education and Professional Development

professional learning? Although mathematics teachers often find themselves in a variety of… …professional learning opportunities offered by their schools or school systems, research has narrowly… …focused on mathematics teachers’ behaviors, feedback, or professional learning outcomes within… …professional learning through a multi-site case study. The researcher selected seven mathematics… …professional learning through photographs that were later discussed during Photo Elicitation… 

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

APA (6th Edition):

Gammill, R. L. (2013). Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/578

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):

Gammill, Rebecca Leigh. “Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools.” 2013. Thesis, Kennesaw State University. Accessed October 17, 2019. https://digitalcommons.kennesaw.edu/etd/578.

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

MLA Handbook (7th Edition):

Gammill, Rebecca Leigh. “Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools.” 2013. Web. 17 Oct 2019.

Vancouver:

Gammill RL. Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2019 Oct 17]. Available from: https://digitalcommons.kennesaw.edu/etd/578.

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

Council of Science Editors:

Gammill RL. Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/578

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


University of Vermont

22. Longchamp, Juliette Cavanaugh. The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2017, University of Vermont

  Teacher evaluation is changing in the United States, primarily due to federal policies requiring that measures of student growth be embedded within teacher evaluation… (more)

Subjects/Keywords: Professional Growth; Student Learning Objectives; Teacher Collaboration; Teacher Effectiveness; Teacher Evaluation; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Longchamp, J. C. (2017). The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/734

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):

Longchamp, Juliette Cavanaugh. “The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study.” 2017. Thesis, University of Vermont. Accessed October 17, 2019. https://scholarworks.uvm.edu/graddis/734.

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

MLA Handbook (7th Edition):

Longchamp, Juliette Cavanaugh. “The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study.” 2017. Web. 17 Oct 2019.

Vancouver:

Longchamp JC. The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study. [Internet] [Thesis]. University of Vermont; 2017. [cited 2019 Oct 17]. Available from: https://scholarworks.uvm.edu/graddis/734.

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

Council of Science Editors:

Longchamp JC. The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study. [Thesis]. University of Vermont; 2017. Available from: https://scholarworks.uvm.edu/graddis/734

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


Kennesaw State University

23. Worth, Jody. Sustaining Change Through Individualized Coaching.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2018, Kennesaw State University

  This study reveals educators’ journey through a change process as an innovation was being infused throughout their instructional practices. Traditional professional learning is not… (more)

Subjects/Keywords: sustaining change; individualized coaching; Stages of Concern; learning communities; teacher resistance; Education; Teacher Education and Professional Development

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

APA (6th Edition):

Worth, J. (2018). Sustaining Change Through Individualized Coaching. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/31

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):

Worth, Jody. “Sustaining Change Through Individualized Coaching.” 2018. Thesis, Kennesaw State University. Accessed October 17, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/31.

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

MLA Handbook (7th Edition):

Worth, Jody. “Sustaining Change Through Individualized Coaching.” 2018. Web. 17 Oct 2019.

Vancouver:

Worth J. Sustaining Change Through Individualized Coaching. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Oct 17]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/31.

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

Council of Science Editors:

Worth J. Sustaining Change Through Individualized Coaching. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/31

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


Georgia State University

24. Baiden, Felicia. Critical Conversations: A Social Justice-Driven Professional Learning Community.

Degree: Doctor of Education (EdD), Middle and Secondary Education, 2019, Georgia State University

  The purpose of this qualitative case study was to examine the phenomenon of a social justice-driven professional learning community. This study included 17 P-12… (more)

Subjects/Keywords: professional learning community; social justice; equity; critical conversations; teaching for social justice; critical literacy; multicultural children’s literature

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

APA (6th Edition):

Baiden, F. (2019). Critical Conversations: A Social Justice-Driven Professional Learning Community. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/79

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):

Baiden, Felicia. “Critical Conversations: A Social Justice-Driven Professional Learning Community.” 2019. Thesis, Georgia State University. Accessed October 17, 2019. https://scholarworks.gsu.edu/mse_diss/79.

