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Level: masters

You searched for subject:(professional learning). Showing records 1 – 30 of 174 total matches.

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University of Waikato

1. Tebbutt, Carol Joy. Dialogue, dialogue – Talking our way into leadership: An exploration of the influence of extended professional dialogue on school leaders .

Degree: 2012, University of Waikato

 The complex and multilayered world of the 21st century no longer appears to support the conventional idea of great leadership being the result of the… (more)

Subjects/Keywords: dialogue; professional learning

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APA (6th Edition):

Tebbutt, C. J. (2012). Dialogue, dialogue – Talking our way into leadership: An exploration of the influence of extended professional dialogue on school leaders . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/6514

Chicago Manual of Style (16th Edition):

Tebbutt, Carol Joy. “Dialogue, dialogue – Talking our way into leadership: An exploration of the influence of extended professional dialogue on school leaders .” 2012. Masters Thesis, University of Waikato. Accessed November 15, 2019. http://hdl.handle.net/10289/6514.

MLA Handbook (7th Edition):

Tebbutt, Carol Joy. “Dialogue, dialogue – Talking our way into leadership: An exploration of the influence of extended professional dialogue on school leaders .” 2012. Web. 15 Nov 2019.

Vancouver:

Tebbutt CJ. Dialogue, dialogue – Talking our way into leadership: An exploration of the influence of extended professional dialogue on school leaders . [Internet] [Masters thesis]. University of Waikato; 2012. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10289/6514.

Council of Science Editors:

Tebbutt CJ. Dialogue, dialogue – Talking our way into leadership: An exploration of the influence of extended professional dialogue on school leaders . [Masters Thesis]. University of Waikato; 2012. Available from: http://hdl.handle.net/10289/6514


Open Universiteit Nederland

2. Bartelts-Schilt, Marleen. Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren .

Degree: 2015, Open Universiteit Nederland

 Bekwame leraren, die zich professioneel willen ontwikkelen en willen bijdragen aan innovatie zijn onontbeerlijk voor kwalitatief hoogwaardig onderwijs. Het onderwijs moet zich immers continu aanpassen… (more)

Subjects/Keywords: motivation; learning networks; professional development

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APA (6th Edition):

Bartelts-Schilt, M. (2015). Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren . (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/6273

Chicago Manual of Style (16th Edition):

Bartelts-Schilt, Marleen. “Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren .” 2015. Masters Thesis, Open Universiteit Nederland. Accessed November 15, 2019. http://hdl.handle.net/1820/6273.

MLA Handbook (7th Edition):

Bartelts-Schilt, Marleen. “Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren .” 2015. Web. 15 Nov 2019.

Vancouver:

Bartelts-Schilt M. Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren . [Internet] [Masters thesis]. Open Universiteit Nederland; 2015. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/1820/6273.

Council of Science Editors:

Bartelts-Schilt M. Sturen op Optimale Motivatie in Leernetwerken voor Professioneel Leren . [Masters Thesis]. Open Universiteit Nederland; 2015. Available from: http://hdl.handle.net/1820/6273


Victoria University of Wellington

3. Grundy, Jeannette. What Counts in the Development of Teachers' Learning Conversations?: a Case Study of a Group of New Zealand Educators Working Together to Improve Learning Outcomes for Students in Year 9 Classes.

Degree: 2010, Victoria University of Wellington

 This research was undertaken in a New Zealand secondary school. Using case study methodology, it examines teachers' learning conversations as they work together in a… (more)

Subjects/Keywords: Learning; Communication in education; Professional development; Learning Conversations; Professional education

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APA (6th Edition):

Grundy, J. (2010). What Counts in the Development of Teachers' Learning Conversations?: a Case Study of a Group of New Zealand Educators Working Together to Improve Learning Outcomes for Students in Year 9 Classes. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1395

Chicago Manual of Style (16th Edition):

Grundy, Jeannette. “What Counts in the Development of Teachers' Learning Conversations?: a Case Study of a Group of New Zealand Educators Working Together to Improve Learning Outcomes for Students in Year 9 Classes.” 2010. Masters Thesis, Victoria University of Wellington. Accessed November 15, 2019. http://hdl.handle.net/10063/1395.

MLA Handbook (7th Edition):

Grundy, Jeannette. “What Counts in the Development of Teachers' Learning Conversations?: a Case Study of a Group of New Zealand Educators Working Together to Improve Learning Outcomes for Students in Year 9 Classes.” 2010. Web. 15 Nov 2019.

Vancouver:

Grundy J. What Counts in the Development of Teachers' Learning Conversations?: a Case Study of a Group of New Zealand Educators Working Together to Improve Learning Outcomes for Students in Year 9 Classes. [Internet] [Masters thesis]. Victoria University of Wellington; 2010. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10063/1395.

Council of Science Editors:

Grundy J. What Counts in the Development of Teachers' Learning Conversations?: a Case Study of a Group of New Zealand Educators Working Together to Improve Learning Outcomes for Students in Year 9 Classes. [Masters Thesis]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1395


University of Victoria

4. Kraig, Charlie. Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners.

Degree: Dept. of Educational Psychology and Leadership Studies, 2013, University of Victoria

 This thesis explores the notion of teachers as adult learners, the professional development and professional learning available to them, and a space where these ideas… (more)

Subjects/Keywords: teacher learning; professional development; adult learner; professional learning

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APA (6th Edition):

Kraig, C. (2013). Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/4895

Chicago Manual of Style (16th Edition):

Kraig, Charlie. “Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners.” 2013. Masters Thesis, University of Victoria. Accessed November 15, 2019. http://hdl.handle.net/1828/4895.

