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University: Liberty University

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

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Liberty University

1. Long, Chanda. A Comparison of Student Achievement Between Missouri Professional Learning Communities Project Participants and Non-Participants.

Degree: 2008, Liberty University

 The purpose of this non-experimental quantitative study was to suggest a response to the following research question: Is there a significant relationship between student scores… (more)

Subjects/Keywords: Professional Learning Communities; Education, Administration

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APA (6th Edition):

Long, C. (2008). A Comparison of Student Achievement Between Missouri Professional Learning Communities Project Participants and Non-Participants. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/111

Chicago Manual of Style (16th Edition):

Long, Chanda. “A Comparison of Student Achievement Between Missouri Professional Learning Communities Project Participants and Non-Participants.” 2008. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/111.

MLA Handbook (7th Edition):

Long, Chanda. “A Comparison of Student Achievement Between Missouri Professional Learning Communities Project Participants and Non-Participants.” 2008. Web. 14 Oct 2019.

Vancouver:

Long C. A Comparison of Student Achievement Between Missouri Professional Learning Communities Project Participants and Non-Participants. [Internet] [Doctoral dissertation]. Liberty University; 2008. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/111.

Council of Science Editors:

Long C. A Comparison of Student Achievement Between Missouri Professional Learning Communities Project Participants and Non-Participants. [Doctoral Dissertation]. Liberty University; 2008. Available from: http://digitalcommons.liberty.edu/doctoral/111


Liberty University

2. Stegall, Rhonda. A Case Study of Job-embedded Professional Development for Implementation of 21st Century Skills.

Degree: 2017, Liberty University

 The purpose of this collective case study was to understand the successes, challenges, and lessons learned when secondary school administrators implement job-embedded professional development to… (more)

Subjects/Keywords: 21st Century Skills or Education; Job-Embedded Professional Development; Professional Learning Community; School Leadership; Secondary Schools; Teacher Professional Development

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APA (6th Edition):

Stegall, R. (2017). A Case Study of Job-embedded Professional Development for Implementation of 21st Century Skills. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1603

Chicago Manual of Style (16th Edition):

Stegall, Rhonda. “A Case Study of Job-embedded Professional Development for Implementation of 21st Century Skills.” 2017. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/1603.

MLA Handbook (7th Edition):

Stegall, Rhonda. “A Case Study of Job-embedded Professional Development for Implementation of 21st Century Skills.” 2017. Web. 14 Oct 2019.

Vancouver:

Stegall R. A Case Study of Job-embedded Professional Development for Implementation of 21st Century Skills. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/1603.

Council of Science Editors:

Stegall R. A Case Study of Job-embedded Professional Development for Implementation of 21st Century Skills. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1603


Liberty University

3. Renfro, Douglas Scott. The Relationship between Social Desirability and Teacher Efficacy among Public Schools Secondary Teachers in the United States.

Degree: 2018, Liberty University

 The purpose of this correlational study was to investigate factors that impact the implementation and successful adoption of blended learning instructional practices in secondary classrooms… (more)

Subjects/Keywords: Blended Learning; Social Desirability; Teacher Efficacy; Professional Learning; Educational Technology; Organizational Change; Education; Secondary Education

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APA (6th Edition):

Renfro, D. S. (2018). The Relationship between Social Desirability and Teacher Efficacy among Public Schools Secondary Teachers in the United States. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1909

Chicago Manual of Style (16th Edition):

Renfro, Douglas Scott. “The Relationship between Social Desirability and Teacher Efficacy among Public Schools Secondary Teachers in the United States.” 2018. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. https://digitalcommons.liberty.edu/doctoral/1909.

MLA Handbook (7th Edition):

Renfro, Douglas Scott. “The Relationship between Social Desirability and Teacher Efficacy among Public Schools Secondary Teachers in the United States.” 2018. Web. 14 Oct 2019.

Vancouver:

Renfro DS. The Relationship between Social Desirability and Teacher Efficacy among Public Schools Secondary Teachers in the United States. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Oct 14]. Available from: https://digitalcommons.liberty.edu/doctoral/1909.

Council of Science Editors:

Renfro DS. The Relationship between Social Desirability and Teacher Efficacy among Public Schools Secondary Teachers in the United States. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1909


Liberty University

4. Huguet, Brandy. A Phenomenological Study of K-12 School Campus Administrators' Experiences Sustaining Professional Learning Communities.

Degree: 2018, Liberty University

 The purpose of this transcendental phenomenological study is to examine administrators’ experiences sustaining professional learning communities (PLCs) in three Southeast Louisiana school districts. At this… (more)

Subjects/Keywords: Administrator; PLCs; Principal; Professional Learning Communities; Social Learning Theory; Transformational Leadership; Education

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APA (6th Edition):

Huguet, B. (2018). A Phenomenological Study of K-12 School Campus Administrators' Experiences Sustaining Professional Learning Communities. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1698

Chicago Manual of Style (16th Edition):

Huguet, Brandy. “A Phenomenological Study of K-12 School Campus Administrators' Experiences Sustaining Professional Learning Communities.” 2018. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/1698.

MLA Handbook (7th Edition):

Huguet, Brandy. “A Phenomenological Study of K-12 School Campus Administrators' Experiences Sustaining Professional Learning Communities.” 2018. Web. 14 Oct 2019.

Vancouver:

Huguet B. A Phenomenological Study of K-12 School Campus Administrators' Experiences Sustaining Professional Learning Communities. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/1698.