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

MLA Handbook (7th Edition):

Baiden, Felicia. “Critical Conversations: A Social Justice-Driven Professional Learning Community.” 2019. Web. 17 Oct 2019.

Vancouver:

Baiden F. Critical Conversations: A Social Justice-Driven Professional Learning Community. [Internet] [Thesis]. Georgia State University; 2019. [cited 2019 Oct 17]. Available from: https://scholarworks.gsu.edu/mse_diss/79.

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

Council of Science Editors:

Baiden F. Critical Conversations: A Social Justice-Driven Professional Learning Community. [Thesis]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/mse_diss/79

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


North Carolina State University

25. Crawford, Paula Hickman. Exploring the Development of Teaching Expertise: Novice and Expert Teachers' Reflections upon Professional Development.

Degree: EdD, Adult and Community College Education, 2003, North Carolina State University

 The purpose of this study was to examine novice teachers' (n=7) and expert teachers' (n=7) learning experiences and how these experiences were integrated into the… (more)

Subjects/Keywords: Teacher Expertise; Professional Development; Knowledge Bases; Situated Learning

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APA (6th Edition):

Crawford, P. H. (2003). Exploring the Development of Teaching Expertise: Novice and Expert Teachers' Reflections upon Professional Development. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/4422

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):

Crawford, Paula Hickman. “Exploring the Development of Teaching Expertise: Novice and Expert Teachers' Reflections upon Professional Development.” 2003. Thesis, North Carolina State University. Accessed October 17, 2019. http://www.lib.ncsu.edu/resolver/1840.16/4422.

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

MLA Handbook (7th Edition):

Crawford, Paula Hickman. “Exploring the Development of Teaching Expertise: Novice and Expert Teachers' Reflections upon Professional Development.” 2003. Web. 17 Oct 2019.

Vancouver:

Crawford PH. Exploring the Development of Teaching Expertise: Novice and Expert Teachers' Reflections upon Professional Development. [Internet] [Thesis]. North Carolina State University; 2003. [cited 2019 Oct 17]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4422.

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

Council of Science Editors:

Crawford PH. Exploring the Development of Teaching Expertise: Novice and Expert Teachers' Reflections upon Professional Development. [Thesis]. North Carolina State University; 2003. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4422

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

26. Hardeman, Mark Brandon. Assessing the Status of Professional Learning Opportunities in EARCOS Member Schools.

Degree: EdD, Educational Leadership, 2016, Lehigh University

 The purpose of this study was to assess the extent to which professional development programs within EARCOS member schools are consistent with research-based principles of… (more)

Subjects/Keywords: EARCOS; Professional Development; Professional Learning; Teacher Development; Teacher Learning; Education; Educational Leadership

professional learning, no part of the literature indicated the existence of a developed, consistent… …model of professional development characterized by learning experiences takes place outside of… …development for educators. 21 Active Learning Active learning refers to professional… …highlighted the importance of active learning within professional development programs focused on… …51 Content Validity for the Effectiveness of Professional Development Instrument… 

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

APA (6th Edition):

Hardeman, M. B. (2016). Assessing the Status of Professional Learning Opportunities in EARCOS Member Schools. (Thesis). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2628

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):

Hardeman, Mark Brandon. “Assessing the Status of Professional Learning Opportunities in EARCOS Member Schools.” 2016. Thesis, Lehigh University. Accessed October 17, 2019. https://preserve.lehigh.edu/etd/2628.

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

MLA Handbook (7th Edition):

Hardeman, Mark Brandon. “Assessing the Status of Professional Learning Opportunities in EARCOS Member Schools.” 2016. Web. 17 Oct 2019.

Vancouver:

Hardeman MB. Assessing the Status of Professional Learning Opportunities in EARCOS Member Schools. [Internet] [Thesis]. Lehigh University; 2016. [cited 2019 Oct 17]. Available from: https://preserve.lehigh.edu/etd/2628.