MLA Handbook (7th Edition):

Kraig, Charlie. “Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners.” 2013. Web. 15 Nov 2019.

Vancouver:

Kraig C. Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners. [Internet] [Masters thesis]. University of Victoria; 2013. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/1828/4895.

Council of Science Editors:

Kraig C. Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners. [Masters Thesis]. University of Victoria; 2013. Available from: http://hdl.handle.net/1828/4895


University of Toronto

5. Macchione, Elizabeth Jacqueline. Searching Out Loud Together: Reflections from a Faculty Learning Circle.

Degree: 2014, University of Toronto

This qualitative study explored the experiences and reflections of nine part-time and newly hired College educators who agreed to participate in the development of a… (more)

Subjects/Keywords: College educators; faculty learning circles; professional development; professional learning; 0515

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APA (6th Edition):

Macchione, E. J. (2014). Searching Out Loud Together: Reflections from a Faculty Learning Circle. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/67878

Chicago Manual of Style (16th Edition):

Macchione, Elizabeth Jacqueline. “Searching Out Loud Together: Reflections from a Faculty Learning Circle.” 2014. Masters Thesis, University of Toronto. Accessed November 15, 2019. http://hdl.handle.net/1807/67878.

MLA Handbook (7th Edition):

Macchione, Elizabeth Jacqueline. “Searching Out Loud Together: Reflections from a Faculty Learning Circle.” 2014. Web. 15 Nov 2019.

Vancouver:

Macchione EJ. Searching Out Loud Together: Reflections from a Faculty Learning Circle. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/1807/67878.

Council of Science Editors:

Macchione EJ. Searching Out Loud Together: Reflections from a Faculty Learning Circle. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/67878

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Power, Kelly-Ann K. “Professional Learning on Twitter: A content analysis of professional learning conversations among self-organized groups of educators.” 2013. Masters Thesis, National Library of Canada. Accessed November 15, 2019. http://scholar.uwindsor.ca/etd/4900.

MLA Handbook (7th Edition):

Power, Kelly-Ann K. “Professional Learning on Twitter: A content analysis of professional learning conversations among self-organized groups of educators.” 2013. Web. 15 Nov 2019.

Vancouver:

Power KK. Professional Learning on Twitter: A content analysis of professional learning conversations among self-organized groups of educators. [Internet] [Masters thesis]. National Library of Canada; 2013. [cited 2019 Nov 15]. Available from: http://scholar.uwindsor.ca/etd/4900.

Council of Science Editors:

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


Universiteit Utrecht

7. Tompazi, K. Teachers' Professional Development of IBL skills in science through PRIMAS project.

Degree: 2014, Universiteit Utrecht

 Inquiry-based learning (IBL) promotes student learning and the development of competencies like self-directed learning and exploring new knowledge areas. Unfortunately, many teachers lack experience in… (more)

Subjects/Keywords: Inquiry-based learning; Professional Development; teaching practices

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APA (6th Edition):

Tompazi, K. (2014). Teachers' Professional Development of IBL skills in science through PRIMAS project. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/298074

Chicago Manual of Style (16th Edition):

Tompazi, K. “Teachers' Professional Development of IBL skills in science through PRIMAS project.” 2014. Masters Thesis, Universiteit Utrecht. Accessed November 15, 2019. http://dspace.library.uu.nl:8080/handle/1874/298074.

MLA Handbook (7th Edition):

Tompazi, K. “Teachers' Professional Development of IBL skills in science through PRIMAS project.” 2014. Web. 15 Nov 2019.

Vancouver:

Tompazi K. Teachers' Professional Development of IBL skills in science through PRIMAS project. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2019 Nov 15]. Available from: http://dspace.library.uu.nl:8080/handle/1874/298074.

Council of Science Editors:

Tompazi K. Teachers' Professional Development of IBL skills in science through PRIMAS project. [Masters Thesis]. Universiteit Utrecht; 2014. Available from: http://dspace.library.uu.nl:8080/handle/1874/298074


University of Pretoria

8. Mbowane, Clement Kapase. Exploring the educational significance of science fairs for high school science teachers.

Degree: MEd, Humanities Education, 2017, University of Pretoria

 In this study, the researcher sought to understand why teachers of Physical Sciences participate in the South African 'Eskom Expo for Young Scientists'. This was… (more)

Subjects/Keywords: UCTD; Educational significance; Inquiry based learning; Professional Identity; Professional Development

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APA (6th Edition):

Mbowane, C. (2017). Exploring the educational significance of science fairs for high school science teachers. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60958

Chicago Manual of Style (16th Edition):

Mbowane, Clement. “Exploring the educational significance of science fairs for high school science teachers.” 2017. Masters Thesis, University of Pretoria. Accessed November 15, 2019. http://hdl.handle.net/2263/60958.

MLA Handbook (7th Edition):

Mbowane, Clement. “Exploring the educational significance of science fairs for high school science teachers.” 2017. Web. 15 Nov 2019.

Vancouver:

Mbowane C. Exploring the educational significance of science fairs for high school science teachers. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/2263/60958.