Council of Science Editors:

Huguet B. A Phenomenological Study of K-12 School Campus Administrators' Experiences Sustaining Professional Learning Communities. [Doctoral Dissertation]. Liberty University; 2018. Available from: http://digitalcommons.liberty.edu/doctoral/1698


Liberty University

5. Cole, Marianne W. Influence of Assessment for Learning Professional Development in Rural Georgia Public Schools.

Degree: 2010, Liberty University

 This study investigated the effect of two models of professional development concerning Assessment for Learning on teacher perception of the effectiveness of Assessment for Learning(more)

Subjects/Keywords: assessment for learning; formative assessment; professional development; Education, General

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APA (6th Edition):

Cole, M. W. (2010). Influence of Assessment for Learning Professional Development in Rural Georgia Public Schools. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/368

Chicago Manual of Style (16th Edition):

Cole, Marianne W. “Influence of Assessment for Learning Professional Development in Rural Georgia Public Schools.” 2010. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/368.

MLA Handbook (7th Edition):

Cole, Marianne W. “Influence of Assessment for Learning Professional Development in Rural Georgia Public Schools.” 2010. Web. 14 Oct 2019.

Vancouver:

Cole MW. Influence of Assessment for Learning Professional Development in Rural Georgia Public Schools. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/368.

Council of Science Editors:

Cole MW. Influence of Assessment for Learning Professional Development in Rural Georgia Public Schools. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/368


Liberty University

6. Pentecost, LeighAnne. The Effects of Equine Assisted Leadership Programs on Perceived Professional Development Outcomes.

Degree: 2017, Liberty University

 The purpose of this causal-comparative study was to compare the mean scores of the survey instrument to determine if there were statistically significant differences between… (more)

Subjects/Keywords: equine assisted learning; leadership programs; professional development; Educational Leadership

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APA (6th Edition):

Pentecost, L. (2017). The Effects of Equine Assisted Leadership Programs on Perceived Professional Development Outcomes. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1619

Chicago Manual of Style (16th Edition):

Pentecost, LeighAnne. “The Effects of Equine Assisted Leadership Programs on Perceived Professional Development Outcomes.” 2017. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/1619.

MLA Handbook (7th Edition):

Pentecost, LeighAnne. “The Effects of Equine Assisted Leadership Programs on Perceived Professional Development Outcomes.” 2017. Web. 14 Oct 2019.

Vancouver:

Pentecost L. The Effects of Equine Assisted Leadership Programs on Perceived Professional Development Outcomes. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/1619.

Council of Science Editors:

Pentecost L. The Effects of Equine Assisted Leadership Programs on Perceived Professional Development Outcomes. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1619


Liberty University

7. Pedersen, Theresa Ann. Professional Learning Communities and Relational Trust: A Correlational Study.

Degree: 2019, Liberty University

Professional Learning Communities (PLC) are considered best practice, but additional research was needed to examine the relationships necessary to build and sustain PLCs. The purpose… (more)

Subjects/Keywords: Professional Learning Communities; PLC; Collaboration; Trust; Relational Trust; Education; Educational Leadership

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APA (6th Edition):

Pedersen, T. A. (2019). Professional Learning Communities and Relational Trust: A Correlational Study. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2016

Chicago Manual of Style (16th Edition):

Pedersen, Theresa Ann. “Professional Learning Communities and Relational Trust: A Correlational Study.” 2019. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. https://digitalcommons.liberty.edu/doctoral/2016.

MLA Handbook (7th Edition):

Pedersen, Theresa Ann. “Professional Learning Communities and Relational Trust: A Correlational Study.” 2019. Web. 14 Oct 2019.

Vancouver:

Pedersen TA. Professional Learning Communities and Relational Trust: A Correlational Study. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Oct 14]. Available from: https://digitalcommons.liberty.edu/doctoral/2016.

Council of Science Editors:

Pedersen TA. Professional Learning Communities and Relational Trust: A Correlational Study. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2016


Liberty University

8. Farah, Amy. Factors Influencing Teachers' Technology Self-Efficacy: A Case Study.

Degree: 2012, Liberty University

 Factors influencing teachers` levels of technology self-efficacy were examined through a qualitative multi-site, multi-subject case study research design. An initial survey was administered to all… (more)

Subjects/Keywords: 21st Century Learning; Professional Development; Technology Integration; Technology Self-Efficacy; Education, General; Education; Teacher Education and Professional Development

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APA (6th Edition):

Farah, A. (2012). Factors Influencing Teachers' Technology Self-Efficacy: A Case Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/493

Chicago Manual of Style (16th Edition):

Farah, Amy. “Factors Influencing Teachers' Technology Self-Efficacy: A Case Study.” 2012. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/493.

MLA Handbook (7th Edition):

Farah, Amy. “Factors Influencing Teachers' Technology Self-Efficacy: A Case Study.” 2012. Web. 14 Oct 2019.

Vancouver:

Farah A. Factors Influencing Teachers' Technology Self-Efficacy: A Case Study. [Internet] [Doctoral dissertation]. Liberty University; 2012. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/493.

Council of Science Editors:

Farah A. Factors Influencing Teachers' Technology Self-Efficacy: A Case Study. [Doctoral Dissertation]. Liberty University; 2012. Available from: http://digitalcommons.liberty.edu/doctoral/493


Liberty University

9. Wood, Phillip. Understanding Teachers' Perceptions of Academic Coaching Quality in an On-Site Professional Development Program.

Degree: 2013, Liberty University

 Quality teacher training and continued learning is essential to providing the high quality education that yields adequate levels of student success. Though called by many… (more)

Subjects/Keywords: Coaching; Instructional Coaching; Mentoring; Professional Learning; Educational Administration and Supervision; Educational Leadership; Teacher Education and Professional Development

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APA (6th Edition):

Wood, P. (2013). Understanding Teachers' Perceptions of Academic Coaching Quality in an On-Site Professional Development Program. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/781

Chicago Manual of Style (16th Edition):

Wood, Phillip. “Understanding Teachers' Perceptions of Academic Coaching Quality in an On-Site Professional Development Program.” 2013. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/781.