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

Council of Science Editors:

Hardeman MB. Assessing the Status of Professional Learning Opportunities in EARCOS Member Schools. [Thesis]. Lehigh University; 2016. Available from: https://preserve.lehigh.edu/etd/2628

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

27. Giwa, Safurat Anike. Perceptions of Middle School Teachers on the Quality of Professional Development.

Degree: Doctor of Education (EdD), Educational Leadership, 2012, Loyola University Chicago

Professional learning and professional development are the essential tools employed in schools, districts, and universities in order to increase teachers' knowledge and skills. To… (more)

Subjects/Keywords: Middle school teachers; National professional development standards; Professional development; Professional learning community; Standard based teacher education; Teacher Learning; Teacher Education and Professional Development

…76 8. Descriptive Statistics for Learning Forward Professional Standards… …82 ix ABSTRACT Professional learning and professional development are the essential… …school level. This dissertation examines how teacher learning is demonstrated in professional… …their professional development experiences is aligned to the standards of Learning Forward… …professional learning organization. The research study used the Standard Assessment Inventory… 

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

APA (6th Edition):

Giwa, S. A. (2012). Perceptions of Middle School Teachers on the Quality of Professional Development. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/351

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):

Giwa, Safurat Anike. “Perceptions of Middle School Teachers on the Quality of Professional Development.” 2012. Thesis, Loyola University Chicago. Accessed October 17, 2019. https://ecommons.luc.edu/luc_diss/351.

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

MLA Handbook (7th Edition):

Giwa, Safurat Anike. “Perceptions of Middle School Teachers on the Quality of Professional Development.” 2012. Web. 17 Oct 2019.

Vancouver:

Giwa SA. Perceptions of Middle School Teachers on the Quality of Professional Development. [Internet] [Thesis]. Loyola University Chicago; 2012. [cited 2019 Oct 17]. Available from: https://ecommons.luc.edu/luc_diss/351.

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

Council of Science Editors:

Giwa SA. Perceptions of Middle School Teachers on the Quality of Professional Development. [Thesis]. Loyola University Chicago; 2012. Available from: https://ecommons.luc.edu/luc_diss/351

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

28. Custable, Wendy. How Do Professional Learning Communities Foster Strong Career and Technical Education Programs of Study in Illinois Public High Schools?.

Degree: Doctor of Education (EdD), School of Education, 2013, Loyola University Chicago

  This research study examines how Illinois public high school Career and Technical Education educational leaders employ best practices in providing all students rigorous, relevant,… (more)

Subjects/Keywords: Career and Technical Education; Professional Learning Community; Educational Leadership

Professional Learning Community ........................................................... 72… …142 26. Professional Learning Community Level of Progress for Each School… …143 27. Professional Learning Community Level of Progress Rubric… …relevant, and equitable learning experiences within a professional learning community structure… …schools were identified as professional learning community schools, as defined by DuFour, DuFour… 

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

APA (6th Edition):

Custable, W. (2013). How Do Professional Learning Communities Foster Strong Career and Technical Education Programs of Study in Illinois Public High Schools?. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/511

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):

Custable, Wendy. “How Do Professional Learning Communities Foster Strong Career and Technical Education Programs of Study in Illinois Public High Schools?.” 2013. Thesis, Loyola University Chicago. Accessed October 17, 2019. https://ecommons.luc.edu/luc_diss/511.

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

MLA Handbook (7th Edition):

Custable, Wendy. “How Do Professional Learning Communities Foster Strong Career and Technical Education Programs of Study in Illinois Public High Schools?.” 2013. Web. 17 Oct 2019.

Vancouver:

Custable W. How Do Professional Learning Communities Foster Strong Career and Technical Education Programs of Study in Illinois Public High Schools?. [Internet] [Thesis]. Loyola University Chicago; 2013. [cited 2019 Oct 17]. Available from: https://ecommons.luc.edu/luc_diss/511.