Council of Science Editors:

Mbowane C. Exploring the educational significance of science fairs for high school science teachers. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60958


Universiteit Utrecht

9. Zanger, W.J. de. Nooit te oud om te leren! Een onderzoek naar de na- en bijscholing van het artistiek kader binnen de amateurpodiumkunsten in Nederland.

Degree: 2011, Universiteit Utrecht

 Een inventarisatieonderzoek naar het huidige aanbod en de behoeftes op het gebied van na- en bijscholing voor het artistiek kader binnen de amateurpodiumkunsten in Nederland.… (more)

Subjects/Keywords: Nascholing; bijscholing; artistiek kader; professional; semi-professional; amateurkunst; kunstenaar; Lifelong Learning.

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APA (6th Edition):

Zanger, W. J. d. (2011). Nooit te oud om te leren! Een onderzoek naar de na- en bijscholing van het artistiek kader binnen de amateurpodiumkunsten in Nederland. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/204768

Chicago Manual of Style (16th Edition):

Zanger, W J de. “Nooit te oud om te leren! Een onderzoek naar de na- en bijscholing van het artistiek kader binnen de amateurpodiumkunsten in Nederland.” 2011. Masters Thesis, Universiteit Utrecht. Accessed November 15, 2019. http://dspace.library.uu.nl:8080/handle/1874/204768.

MLA Handbook (7th Edition):

Zanger, W J de. “Nooit te oud om te leren! Een onderzoek naar de na- en bijscholing van het artistiek kader binnen de amateurpodiumkunsten in Nederland.” 2011. Web. 15 Nov 2019.

Vancouver:

Zanger WJd. Nooit te oud om te leren! Een onderzoek naar de na- en bijscholing van het artistiek kader binnen de amateurpodiumkunsten in Nederland. [Internet] [Masters thesis]. Universiteit Utrecht; 2011. [cited 2019 Nov 15]. Available from: http://dspace.library.uu.nl:8080/handle/1874/204768.

Council of Science Editors:

Zanger WJd. Nooit te oud om te leren! Een onderzoek naar de na- en bijscholing van het artistiek kader binnen de amateurpodiumkunsten in Nederland. [Masters Thesis]. Universiteit Utrecht; 2011. Available from: http://dspace.library.uu.nl:8080/handle/1874/204768


Universiteit Utrecht

10. Geerling, J. De Centrale Opleidingscommissie als Professional Learning Community.

Degree: 2016, Universiteit Utrecht

 Onze snel veranderende samenleving noodzaakt organisaties en professionals continue te blijven leren en meegroeien. Mensen leren niet alleen tijdens opleidingen en trainingen, maar juist ook… (more)

Subjects/Keywords: Professional Learning Community; Centrale Opleidingscommissie; Professional Development; Samenwerkend leren; Medische vervolgopleidingen

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APA (6th Edition):

Geerling, J. (2016). De Centrale Opleidingscommissie als Professional Learning Community. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/328804

Chicago Manual of Style (16th Edition):

Geerling, J. “De Centrale Opleidingscommissie als Professional Learning Community.” 2016. Masters Thesis, Universiteit Utrecht. Accessed November 15, 2019. http://dspace.library.uu.nl:8080/handle/1874/328804.

MLA Handbook (7th Edition):

Geerling, J. “De Centrale Opleidingscommissie als Professional Learning Community.” 2016. Web. 15 Nov 2019.

Vancouver:

Geerling J. De Centrale Opleidingscommissie als Professional Learning Community. [Internet] [Masters thesis]. Universiteit Utrecht; 2016. [cited 2019 Nov 15]. Available from: http://dspace.library.uu.nl:8080/handle/1874/328804.

Council of Science Editors:

Geerling J. De Centrale Opleidingscommissie als Professional Learning Community. [Masters Thesis]. Universiteit Utrecht; 2016. Available from: http://dspace.library.uu.nl:8080/handle/1874/328804


University of Waikato

11. Capili-Balbalin, Wenefe. The Development of Professional Learning Communities (PLCs) in the Philippines: Roles and Views of Secondary School Principals .

Degree: 2017, University of Waikato

 It is widely recognised that principals play an indispensable role in the professional development of teachers in schools. In the Philippines, principals encourage teachers to… (more)

Subjects/Keywords: Professional learning communities; professional development; school reform; principal leadership; teacher leadership

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APA (6th Edition):

Capili-Balbalin, W. (2017). The Development of Professional Learning Communities (PLCs) in the Philippines: Roles and Views of Secondary School Principals . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/11327

Chicago Manual of Style (16th Edition):

Capili-Balbalin, Wenefe. “The Development of Professional Learning Communities (PLCs) in the Philippines: Roles and Views of Secondary School Principals .” 2017. Masters Thesis, University of Waikato. Accessed November 15, 2019. http://hdl.handle.net/10289/11327.

MLA Handbook (7th Edition):

Capili-Balbalin, Wenefe. “The Development of Professional Learning Communities (PLCs) in the Philippines: Roles and Views of Secondary School Principals .” 2017. Web. 15 Nov 2019.

Vancouver:

Capili-Balbalin W. The Development of Professional Learning Communities (PLCs) in the Philippines: Roles and Views of Secondary School Principals . [Internet] [Masters thesis]. University of Waikato; 2017. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10289/11327.