MLA Handbook (7th Edition):

Wood, Phillip. “Understanding Teachers' Perceptions of Academic Coaching Quality in an On-Site Professional Development Program.” 2013. Web. 14 Oct 2019.

Vancouver:

Wood P. Understanding Teachers' Perceptions of Academic Coaching Quality in an On-Site Professional Development Program. [Internet] [Doctoral dissertation]. Liberty University; 2013. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/781.

Council of Science Editors:

Wood P. Understanding Teachers' Perceptions of Academic Coaching Quality in an On-Site Professional Development Program. [Doctoral Dissertation]. Liberty University; 2013. Available from: http://digitalcommons.liberty.edu/doctoral/781


Liberty University

10. Torain, Janie Mae Sheeley Johnson. Virtual Learning: Is It Conducive to Student Achievement?.

Degree: 2009, Liberty University

 The use of technology to compel student learning has become an increasingly central component of teaching, learning, and school improvement efforts. What exactly does virtual… (more)

Subjects/Keywords: achievement; distance learning; learning management systems; online; professional development; virtual; Education, Administration; Education, Curriculum and Instruction; Education, Technology

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APA (6th Edition):

Torain, J. M. S. J. (2009). Virtual Learning: Is It Conducive to Student Achievement?. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/168

Chicago Manual of Style (16th Edition):

Torain, Janie Mae Sheeley Johnson. “Virtual Learning: Is It Conducive to Student Achievement?.” 2009. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/168.

MLA Handbook (7th Edition):

Torain, Janie Mae Sheeley Johnson. “Virtual Learning: Is It Conducive to Student Achievement?.” 2009. Web. 14 Oct 2019.

Vancouver:

Torain JMSJ. Virtual Learning: Is It Conducive to Student Achievement?. [Internet] [Doctoral dissertation]. Liberty University; 2009. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/168.

Council of Science Editors:

Torain JMSJ. Virtual Learning: Is It Conducive to Student Achievement?. [Doctoral Dissertation]. Liberty University; 2009. Available from: http://digitalcommons.liberty.edu/doctoral/168


Liberty University

11. Conley, Michael Keith. Curriculum Team Leaders: Individual Perspectives Toward Instructional Supervision.

Degree: 2011, Liberty University

 Accountability demands on schools are increasingly difficult to meet at the local, state, and national levels. This study examined the perspectives of curriculum team leaders… (more)

Subjects/Keywords: instructional supervision; leadership; learning communities; professional learning communities; teacher leaders; team leaders; Education, Administration; Education, Elementary; Education, Secondary

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APA (6th Edition):

Conley, M. K. (2011). Curriculum Team Leaders: Individual Perspectives Toward Instructional Supervision. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/471

Chicago Manual of Style (16th Edition):

Conley, Michael Keith. “Curriculum Team Leaders: Individual Perspectives Toward Instructional Supervision.” 2011. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/471.

MLA Handbook (7th Edition):

Conley, Michael Keith. “Curriculum Team Leaders: Individual Perspectives Toward Instructional Supervision.” 2011. Web. 14 Oct 2019.

Vancouver:

Conley MK. Curriculum Team Leaders: Individual Perspectives Toward Instructional Supervision. [Internet] [Doctoral dissertation]. Liberty University; 2011. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/471.

Council of Science Editors:

Conley MK. Curriculum Team Leaders: Individual Perspectives Toward Instructional Supervision. [Doctoral Dissertation]. Liberty University; 2011. Available from: http://digitalcommons.liberty.edu/doctoral/471


Liberty University

12. Manzanares, Cindy. A Phenomenological Investigation of Elementary Educators' On-the-Job Experiences After Self-Selected Professional Development.

Degree: 2016, Liberty University

 The purpose of this qualitative phenomenological study is to describe elementary educators’ on-the-job experiences after completing a self-selected professional development (PD). This study was guided… (more)

Subjects/Keywords: Adult Learning Theory; Professional Development; Professional Learning Community; Social Cognitive Theory; Teacher Efficacy; Tribes Learning Community; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology; Elementary and Middle and Secondary Education Administration; Other Education

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APA (6th Edition):

Manzanares, C. (2016). A Phenomenological Investigation of Elementary Educators' On-the-Job Experiences After Self-Selected Professional Development. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1273

Chicago Manual of Style (16th Edition):

Manzanares, Cindy. “A Phenomenological Investigation of Elementary Educators' On-the-Job Experiences After Self-Selected Professional Development.” 2016. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/1273.

MLA Handbook (7th Edition):

Manzanares, Cindy. “A Phenomenological Investigation of Elementary Educators' On-the-Job Experiences After Self-Selected Professional Development.” 2016. Web. 14 Oct 2019.

Vancouver:

Manzanares C. A Phenomenological Investigation of Elementary Educators' On-the-Job Experiences After Self-Selected Professional Development. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/1273.

Council of Science Editors:

Manzanares C. A Phenomenological Investigation of Elementary Educators' On-the-Job Experiences After Self-Selected Professional Development. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1273

13. Westmoreland, Tullie. Teachers' Perspectives of Instructional Coaches' Impact on Student Achievement in Middle School.