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

Council of Science Editors:

Custable W. How Do Professional Learning Communities Foster Strong Career and Technical Education Programs of Study in Illinois Public High Schools?. [Thesis]. Loyola University Chicago; 2013. Available from: https://ecommons.luc.edu/luc_diss/511

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


Loyola University Chicago

29. Shah, Jennifer K. Critical Media Literacy Instruction with Teacher Residents in Urban Catholic Schools: A Comparative Case Study Approach to Implementation and Critical Transformational Learning.

Degree: Doctor of Education (EdD), School of Education, 2017, Loyola University Chicago

  Critical literacy is a cultivated habit that students learn in order to read media texts in their world more consciously. The Catholic context is… (more)

Subjects/Keywords: comparative case study; critical literacy; critical transformational learning; faith-based media literacy; teacher residents; urban catholic schools; Teacher Education and Professional Development

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APA (6th Edition):

Shah, J. K. (2017). Critical Media Literacy Instruction with Teacher Residents in Urban Catholic Schools: A Comparative Case Study Approach to Implementation and Critical Transformational Learning. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2853

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):

Shah, Jennifer K. “Critical Media Literacy Instruction with Teacher Residents in Urban Catholic Schools: A Comparative Case Study Approach to Implementation and Critical Transformational Learning.” 2017. Thesis, Loyola University Chicago. Accessed October 17, 2019. https://ecommons.luc.edu/luc_diss/2853.

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

MLA Handbook (7th Edition):

Shah, Jennifer K. “Critical Media Literacy Instruction with Teacher Residents in Urban Catholic Schools: A Comparative Case Study Approach to Implementation and Critical Transformational Learning.” 2017. Web. 17 Oct 2019.

Vancouver:

Shah JK. Critical Media Literacy Instruction with Teacher Residents in Urban Catholic Schools: A Comparative Case Study Approach to Implementation and Critical Transformational Learning. [Internet] [Thesis]. Loyola University Chicago; 2017. [cited 2019 Oct 17]. Available from: https://ecommons.luc.edu/luc_diss/2853.

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

Council of Science Editors:

Shah JK. Critical Media Literacy Instruction with Teacher Residents in Urban Catholic Schools: A Comparative Case Study Approach to Implementation and Critical Transformational Learning. [Thesis]. Loyola University Chicago; 2017. Available from: https://ecommons.luc.edu/luc_diss/2853

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

30. Keegan, Julia. Teacher Preferences On Technology Use Using the iTEaCH Implementation Model: A Case Study In A Tanzanian Private School.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  To advance both transformative school leadership skills and the use of ICT integration in this school, while aiming to enhance positive school change, this… (more)

Subjects/Keywords: ICT integration; iTEaCH Implentation Model; 21-st century learning; Tanzania; transformative school leadership; teacher preferences; professional development; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Teacher Education and Professional Development

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

APA (6th Edition):

Keegan, J. (2016). Teacher Preferences On Technology Use Using the iTEaCH Implementation Model: A Case Study In A Tanzanian Private School. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/75

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):

Keegan, Julia. “Teacher Preferences On Technology Use Using the iTEaCH Implementation Model: A Case Study In A Tanzanian Private School.” 2016. Thesis, University of New England. Accessed October 17, 2019. https://dune.une.edu/theses/75.

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

MLA Handbook (7th Edition):

Keegan, Julia. “Teacher Preferences On Technology Use Using the iTEaCH Implementation Model: A Case Study In A Tanzanian Private School.” 2016. Web. 17 Oct 2019.

Vancouver:

Keegan J. Teacher Preferences On Technology Use Using the iTEaCH Implementation Model: A Case Study In A Tanzanian Private School. [Internet] [Thesis]. University of New England; 2016. [cited 2019 Oct 17]. Available from: https://dune.une.edu/theses/75.

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

Council of Science Editors:

Keegan J. Teacher Preferences On Technology Use Using the iTEaCH Implementation Model: A Case Study In A Tanzanian Private School. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/75

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

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