Council of Science Editors:

Capili-Balbalin W. The Development of Professional Learning Communities (PLCs) in the Philippines: Roles and Views of Secondary School Principals . [Masters Thesis]. University of Waikato; 2017. Available from: http://hdl.handle.net/10289/11327


University of Waikato

12. Ahlawat, Gautam. Participatory Action Research (PAR) as a Professional Learning Community (PLC) strategy for Secondary School Teacher Professional Development (PD) .

Degree: 2015, University of Waikato

 Participatory action research (PAR) was used to investigate the effect of a purposeful and sustained professional learning community (PLC) on teacher professional development (PD) in… (more)

Subjects/Keywords: Participatory Action Research; Professional Learning Community; Professional Development; PAR as pedagogy

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APA (6th Edition):

Ahlawat, G. (2015). Participatory Action Research (PAR) as a Professional Learning Community (PLC) strategy for Secondary School Teacher Professional Development (PD) . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/10292

Chicago Manual of Style (16th Edition):

Ahlawat, Gautam. “Participatory Action Research (PAR) as a Professional Learning Community (PLC) strategy for Secondary School Teacher Professional Development (PD) .” 2015. Masters Thesis, University of Waikato. Accessed November 15, 2019. http://hdl.handle.net/10289/10292.

MLA Handbook (7th Edition):

Ahlawat, Gautam. “Participatory Action Research (PAR) as a Professional Learning Community (PLC) strategy for Secondary School Teacher Professional Development (PD) .” 2015. Web. 15 Nov 2019.

Vancouver:

Ahlawat G. Participatory Action Research (PAR) as a Professional Learning Community (PLC) strategy for Secondary School Teacher Professional Development (PD) . [Internet] [Masters thesis]. University of Waikato; 2015. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10289/10292.

Council of Science Editors:

Ahlawat G. Participatory Action Research (PAR) as a Professional Learning Community (PLC) strategy for Secondary School Teacher Professional Development (PD) . [Masters Thesis]. University of Waikato; 2015. Available from: http://hdl.handle.net/10289/10292


University of South Africa

13. Cunze, Magdalena Johanna. Student nurses’ perceptions of professional nurses as role models in the clinical learning environment.

Degree: 2016, University of South Africa

 This study explores and describes the perceptions of student nurses regarding professional nurses as role models in the clinical learning environment. An exploratory-descriptive qualitative approach… (more)

Subjects/Keywords: Clinical learning environment; Professional development; Professional nurse; Role model; Student nurses

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APA (6th Edition):

Cunze, M. J. (2016). Student nurses’ perceptions of professional nurses as role models in the clinical learning environment. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/22264

Chicago Manual of Style (16th Edition):

Cunze, Magdalena Johanna. “Student nurses’ perceptions of professional nurses as role models in the clinical learning environment.” 2016. Masters Thesis, University of South Africa. Accessed November 15, 2019. http://hdl.handle.net/10500/22264.

MLA Handbook (7th Edition):

Cunze, Magdalena Johanna. “Student nurses’ perceptions of professional nurses as role models in the clinical learning environment.” 2016. Web. 15 Nov 2019.

Vancouver:

Cunze MJ. Student nurses’ perceptions of professional nurses as role models in the clinical learning environment. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10500/22264.

Council of Science Editors:

Cunze MJ. Student nurses’ perceptions of professional nurses as role models in the clinical learning environment. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22264


Western Kentucky University

14. Payne, Jettie Pearl. Professional Development and Its Influence on Teacher Practice and Student Achievement.

Degree: Specialist in Education, School of Teacher Education, 2018, Western Kentucky University

  This paper examines the characteristics of effective professional development (PD). It discusses the change process in a system and how it applies to an… (more)

Subjects/Keywords: authentic; effective professional learning; Teacher Education and Professional Development

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APA (6th Edition):

Payne, J. P. (2018). Professional Development and Its Influence on Teacher Practice and Student Achievement. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/3064

Chicago Manual of Style (16th Edition):

Payne, Jettie Pearl. “Professional Development and Its Influence on Teacher Practice and Student Achievement.” 2018. Masters Thesis, Western Kentucky University. Accessed November 15, 2019. https://digitalcommons.wku.edu/theses/3064.

MLA Handbook (7th Edition):

Payne, Jettie Pearl. “Professional Development and Its Influence on Teacher Practice and Student Achievement.” 2018. Web. 15 Nov 2019.

Vancouver:

Payne JP. Professional Development and Its Influence on Teacher Practice and Student Achievement. [Internet] [Masters thesis]. Western Kentucky University; 2018. [cited 2019 Nov 15]. Available from: https://digitalcommons.wku.edu/theses/3064.

Council of Science Editors:

Payne JP. Professional Development and Its Influence on Teacher Practice and Student Achievement. [Masters Thesis]. Western Kentucky University; 2018. Available from: https://digitalcommons.wku.edu/theses/3064


University of Iowa

15. Deignan, Ryan P. K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study.

Degree: MA, Music, 2017, University of Iowa

  The purpose of this study was to measure the quantity, quality, and types of collaboration amongst K-12 music teachers in the state of Iowa.… (more)

Subjects/Keywords: cooperative learning; co-teaching; peer observation; professional development; professional learning community; teacher collaboration; Music

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APA (6th Edition):

Deignan, R. P. (2017). K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study. (Masters Thesis). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/5928

Chicago Manual of Style (16th Edition):

Deignan, Ryan P. “K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study.” 2017. Masters Thesis, University of Iowa. Accessed November 15, 2019. https://ir.uiowa.edu/etd/5928.