Degree: 2015, Liberty University

 The purpose of this qualitative, transcendental phenomenology study was to describe middle school teachers’ perspectives of role of the instructional coach in student achievement at… (more)

Subjects/Keywords: Instructional coach; phenomenology; professional learning; student achievement

…x29;. Providing professional learning for teachers is pertinent. However, traditional… …professional learning where teachers are exposed to best practices but do not receive follow-up… …coaches provide intensive and on-going, jobembedded professional learning that focuses on… …professional learning through modeling, 11 collaboration, and support as they increase the use of… …instruction, and reviewing data and facilitating professional learning meetings (Fullan… 

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APA (6th Edition):

Westmoreland, T. (2015). Teachers' Perspectives of Instructional Coaches' Impact on Student Achievement in Middle School. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1069

Chicago Manual of Style (16th Edition):

Westmoreland, Tullie. “Teachers' Perspectives of Instructional Coaches' Impact on Student Achievement in Middle School.” 2015. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/1069.

MLA Handbook (7th Edition):

Westmoreland, Tullie. “Teachers' Perspectives of Instructional Coaches' Impact on Student Achievement in Middle School.” 2015. Web. 14 Oct 2019.

Vancouver:

Westmoreland T. Teachers' Perspectives of Instructional Coaches' Impact on Student Achievement in Middle School. [Internet] [Doctoral dissertation]. Liberty University; 2015. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/1069.

Council of Science Editors:

Westmoreland T. Teachers' Perspectives of Instructional Coaches' Impact on Student Achievement in Middle School. [Doctoral Dissertation]. Liberty University; 2015. Available from: http://digitalcommons.liberty.edu/doctoral/1069


Liberty University

14. Hutchinson, Kasey. Understanding Video-Reflective Practices of Veteran Teachers: A Collective Case Study.

Degree: 2018, Liberty University

 The purpose of this collective case study was to understand cameras in the classroom and reflective practices of veteran teachers in Julianna School District (pseudonym).… (more)

Subjects/Keywords: Instructional Coaching; Instructional Practices; Instructional Preparedness; Professional Learning; Video Reflection; Early Childhood Education; Education; Educational Leadership

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APA (6th Edition):

Hutchinson, K. (2018). Understanding Video-Reflective Practices of Veteran Teachers: A Collective Case Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1693

Chicago Manual of Style (16th Edition):

Hutchinson, Kasey. “Understanding Video-Reflective Practices of Veteran Teachers: A Collective Case Study.” 2018. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/1693.

MLA Handbook (7th Edition):

Hutchinson, Kasey. “Understanding Video-Reflective Practices of Veteran Teachers: A Collective Case Study.” 2018. Web. 14 Oct 2019.

Vancouver:

Hutchinson K. Understanding Video-Reflective Practices of Veteran Teachers: A Collective Case Study. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/1693.

Council of Science Editors:

Hutchinson K. Understanding Video-Reflective Practices of Veteran Teachers: A Collective Case Study. [Doctoral Dissertation]. Liberty University; 2018. Available from: http://digitalcommons.liberty.edu/doctoral/1693


Liberty University

15. Woods, Brandon Dennis. Preparing the Student for High School Band Leadership: A Praxial and Flipped-Classroom Method Based on Kolb's Learning Theory.

Degree: 2018, Liberty University

 Today's educational climate is rapidly shifting. High stakes testing, both from the federal and state governments, have drastically altered the landscape of public education in… (more)

Subjects/Keywords: Band Director Education; Experiential Learning; Flipped Classroom Method; Kolb’s Learning Theory; Praxial Philosophy; Testing; Education; Music; Music Education; Music Pedagogy; Teacher Education and Professional Development

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APA (6th Edition):

Woods, B. D. (2018). Preparing the Student for High School Band Leadership: A Praxial and Flipped-Classroom Method Based on Kolb's Learning Theory. (Masters Thesis). Liberty University. Retrieved from http://digitalcommons.liberty.edu/masters/482

Chicago Manual of Style (16th Edition):

Woods, Brandon Dennis. “Preparing the Student for High School Band Leadership: A Praxial and Flipped-Classroom Method Based on Kolb's Learning Theory.” 2018. Masters Thesis, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/masters/482.

MLA Handbook (7th Edition):

Woods, Brandon Dennis. “Preparing the Student for High School Band Leadership: A Praxial and Flipped-Classroom Method Based on Kolb's Learning Theory.” 2018. Web. 14 Oct 2019.

Vancouver:

Woods BD. Preparing the Student for High School Band Leadership: A Praxial and Flipped-Classroom Method Based on Kolb's Learning Theory. [Internet] [Masters thesis]. Liberty University; 2018. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/masters/482.

Council of Science Editors:

Woods BD. Preparing the Student for High School Band Leadership: A Praxial and Flipped-Classroom Method Based on Kolb's Learning Theory. [Masters Thesis]. Liberty University; 2018. Available from: http://digitalcommons.liberty.edu/masters/482


Liberty University

16. Lamey, Jack. New Horizons in a Next Generation School: A Case Study of Rural Alabama Middle School Students in a Transformational Initiative.

Degree: 2017, Liberty University

 The purpose of this case study was to understand non-mastery for students in the mBolden Academic Model at Piedmont City Middle School (PCMS). The following… (more)

Subjects/Keywords: Blended Learning; Mastery-Based Learning; One-to-One Initiative; Project Based Learning; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology; Junior High, Intermediate, Middle School Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Lamey, J. (2017). New Horizons in a Next Generation School: A Case Study of Rural Alabama Middle School Students in a Transformational Initiative. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1532

Chicago Manual of Style (16th Edition):

Lamey, Jack. “New Horizons in a Next Generation School: A Case Study of Rural Alabama Middle School Students in a Transformational Initiative.” 2017. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/1532.

MLA Handbook (7th Edition):

Lamey, Jack. “New Horizons in a Next Generation School: A Case Study of Rural Alabama Middle School Students in a Transformational Initiative.” 2017. Web. 14 Oct 2019.