MLA Handbook (7th Edition):

Deignan, Ryan P. “K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study.” 2017. Web. 15 Nov 2019.

Vancouver:

Deignan RP. K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study. [Internet] [Masters thesis]. University of Iowa; 2017. [cited 2019 Nov 15]. Available from: https://ir.uiowa.edu/etd/5928.

Council of Science Editors:

Deignan RP. K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study. [Masters Thesis]. University of Iowa; 2017. Available from: https://ir.uiowa.edu/etd/5928


Victoria University of Wellington

16. Denee, Rachel. Distributed leadership for professional learning: Effective leadership practices in early childhood education.

Degree: 2017, Victoria University of Wellington

 In Aotearoa New Zealand, leadership within the early childhood education (ECE) sector is both positionally assigned and a required practice of all teachers. Within this… (more)

Subjects/Keywords: Leadership; Professional learning and development; Early childhood education; ECE; Learning

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APA (6th Edition):

Denee, R. (2017). Distributed leadership for professional learning: Effective leadership practices in early childhood education. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6566

Chicago Manual of Style (16th Edition):

Denee, Rachel. “Distributed leadership for professional learning: Effective leadership practices in early childhood education.” 2017. Masters Thesis, Victoria University of Wellington. Accessed November 15, 2019. http://hdl.handle.net/10063/6566.

MLA Handbook (7th Edition):

Denee, Rachel. “Distributed leadership for professional learning: Effective leadership practices in early childhood education.” 2017. Web. 15 Nov 2019.

Vancouver:

Denee R. Distributed leadership for professional learning: Effective leadership practices in early childhood education. [Internet] [Masters thesis]. Victoria University of Wellington; 2017. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10063/6566.

Council of Science Editors:

Denee R. Distributed leadership for professional learning: Effective leadership practices in early childhood education. [Masters Thesis]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6566


University of Waikato

17. Stensness, Angela Dorothy. Professional learning in mathematics with primary-trained teachers: A flipped approach .

Degree: 2018, University of Waikato

 Teachers of mathematics in New Zealand are critical to the success of their students. In order for teachers to improve student outcomes, it is important… (more)

Subjects/Keywords: Professional Learning; Mathematics Education; Teaching; Flipped Learning; Primary-Trained

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APA (6th Edition):

Stensness, A. D. (2018). Professional learning in mathematics with primary-trained teachers: A flipped approach . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/12200

Chicago Manual of Style (16th Edition):

Stensness, Angela Dorothy. “Professional learning in mathematics with primary-trained teachers: A flipped approach .” 2018. Masters Thesis, University of Waikato. Accessed November 15, 2019. http://hdl.handle.net/10289/12200.

MLA Handbook (7th Edition):

Stensness, Angela Dorothy. “Professional learning in mathematics with primary-trained teachers: A flipped approach .” 2018. Web. 15 Nov 2019.

Vancouver:

Stensness AD. Professional learning in mathematics with primary-trained teachers: A flipped approach . [Internet] [Masters thesis]. University of Waikato; 2018. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10289/12200.

Council of Science Editors:

Stensness AD. Professional learning in mathematics with primary-trained teachers: A flipped approach . [Masters Thesis]. University of Waikato; 2018. Available from: http://hdl.handle.net/10289/12200


University of Waikato

18. Woodward, Phillipa Jean. A Changing Perspective: leading and learning in new ways .

Degree: 2016, University of Waikato

 Schools are learning places, tasked with providing rich, meaningful and diverse learning experiences for all of its’ learners. Educational leaders are facing increasing challenges and… (more)

Subjects/Keywords: Adult Developmental Theory; Leading Learning; Professional Learning; Adaptive Leadership

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APA (6th Edition):

Woodward, P. J. (2016). A Changing Perspective: leading and learning in new ways . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/10595

Chicago Manual of Style (16th Edition):

Woodward, Phillipa Jean. “A Changing Perspective: leading and learning in new ways .” 2016. Masters Thesis, University of Waikato. Accessed November 15, 2019. http://hdl.handle.net/10289/10595.

MLA Handbook (7th Edition):

Woodward, Phillipa Jean. “A Changing Perspective: leading and learning in new ways .” 2016. Web. 15 Nov 2019.

Vancouver:

Woodward PJ. A Changing Perspective: leading and learning in new ways . [Internet] [Masters thesis]. University of Waikato; 2016. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10289/10595.

Council of Science Editors:

Woodward PJ. A Changing Perspective: leading and learning in new ways . [Masters Thesis]. University of Waikato; 2016. Available from: http://hdl.handle.net/10289/10595


University of Victoria

19. Hamer, Melissa. “I can be there one day”: learning and leadership development in a community of self-identified women in technology.

Degree: Department of Curriculum and Instruction, 2019, University of Victoria

 Women’s underrepresentation in the technology industry is a relevant and timely issue. The increasing use of technology and its expansion into our daily lives demand… (more)

Subjects/Keywords: community; women; technology; leadership; learning; professional development; collective learning

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APA (6th Edition):

Hamer, M. (2019). “I can be there one day”: learning and leadership development in a community of self-identified women in technology. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/11113

Chicago Manual of Style (16th Edition):

Hamer, Melissa. ““I can be there one day”: learning and leadership development in a community of self-identified women in technology.” 2019. Masters Thesis, University of Victoria. Accessed November 15, 2019. http://hdl.handle.net/1828/11113.