Vancouver:

Lamey J. New Horizons in a Next Generation School: A Case Study of Rural Alabama Middle School Students in a Transformational Initiative. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/1532.

Council of Science Editors:

Lamey J. New Horizons in a Next Generation School: A Case Study of Rural Alabama Middle School Students in a Transformational Initiative. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1532


Liberty University

17. Emmart, Michael. Teaching Students Struggling with Trauma: A Qualitative Investigation of Impact upon Curricular Goals.

Degree: 2016, Liberty University

 The purpose of this qualitative phenomenological study is to understand the impact of childhood trauma upon curricular goals for elementary school teachers in the northeastern… (more)

Subjects/Keywords: Childhood Trauma; Disruptive Behaviors; Learning Interference; Teacher Goals; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology; Student Counseling and Personnel Services; Teacher Education and Professional Development

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APA (6th Edition):

Emmart, M. (2016). Teaching Students Struggling with Trauma: A Qualitative Investigation of Impact upon Curricular Goals. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1245

Chicago Manual of Style (16th Edition):

Emmart, Michael. “Teaching Students Struggling with Trauma: A Qualitative Investigation of Impact upon Curricular Goals.” 2016. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/1245.

MLA Handbook (7th Edition):

Emmart, Michael. “Teaching Students Struggling with Trauma: A Qualitative Investigation of Impact upon Curricular Goals.” 2016. Web. 14 Oct 2019.

Vancouver:

Emmart M. Teaching Students Struggling with Trauma: A Qualitative Investigation of Impact upon Curricular Goals. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/1245.

Council of Science Editors:

Emmart M. Teaching Students Struggling with Trauma: A Qualitative Investigation of Impact upon Curricular Goals. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1245


Liberty University

18. Lewis, Melanie Ann. A Collective Case Study to Examine Administrators' Instructional Leadership Perspective of the Role of Instructional Coaches and Teacher Librarians in California Public Schools.

Degree: 2018, Liberty University

 The purpose of this collective case study was to develop an understanding of why California K-12 public school administrators distribute instructional leadership responsibilities to either… (more)

Subjects/Keywords: administrator perception; distributed leadership; instructional coach; instructional leadership; professional learning; school librarian; Educational Administration and Supervision; Educational Leadership; Elementary and Middle and Secondary Education Administration; Library and Information Science

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APA (6th Edition):

Lewis, M. A. (2018). A Collective Case Study to Examine Administrators' Instructional Leadership Perspective of the Role of Instructional Coaches and Teacher Librarians in California Public Schools. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1663

Chicago Manual of Style (16th Edition):

Lewis, Melanie Ann. “A Collective Case Study to Examine Administrators' Instructional Leadership Perspective of the Role of Instructional Coaches and Teacher Librarians in California Public Schools.” 2018. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/1663.

MLA Handbook (7th Edition):

Lewis, Melanie Ann. “A Collective Case Study to Examine Administrators' Instructional Leadership Perspective of the Role of Instructional Coaches and Teacher Librarians in California Public Schools.” 2018. Web. 14 Oct 2019.

Vancouver:

Lewis MA. A Collective Case Study to Examine Administrators' Instructional Leadership Perspective of the Role of Instructional Coaches and Teacher Librarians in California Public Schools. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/1663.

Council of Science Editors:

Lewis MA. A Collective Case Study to Examine Administrators' Instructional Leadership Perspective of the Role of Instructional Coaches and Teacher Librarians in California Public Schools. [Doctoral Dissertation]. Liberty University; 2018. Available from: http://digitalcommons.liberty.edu/doctoral/1663


Liberty University

19. Brown, Michael. The Differences between Principal and Teacher Perceptions of Professional Learning Communities in California Schools.

Degree: 2018, Liberty University

 Effective Professional Learning Communities are one tool schools utilize to ensure that student achievement improvement is prioritized. Professional Learning Communities help educators increase their professional(more)

Subjects/Keywords: Gender; Principal; Professional Learning Community; Teacher; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Educational Psychology; Other Education

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APA (6th Edition):

Brown, M. (2018). The Differences between Principal and Teacher Perceptions of Professional Learning Communities in California Schools. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1813

Chicago Manual of Style (16th Edition):

Brown, Michael. “The Differences between Principal and Teacher Perceptions of Professional Learning Communities in California Schools.” 2018. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. https://digitalcommons.liberty.edu/doctoral/1813.

MLA Handbook (7th Edition):

Brown, Michael. “The Differences between Principal and Teacher Perceptions of Professional Learning Communities in California Schools.” 2018. Web. 14 Oct 2019.

Vancouver:

Brown M. The Differences between Principal and Teacher Perceptions of Professional Learning Communities in California Schools. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Oct 14]. Available from: https://digitalcommons.liberty.edu/doctoral/1813.

Council of Science Editors:

Brown M. The Differences between Principal and Teacher Perceptions of Professional Learning Communities in California Schools. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1813


Liberty University

20. Fausnaugh, Ronald. Differences between Elementary, Middle, and Secondary Teachers' Perceptions and Implementation of Cooperative Learning Strategies.

Degree: 2016, Liberty University

 The purpose of this quantitative, causal-comparative study was to find potential differences in perceptions toward cooperative learning implementation (expectancy of success, perceived value, and perceived… (more)

Subjects/Keywords: Cooperative Learning; Current Teaching Practices; Expectancy of Success; Perceived Cost; Perceived Value; Teacher Implementation; Education; Educational Assessment, Evaluation, and Research; Other Education; Other Teacher Education and Professional Development; Teacher Education and Professional Development

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APA (6th Edition):

Fausnaugh, R. (2016). Differences between Elementary, Middle, and Secondary Teachers' Perceptions and Implementation of Cooperative Learning Strategies. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1313

Chicago Manual of Style (16th Edition):

Fausnaugh, Ronald. “Differences between Elementary, Middle, and Secondary Teachers' Perceptions and Implementation of Cooperative Learning Strategies.” 2016. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/1313.