MLA Handbook (7th Edition):

Hamer, Melissa. ““I can be there one day”: learning and leadership development in a community of self-identified women in technology.” 2019. Web. 15 Nov 2019.

Vancouver:

Hamer M. “I can be there one day”: learning and leadership development in a community of self-identified women in technology. [Internet] [Masters thesis]. University of Victoria; 2019. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/1828/11113.

Council of Science Editors:

Hamer M. “I can be there one day”: learning and leadership development in a community of self-identified women in technology. [Masters Thesis]. University of Victoria; 2019. Available from: http://hdl.handle.net/1828/11113


University of Melbourne

20. Allen, Janette Marion. Ticking boxes, kicking goals: teacher perceptions of their professional learning within the 2014 Victorian performance and development process.

Degree: 2016, University of Melbourne

 Australian performance and development processes have been viewed by teachers as having little impact on their teaching and were mainly fulfilled out of compliance, according… (more)

Subjects/Keywords: teacher professional learning; performance and development; Australian Professional Standards for Teachers; narrative inquiry; Positioning Theory

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APA (6th Edition):

Allen, J. M. (2016). Ticking boxes, kicking goals: teacher perceptions of their professional learning within the 2014 Victorian performance and development process. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/129128

Chicago Manual of Style (16th Edition):

Allen, Janette Marion. “Ticking boxes, kicking goals: teacher perceptions of their professional learning within the 2014 Victorian performance and development process.” 2016. Masters Thesis, University of Melbourne. Accessed November 15, 2019. http://hdl.handle.net/11343/129128.

MLA Handbook (7th Edition):

Allen, Janette Marion. “Ticking boxes, kicking goals: teacher perceptions of their professional learning within the 2014 Victorian performance and development process.” 2016. Web. 15 Nov 2019.

Vancouver:

Allen JM. Ticking boxes, kicking goals: teacher perceptions of their professional learning within the 2014 Victorian performance and development process. [Internet] [Masters thesis]. University of Melbourne; 2016. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/11343/129128.

Council of Science Editors:

Allen JM. Ticking boxes, kicking goals: teacher perceptions of their professional learning within the 2014 Victorian performance and development process. [Masters Thesis]. University of Melbourne; 2016. Available from: http://hdl.handle.net/11343/129128


University of Toronto

21. Ferreyro Mazieres, Sofia Lorena. Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals.

Degree: 2016, University of Toronto

This study examined how elementary teachers identified and set specific goals to improve their mathematics teaching using the framework of the Ten Dimensions of Mathematics… (more)

Subjects/Keywords: Elementary Teachers; Professional Development; Professional Learning Goals; Teacher Beliefs; Teacher Goals; Teaching Mathematics; 0515

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APA (6th Edition):

Ferreyro Mazieres, S. L. (2016). Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/72685

Chicago Manual of Style (16th Edition):

Ferreyro Mazieres, Sofia Lorena. “Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals.” 2016. Masters Thesis, University of Toronto. Accessed November 15, 2019. http://hdl.handle.net/1807/72685.

MLA Handbook (7th Edition):

Ferreyro Mazieres, Sofia Lorena. “Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals.” 2016. Web. 15 Nov 2019.

Vancouver:

Ferreyro Mazieres SL. Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/1807/72685.

Council of Science Editors:

Ferreyro Mazieres SL. Elementary School Teachers' Attitudes Towards Teaching Mathematics and their Professional Learning Goals. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/72685


University of Pretoria

22. Chabedi, Moleboge Antonia. The mentoring role of unit managers in a clinical psychiatric setting.

Degree: Nursing Science, 2011, University of Pretoria

 The concept ‘mentoring’ in nursing is not a new concept as such and has probably been used in a variety of situations and given many… (more)

Subjects/Keywords: Psychiatric clinical learning environment; Clinical skills; Student nurses; Unit managers; Managers; Professional learning; Healthcare; UCTD

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APA (6th Edition):

Chabedi, M. (2011). The mentoring role of unit managers in a clinical psychiatric setting. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25748

Chicago Manual of Style (16th Edition):

Chabedi, Moleboge. “The mentoring role of unit managers in a clinical psychiatric setting.” 2011. Masters Thesis, University of Pretoria. Accessed November 15, 2019. http://hdl.handle.net/2263/25748.

MLA Handbook (7th Edition):

Chabedi, Moleboge. “The mentoring role of unit managers in a clinical psychiatric setting.” 2011. Web. 15 Nov 2019.

Vancouver:

Chabedi M. The mentoring role of unit managers in a clinical psychiatric setting. [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/2263/25748.

Council of Science Editors:

Chabedi M. The mentoring role of unit managers in a clinical psychiatric setting. [Masters Thesis]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/25748


California State University – Sacramento

23. Shelton, Penelope R. Improving science achievement through teacher collaboration of effective teaching and assessment practices.