MLA Handbook (7th Edition):

Fausnaugh, Ronald. “Differences between Elementary, Middle, and Secondary Teachers' Perceptions and Implementation of Cooperative Learning Strategies.” 2016. Web. 14 Oct 2019.

Vancouver:

Fausnaugh R. Differences between Elementary, Middle, and Secondary Teachers' Perceptions and Implementation of Cooperative Learning Strategies. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/1313.

Council of Science Editors:

Fausnaugh R. Differences between Elementary, Middle, and Secondary Teachers' Perceptions and Implementation of Cooperative Learning Strategies. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1313


Liberty University

21. Wilborn, John. Teacher Self-Efficacy: Common Core State Standards Within a 21st Century Skills Framework.

Degree: 2013, Liberty University

 The purpose of this case study was to understand teachers' self-efficacy in instructing 21st century learning skills in a high school core curriculum. This study… (more)

Subjects/Keywords: 21st Century Learning; Common Core State Standards; Learning Styles; Student Engagement; Teacher Self-Efficacy; Education, General; Education, Technology; Education, Teacher Training; Education, Curriculum and Instruction; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Teacher Education and Professional Development

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APA (6th Edition):

Wilborn, J. (2013). Teacher Self-Efficacy: Common Core State Standards Within a 21st Century Skills Framework. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/650

Chicago Manual of Style (16th Edition):

Wilborn, John. “Teacher Self-Efficacy: Common Core State Standards Within a 21st Century Skills Framework.” 2013. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/650.

MLA Handbook (7th Edition):

Wilborn, John. “Teacher Self-Efficacy: Common Core State Standards Within a 21st Century Skills Framework.” 2013. Web. 14 Oct 2019.

Vancouver:

Wilborn J. Teacher Self-Efficacy: Common Core State Standards Within a 21st Century Skills Framework. [Internet] [Doctoral dissertation]. Liberty University; 2013. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/650.

Council of Science Editors:

Wilborn J. Teacher Self-Efficacy: Common Core State Standards Within a 21st Century Skills Framework. [Doctoral Dissertation]. Liberty University; 2013. Available from: http://digitalcommons.liberty.edu/doctoral/650


Liberty University

22. Knight, Shannon. The Self-Reported Relationship Between A Teacher's Perception Of Learner Characteristics For Students with Disabilities and A Teacher’s Use of Differentiated Instruction in Georgia Public Schools.

Degree: 2016, Liberty University

 The purpose of this quantitative multivariate correlational study was to determine if there is a significant relationship between a general education teacher’s perception of learner… (more)

Subjects/Keywords: Differentiated Instruction; Differentiation; Learning Profiles; Learning Styles; Least Restrictive Environment; Students with Disabilties; Curriculum and Instruction; Curriculum and Social Inquiry; Disability and Equity in Education; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Elementary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Knight, S. (2016). The Self-Reported Relationship Between A Teacher's Perception Of Learner Characteristics For Students with Disabilities and A Teacher’s Use of Differentiated Instruction in Georgia Public Schools. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1141

Chicago Manual of Style (16th Edition):

Knight, Shannon. “The Self-Reported Relationship Between A Teacher's Perception Of Learner Characteristics For Students with Disabilities and A Teacher’s Use of Differentiated Instruction in Georgia Public Schools.” 2016. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/1141.

MLA Handbook (7th Edition):

Knight, Shannon. “The Self-Reported Relationship Between A Teacher's Perception Of Learner Characteristics For Students with Disabilities and A Teacher’s Use of Differentiated Instruction in Georgia Public Schools.” 2016. Web. 14 Oct 2019.

Vancouver:

Knight S. The Self-Reported Relationship Between A Teacher's Perception Of Learner Characteristics For Students with Disabilities and A Teacher’s Use of Differentiated Instruction in Georgia Public Schools. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/1141.

Council of Science Editors:

Knight S. The Self-Reported Relationship Between A Teacher's Perception Of Learner Characteristics For Students with Disabilities and A Teacher’s Use of Differentiated Instruction in Georgia Public Schools. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1141


Liberty University

23. Reasoner, Cynthia. Elementary Teachers' Participation in Edmodo as a Community of Practice: A Phenomenology.

Degree: 2017, Liberty University

 The purpose of this phenomenological study was to describe the shared, lived experience of elementary teachers’ participation in Edmodo as a community of practice. The… (more)

Subjects/Keywords: Communities of Practice; Community of Practice Theory; Edmodo; Elementary Math; Professional Learning Network; Social Learning; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Elementary Education; Other Education; Science and Mathematics Education

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APA (6th Edition):

Reasoner, C. (2017). Elementary Teachers' Participation in Edmodo as a Community of Practice: A Phenomenology. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1436

Chicago Manual of Style (16th Edition):

Reasoner, Cynthia. “Elementary Teachers' Participation in Edmodo as a Community of Practice: A Phenomenology.” 2017. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/1436.

MLA Handbook (7th Edition):

Reasoner, Cynthia. “Elementary Teachers' Participation in Edmodo as a Community of Practice: A Phenomenology.” 2017. Web. 14 Oct 2019.

Vancouver:

Reasoner C. Elementary Teachers' Participation in Edmodo as a Community of Practice: A Phenomenology. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/1436.

Council of Science Editors:

Reasoner C. Elementary Teachers' Participation in Edmodo as a Community of Practice: A Phenomenology. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1436


Liberty University

24. Bullock, Terry. Examining Factors That Predict School Psychologists' Perceptions of the Response to Intervention Process.