Degree: MA, Education (Educational Leadership and Policy Studies, 2011, California State University – Sacramento

 In an article published in Science Education, the author categorizes the need for science education in the ???macro-argument??? and ???micro-argument??? (Laugksch, 2000). The micro-level argument… (more)

Subjects/Keywords: Professional learning communities; Teacher efficacy; California state science standards; Learning goals; CST testing; Science literacy

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APA (6th Edition):

Shelton, P. R. (2011). Improving science achievement through teacher collaboration of effective teaching and assessment practices. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/950

Chicago Manual of Style (16th Edition):

Shelton, Penelope R. “Improving science achievement through teacher collaboration of effective teaching and assessment practices.” 2011. Masters Thesis, California State University – Sacramento. Accessed November 15, 2019. http://hdl.handle.net/10211.9/950.

MLA Handbook (7th Edition):

Shelton, Penelope R. “Improving science achievement through teacher collaboration of effective teaching and assessment practices.” 2011. Web. 15 Nov 2019.

Vancouver:

Shelton PR. Improving science achievement through teacher collaboration of effective teaching and assessment practices. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10211.9/950.

Council of Science Editors:

Shelton PR. Improving science achievement through teacher collaboration of effective teaching and assessment practices. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/950


University of Pretoria

24. [No author]. The mentoring role of unit managers in a clinical psychiatric setting .

Degree: 2011, University of Pretoria

 The concept ‘mentoring’ in nursing is not a new concept as such and has probably been used in a variety of situations and given many… (more)

Subjects/Keywords: Psychiatric clinical learning environment; Clinical skills; Student nurses; Unit managers; Managers; Professional learning; Healthcare; UCTD

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APA (6th Edition):

author], [. (2011). The mentoring role of unit managers in a clinical psychiatric setting . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-06222011-150441/

Chicago Manual of Style (16th Edition):

author], [No. “The mentoring role of unit managers in a clinical psychiatric setting .” 2011. Masters Thesis, University of Pretoria. Accessed November 15, 2019. http://upetd.up.ac.za/thesis/available/etd-06222011-150441/.

MLA Handbook (7th Edition):

author], [No. “The mentoring role of unit managers in a clinical psychiatric setting .” 2011. Web. 15 Nov 2019.

Vancouver:

author] [. The mentoring role of unit managers in a clinical psychiatric setting . [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2019 Nov 15]. Available from: http://upetd.up.ac.za/thesis/available/etd-06222011-150441/.

Council of Science Editors:

author] [. The mentoring role of unit managers in a clinical psychiatric setting . [Masters Thesis]. University of Pretoria; 2011. Available from: http://upetd.up.ac.za/thesis/available/etd-06222011-150441/


University of Hawaii – Manoa

25. Ogawa, Michael-Brian Chosaku. The Role of School Librarians in Establishing and Facilitating Professional Learning Communities.

Degree: MS, 2015, University of Hawaii – Manoa

Professional development for educators in K-12 schools has traditionally been one-shot workshops that were not built into their work (Darling-Hammond, 1996). Therefore, many educators have… (more)

Subjects/Keywords: Teacher-librarians; Learning communities; Librarians & teachers; Professional learning communities; Librarian-teacher cooperation; School librarians

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APA (6th Edition):

Ogawa, M. C. (2015). The Role of School Librarians in Establishing and Facilitating Professional Learning Communities. (Masters Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/35847

Chicago Manual of Style (16th Edition):

Ogawa, Michael-Brian Chosaku. “The Role of School Librarians in Establishing and Facilitating Professional Learning Communities.” 2015. Masters Thesis, University of Hawaii – Manoa. Accessed November 15, 2019. http://hdl.handle.net/10125/35847.

MLA Handbook (7th Edition):

Ogawa, Michael-Brian Chosaku. “The Role of School Librarians in Establishing and Facilitating Professional Learning Communities.” 2015. Web. 15 Nov 2019.

Vancouver:

Ogawa MC. The Role of School Librarians in Establishing and Facilitating Professional Learning Communities. [Internet] [Masters thesis]. University of Hawaii – Manoa; 2015. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10125/35847.

Council of Science Editors:

Ogawa MC. The Role of School Librarians in Establishing and Facilitating Professional Learning Communities. [Masters Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/35847


University of Waikato

26. Krishnamoorthy, Rajalakshmi. A case study of Whangaparaoa College: a transformative learning organisation in the making? .

Degree: 2009, University of Waikato

 The concept of a learning organisation is relatively new to schools and educational institutions in New Zealand. Understanding educational institutions as learning organisations can enable… (more)

Subjects/Keywords: Learning organisations; transformational leadership; innovation; learning communities; team work; collegiality; vision; not static; professional development

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APA (6th Edition):

Krishnamoorthy, R. (2009). A case study of Whangaparaoa College: a transformative learning organisation in the making? . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/4293

Chicago Manual of Style (16th Edition):

Krishnamoorthy, Rajalakshmi. “A case study of Whangaparaoa College: a transformative learning organisation in the making? .” 2009. Masters Thesis, University of Waikato. Accessed November 15, 2019. http://hdl.handle.net/10289/4293.

MLA Handbook (7th Edition):

Krishnamoorthy, Rajalakshmi. “A case study of Whangaparaoa College: a transformative learning organisation in the making? .” 2009. Web. 15 Nov 2019.

Vancouver:

Krishnamoorthy R. A case study of Whangaparaoa College: a transformative learning organisation in the making? . [Internet] [Masters thesis]. University of Waikato; 2009. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10289/4293.