Degree: 2012, Liberty University

 With increasing emphasis on accountability measures and widespread focus on implementation of Response to Intervention (RtI) procedures in schools, it is critical to examine the… (more)

Subjects/Keywords: Progress monitoring; Research-based interventions; Response to Intervention; School Psychologist; Specific Learning Disability; Tiers; Education, General; Psychology, Social; Education, Educational Psychology; Education, Guidance and Counseling; Education, Administration; Education; Educational Assessment, Evaluation, and Research; Educational Psychology; School Psychology; Student Counseling and Personnel Services; Teacher Education and Professional Development

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APA (6th Edition):

Bullock, T. (2012). Examining Factors That Predict School Psychologists' Perceptions of the Response to Intervention Process. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/546

Chicago Manual of Style (16th Edition):

Bullock, Terry. “Examining Factors That Predict School Psychologists' Perceptions of the Response to Intervention Process.” 2012. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/546.

MLA Handbook (7th Edition):

Bullock, Terry. “Examining Factors That Predict School Psychologists' Perceptions of the Response to Intervention Process.” 2012. Web. 14 Oct 2019.

Vancouver:

Bullock T. Examining Factors That Predict School Psychologists' Perceptions of the Response to Intervention Process. [Internet] [Doctoral dissertation]. Liberty University; 2012. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/546.

Council of Science Editors:

Bullock T. Examining Factors That Predict School Psychologists' Perceptions of the Response to Intervention Process. [Doctoral Dissertation]. Liberty University; 2012. Available from: http://digitalcommons.liberty.edu/doctoral/546


Liberty University

25. Fleming, Kimberly. An Examination of Newbery Medal Books From the 1920s Through the 2000s: Biblical Perspective.

Degree: 2012, Liberty University

 Content analysis was conducted to determine the frequency of the presence of positive Biblical virtues and paired opposite traits across 18 Newbery Medal books from… (more)

Subjects/Keywords: Education; Teacher Education; Teaching and Learning; Education, General; Education, Language and Literature; Education, Religious; Education, Teacher Training; Literature, English; Religion, Biblical Studies; Biblical Studies; Curriculum and Social Inquiry; Education; English Language and Literature; Ethics in Religion; Liberal Studies; Teacher Education and Professional Development

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APA (6th Edition):

Fleming, K. (2012). An Examination of Newbery Medal Books From the 1920s Through the 2000s: Biblical Perspective. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/544

Chicago Manual of Style (16th Edition):

Fleming, Kimberly. “An Examination of Newbery Medal Books From the 1920s Through the 2000s: Biblical Perspective.” 2012. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/544.

MLA Handbook (7th Edition):

Fleming, Kimberly. “An Examination of Newbery Medal Books From the 1920s Through the 2000s: Biblical Perspective.” 2012. Web. 14 Oct 2019.

Vancouver:

Fleming K. An Examination of Newbery Medal Books From the 1920s Through the 2000s: Biblical Perspective. [Internet] [Doctoral dissertation]. Liberty University; 2012. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/544.

Council of Science Editors:

Fleming K. An Examination of Newbery Medal Books From the 1920s Through the 2000s: Biblical Perspective. [Doctoral Dissertation]. Liberty University; 2012. Available from: http://digitalcommons.liberty.edu/doctoral/544


Liberty University

26. Robinson, Susan. A Phenomenological Study of Experienced Teacher Perceptions Regarding Cooperative Learning Training and Cooperative Learning Implementation in the Classroom.

Degree: 2012, Liberty University

 This qualitative phenomenological study sought to explore the perceptions of experienced teachers regarding cooperative learning training and its implementation in the classroom. Twelve total participants,… (more)

Subjects/Keywords: Cooperative Learning; Experienced Teacher; Instructional Strategies; Phenomenology; Teacher Efficacy; Teacher Perceptions; Education, General; Education, Teacher Training; Education, Curriculum and Instruction; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Teacher Education and Professional Development

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APA (6th Edition):

Robinson, S. (2012). A Phenomenological Study of Experienced Teacher Perceptions Regarding Cooperative Learning Training and Cooperative Learning Implementation in the Classroom. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/627

Chicago Manual of Style (16th Edition):

Robinson, Susan. “A Phenomenological Study of Experienced Teacher Perceptions Regarding Cooperative Learning Training and Cooperative Learning Implementation in the Classroom.” 2012. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/627.

MLA Handbook (7th Edition):

Robinson, Susan. “A Phenomenological Study of Experienced Teacher Perceptions Regarding Cooperative Learning Training and Cooperative Learning Implementation in the Classroom.” 2012. Web. 14 Oct 2019.

Vancouver:

Robinson S. A Phenomenological Study of Experienced Teacher Perceptions Regarding Cooperative Learning Training and Cooperative Learning Implementation in the Classroom. [Internet] [Doctoral dissertation]. Liberty University; 2012. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/627.

Council of Science Editors:

Robinson S. A Phenomenological Study of Experienced Teacher Perceptions Regarding Cooperative Learning Training and Cooperative Learning Implementation in the Classroom. [Doctoral Dissertation]. Liberty University; 2012. Available from: http://digitalcommons.liberty.edu/doctoral/627


Liberty University

27. DeLozier, Cynthia. A Phenomenological Investigation of Instructional Practices of General Education Teachers for English Language Learners.

Degree: 2014, Liberty University

 This qualitative hermeneutical phenomenological study was designed to describe general education elementary teachers' perceptions of effective instructional strategies, methods, and models of instruction to enhance… (more)

Subjects/Keywords: Cognitive Academic Language Proficiency; Cooperative Learning; Differentiated Instruction; English Language Learner; Sheltered Instruction Operation Protocol (SIOP); Vocabulary; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Education; Educational Methods; Elementary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

DeLozier, C. (2014). A Phenomenological Investigation of Instructional Practices of General Education Teachers for English Language Learners. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/847

Chicago Manual of Style (16th Edition):

DeLozier, Cynthia. “A Phenomenological Investigation of Instructional Practices of General Education Teachers for English Language Learners.” 2014. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/847.

MLA Handbook (7th Edition):

DeLozier, Cynthia. “A Phenomenological Investigation of Instructional Practices of General Education Teachers for English Language Learners.” 2014. Web. 14 Oct 2019.

Vancouver:

DeLozier C. A Phenomenological Investigation of Instructional Practices of General Education Teachers for English Language Learners. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/847.

Council of Science Editors:

DeLozier C. A Phenomenological Investigation of Instructional Practices of General Education Teachers for English Language Learners. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/847


Liberty University

28. Durham, Christina. Middle School Teachers' Read-Aloud Practices in the Classroom: A Phenomenological Study.

Degree: 2014, Liberty University

 The possession of strong literacy skills will improve the quality of life for all children. Teacher read-alouds is a well-used practice within the elementary grades… (more)

Subjects/Keywords: middle school; middle school content areas; reading specialists; shared story reading; Social Learning Theory; teacher read-alouds; Curriculum and Instruction; Education; Educational Methods; Junior High, Intermediate, Middle School Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Durham, C. (2014). Middle School Teachers' Read-Aloud Practices in the Classroom: A Phenomenological Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/975

Chicago Manual of Style (16th Edition):

Durham, Christina. “Middle School Teachers' Read-Aloud Practices in the Classroom: A Phenomenological Study.” 2014. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/975.

MLA Handbook (7th Edition):

Durham, Christina. “Middle School Teachers' Read-Aloud Practices in the Classroom: A Phenomenological Study.” 2014. Web. 14 Oct 2019.

Vancouver:

Durham C. Middle School Teachers' Read-Aloud Practices in the Classroom: A Phenomenological Study. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/975.

Council of Science Editors:

Durham C. Middle School Teachers' Read-Aloud Practices in the Classroom: A Phenomenological Study. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/975

29. Pratt, Allen. Teacher Perspectives of Professional Learning Community Teams with Respect to Their Collective Inquiries: A Case Study.

Degree: 2014, Liberty University

 The purpose of this qualitative case study was to understand the perspectives of secondary level teachers in East Tennessee who are involved in Professional Learning(more)

Subjects/Keywords: Collaboration; Collective Learning; Educational Design; Rural; Rural Professional Learning Community Teams; Secondary Schools; Education; Educational Administration and Supervision; Educational Leadership; Educational Psychology; Secondary Education and Teaching; Teacher Education and Professional Development

…x29; Professional Learning Community (PLC) Annual Measurable Outcomes (AMO… …x29; Institutional Review Board (IRB) Professional Learning Community Assessment… …on the mission of incorporating Professional Learning Communities. This case study… …investigated the educational make-up of professional learning communities and the teams that are a… …guiding principle of a school transforming into a professional learning community. The concept… 

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APA (6th Edition):

Pratt, A. (2014). Teacher Perspectives of Professional Learning Community Teams with Respect to Their Collective Inquiries: A Case Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/892

Chicago Manual of Style (16th Edition):

Pratt, Allen. “Teacher Perspectives of Professional Learning Community Teams with Respect to Their Collective Inquiries: A Case Study.” 2014. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/892.

MLA Handbook (7th Edition):

Pratt, Allen. “Teacher Perspectives of Professional Learning Community Teams with Respect to Their Collective Inquiries: A Case Study.” 2014. Web. 14 Oct 2019.

Vancouver:

Pratt A. Teacher Perspectives of Professional Learning Community Teams with Respect to Their Collective Inquiries: A Case Study. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/892.

Council of Science Editors:

Pratt A. Teacher Perspectives of Professional Learning Community Teams with Respect to Their Collective Inquiries: A Case Study. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/892

30. Hipsher, Christine. Educators' Perceptions Regarding Common Core State Standards and Professional Development.

Degree: 2014, Liberty University

 The purpose of this multiple case study was to explore the impact of the implementation of the Common Core State Standards in Georgia K-12 on… (more)

Subjects/Keywords: Common Core State Standards; Constructivism; Perception; Professional Development; Social Learning Theory; Teaching; Curriculum and Instruction; Educational Administration and Supervision; Elementary and Middle and Secondary Education Administration; Elementary Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching; Teacher Education and Professional Development

…instructional ideals, professional development programs, and materials via professional learning… …115 8 Recommendations for Professional Development… …Recommendations for Effective Professional Development...130 11 List of Abbreviations Bring Your Own… …professional development practices. The implementation of the Common Core State Standards indicated a… …is important in extending the body of knowledge on effective professional development… 

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APA (6th Edition):

Hipsher, C. (2014). Educators' Perceptions Regarding Common Core State Standards and Professional Development. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/804

Chicago Manual of Style (16th Edition):

Hipsher, Christine. “Educators' Perceptions Regarding Common Core State Standards and Professional Development.” 2014. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/804.

MLA Handbook (7th Edition):

Hipsher, Christine. “Educators' Perceptions Regarding Common Core State Standards and Professional Development.” 2014. Web. 14 Oct 2019.

Vancouver:

Hipsher C. Educators' Perceptions Regarding Common Core State Standards and Professional Development. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/804.

Council of Science Editors:

Hipsher C. Educators' Perceptions Regarding Common Core State Standards and Professional Development. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/804

.