Council of Science Editors:

Krishnamoorthy R. A case study of Whangaparaoa College: a transformative learning organisation in the making? . [Masters Thesis]. University of Waikato; 2009. Available from: http://hdl.handle.net/10289/4293


University of South Africa

27. Onyango, Damaris Auma. Nurses' perception of continuing professional development in a public health care facility in Kisumu, Kenya .

Degree: 2013, University of South Africa

 The purpose of this study was to explore the practices, perceptions and needs of nurses in relation to their participation in continuing professional development. A… (more)

Subjects/Keywords: Continuing professional development; Practice; Perception; Needs; Adult learning; Knowles’ Adult Learning Theory

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APA (6th Edition):

Onyango, D. A. (2013). Nurses' perception of continuing professional development in a public health care facility in Kisumu, Kenya . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/8910

Chicago Manual of Style (16th Edition):

Onyango, Damaris Auma. “Nurses' perception of continuing professional development in a public health care facility in Kisumu, Kenya .” 2013. Masters Thesis, University of South Africa. Accessed November 15, 2019. http://hdl.handle.net/10500/8910.

MLA Handbook (7th Edition):

Onyango, Damaris Auma. “Nurses' perception of continuing professional development in a public health care facility in Kisumu, Kenya .” 2013. Web. 15 Nov 2019.

Vancouver:

Onyango DA. Nurses' perception of continuing professional development in a public health care facility in Kisumu, Kenya . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10500/8910.

Council of Science Editors:

Onyango DA. Nurses' perception of continuing professional development in a public health care facility in Kisumu, Kenya . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/8910


University of South Africa

28. Liphosa, Winnifred Matsidiso. Perceptions of the nurses' continuing professional development and its contribution to quality patient care .

Degree: 2013, University of South Africa

 Aim: The aim of the study is to explore the perceptions of the nurses’ CPD and its contribution to quality patient care in the Gauteng… (more)

Subjects/Keywords: Continuing professional development; Continuing education; Quality of patient care; Learning needs; Systems theory; Adult learning

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APA (6th Edition):

Liphosa, W. M. (2013). Perceptions of the nurses' continuing professional development and its contribution to quality patient care . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/10611

Chicago Manual of Style (16th Edition):

Liphosa, Winnifred Matsidiso. “Perceptions of the nurses' continuing professional development and its contribution to quality patient care .” 2013. Masters Thesis, University of South Africa. Accessed November 15, 2019. http://hdl.handle.net/10500/10611.

MLA Handbook (7th Edition):

Liphosa, Winnifred Matsidiso. “Perceptions of the nurses' continuing professional development and its contribution to quality patient care .” 2013. Web. 15 Nov 2019.

Vancouver:

Liphosa WM. Perceptions of the nurses' continuing professional development and its contribution to quality patient care . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10500/10611.

Council of Science Editors:

Liphosa WM. Perceptions of the nurses' continuing professional development and its contribution to quality patient care . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/10611


University of Pretoria

29. Engelbrecht, Natasjha. The magnitude of intra-professional violence that South African undergraduate nursing students are exposed to in the clinical learning environment.

Degree: Nursing Science, 2012, University of Pretoria

 The number of new graduates greatly affects the existence of any profession and for the nursing profession this rings very true. However, in this caring… (more)

Subjects/Keywords: Clinical learning environment; Intra-professional violence; Undergraduate nursing students; UCTD

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APA (6th Edition):

Engelbrecht, Natasjha. (2012). The magnitude of intra-professional violence that South African undergraduate nursing students are exposed to in the clinical learning environment. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/30376

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

Chicago Manual of Style (16th Edition):

Engelbrecht, Natasjha. “The magnitude of intra-professional violence that South African undergraduate nursing students are exposed to in the clinical learning environment.” 2012. Masters Thesis, University of Pretoria. Accessed November 15, 2019. http://hdl.handle.net/2263/30376.

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

MLA Handbook (7th Edition):

Engelbrecht, Natasjha. “The magnitude of intra-professional violence that South African undergraduate nursing students are exposed to in the clinical learning environment.” 2012. Web. 15 Nov 2019.

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

Vancouver:

Engelbrecht, Natasjha. The magnitude of intra-professional violence that South African undergraduate nursing students are exposed to in the clinical learning environment. [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/2263/30376.

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

Council of Science Editors:

Engelbrecht, Natasjha. The magnitude of intra-professional violence that South African undergraduate nursing students are exposed to in the clinical learning environment. [Masters Thesis]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/30376

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

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

Degree: MA, Education, 2010, Wittenberg University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Stine, Jill S. ““The Teacher Salvage Business” - Saving a Special Education Teacher: Can a Professional Learning Community Act as a Catalyst to Reverse Thoughts of Quitting?.” 2010. Masters Thesis, Wittenberg University. Accessed November 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=witt1320332571.

MLA Handbook (7th Edition):

Stine, Jill S. ““The Teacher Salvage Business” - Saving a Special Education Teacher: Can a Professional Learning Community Act as a Catalyst to Reverse Thoughts of Quitting?.” 2010. Web. 15 Nov 2019.

Vancouver:

Stine JS. “The Teacher Salvage Business” - Saving a Special Education Teacher: Can a Professional Learning Community Act as a Catalyst to Reverse Thoughts of Quitting?. [Internet] [Masters thesis]. Wittenberg University; 2010. [cited 2019 Nov 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=witt1320332571.

Council of Science Editors:

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

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