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You searched for subject:(professional learning). Showing records 31 – 60 of 1835 total matches.

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Boston College

31. Nolin, Anna Patricia; Arnold, Erik Paul; Cohen, Peter D.; Flanagan, Gina Eva. Framing Innovation: Do Professional Learning Communities Influence Acceptance of Large-Scale Technology Initiatives?.

Degree: EdD, Educational Leadership and Higher Education, 2014, Boston College

 This study explored the role of professional learning communities for district leadership implementing large-scale technology initiatives such as 1:1 implementations (one computing device for every… (more)

Subjects/Keywords: Collaboration; Innovation; Learning Organization; Professional Learning Community; Technology; Technology Professional Development

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

APA (6th Edition):

Nolin, Anna Patricia; Arnold, Erik Paul; Cohen, Peter D.; Flanagan, G. E. (2014). Framing Innovation: Do Professional Learning Communities Influence Acceptance of Large-Scale Technology Initiatives?. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101650

Chicago Manual of Style (16th Edition):

Nolin, Anna Patricia; Arnold, Erik Paul; Cohen, Peter D.; Flanagan, Gina Eva. “Framing Innovation: Do Professional Learning Communities Influence Acceptance of Large-Scale Technology Initiatives?.” 2014. Doctoral Dissertation, Boston College. Accessed October 22, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101650.

MLA Handbook (7th Edition):

Nolin, Anna Patricia; Arnold, Erik Paul; Cohen, Peter D.; Flanagan, Gina Eva. “Framing Innovation: Do Professional Learning Communities Influence Acceptance of Large-Scale Technology Initiatives?.” 2014. Web. 22 Oct 2019.

Vancouver:

Nolin, Anna Patricia; Arnold, Erik Paul; Cohen, Peter D.; Flanagan GE. Framing Innovation: Do Professional Learning Communities Influence Acceptance of Large-Scale Technology Initiatives?. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2019 Oct 22]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101650.

Council of Science Editors:

Nolin, Anna Patricia; Arnold, Erik Paul; Cohen, Peter D.; Flanagan GE. Framing Innovation: Do Professional Learning Communities Influence Acceptance of Large-Scale Technology Initiatives?. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101650

32. O'Toole, Naomh. Developing a culture of professional practice learning in an FET context.

Degree: 2019, NUI Galway

This research explored ways of promoting a professional learning community (PLC) in the further education and training (FET) context. There was limited evidence related to… (more)

Subjects/Keywords: Professional practice learning FET; Professional practice learning; FET; Education

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APA (6th Edition):

O'Toole, N. (2019). Developing a culture of professional practice learning in an FET context. (Thesis). NUI Galway. Retrieved from http://hdl.handle.net/10379/14771

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

Chicago Manual of Style (16th Edition):

O'Toole, Naomh. “Developing a culture of professional practice learning in an FET context.” 2019. Thesis, NUI Galway. Accessed October 22, 2019. http://hdl.handle.net/10379/14771.

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

MLA Handbook (7th Edition):

O'Toole, Naomh. “Developing a culture of professional practice learning in an FET context.” 2019. Web. 22 Oct 2019.

Vancouver:

O'Toole N. Developing a culture of professional practice learning in an FET context. [Internet] [Thesis]. NUI Galway; 2019. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10379/14771.

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

Council of Science Editors:

O'Toole N. Developing a culture of professional practice learning in an FET context. [Thesis]. NUI Galway; 2019. Available from: http://hdl.handle.net/10379/14771

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


Kennesaw State University

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Kennedy, Ashley. “Teacher Perceptions of School-Based and District Professional Development.” 2017. Thesis, Kennesaw State University. Accessed October 22, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17.

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

MLA Handbook (7th Edition):

Kennedy, Ashley. “Teacher Perceptions of School-Based and District Professional Development.” 2017. Web. 22 Oct 2019.

Vancouver:

Kennedy A. Teacher Perceptions of School-Based and District Professional Development. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 Oct 22]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/17.

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

Council of Science Editors:

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

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


Georgia State University

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Henderson, Jennifer. “Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development.” 2018. Thesis, Georgia State University. Accessed October 22, 2019. https://scholarworks.gsu.edu/mse_diss/69.

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

MLA Handbook (7th Edition):

Henderson, Jennifer. “Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development.” 2018. Web. 22 Oct 2019.

Vancouver:

Henderson J. Shifting Professional Dialogue: Engaging Algebra 1 Teachers in Research-Based Professional Development. [Internet] [Thesis]. Georgia State University; 2018. [cited 2019 Oct 22]. Available from: https://scholarworks.gsu.edu/mse_diss/69.

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

Council of Science Editors:

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

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


University of Delaware

35. Zack, Diane H. Professional learning sessions to support teachers incorporating technology to update their lessons and assessments .

Degree: 2017, University of Delaware

 The primary focus of this Executive Leadership Portfolio (ELP) is to investigate whether teachers who actively participate in professional development designed to model best practices… (more)

Subjects/Keywords: Education; Digital tools; Educational technology; Professional development; Professional learning; Professional learning communitites; TPACK

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

APA (6th Edition):

Zack, D. H. (2017). Professional learning sessions to support teachers incorporating technology to update their lessons and assessments . (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/23459

Chicago Manual of Style (16th Edition):

Zack, Diane H. “Professional learning sessions to support teachers incorporating technology to update their lessons and assessments .” 2017. Doctoral Dissertation, University of Delaware. Accessed October 22, 2019. http://udspace.udel.edu/handle/19716/23459.

MLA Handbook (7th Edition):

Zack, Diane H. “Professional learning sessions to support teachers incorporating technology to update their lessons and assessments .” 2017. Web. 22 Oct 2019.

Vancouver:

Zack DH. Professional learning sessions to support teachers incorporating technology to update their lessons and assessments . [Internet] [Doctoral dissertation]. University of Delaware; 2017. [cited 2019 Oct 22]. Available from: http://udspace.udel.edu/handle/19716/23459.

Council of Science Editors:

Zack DH. Professional learning sessions to support teachers incorporating technology to update their lessons and assessments . [Doctoral Dissertation]. University of Delaware; 2017. Available from: http://udspace.udel.edu/handle/19716/23459


University of Texas – Austin

36. -4091-1354. Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study.

Degree: PhD, Curriculum and Instruction, 2019, University of Texas – Austin

Professional development (PD) in early childhood education and care (ECEC) is at a critical juncture within the current accountability and standards movement. Various stakeholders position… (more)

Subjects/Keywords: Professional learning; Professional development; Inquiry-based professional learning; Multiple case-study; Qualitative research

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

APA (6th Edition):

-4091-1354. (2019). Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2869

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

Chicago Manual of Style (16th Edition):

-4091-1354. “Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed October 22, 2019. http://dx.doi.org/10.26153/tsw/2869.

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

MLA Handbook (7th Edition):

-4091-1354. “Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study.” 2019. Web. 22 Oct 2019.

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

Vancouver:

-4091-1354. Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2019 Oct 22]. Available from: http://dx.doi.org/10.26153/tsw/2869.

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

Council of Science Editors:

-4091-1354. Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2869

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


Kennesaw State University

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

King, Valerie. “A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network.” 2017. Thesis, Kennesaw State University. Accessed October 22, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/16.

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

MLA Handbook (7th Edition):

King, Valerie. “A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network.” 2017. Web. 22 Oct 2019.

Vancouver:

King V. A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 Oct 22]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/16.

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

Council of Science Editors:

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

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


University of Victoria

38. Wilmot, Robin Margaret. The next step: A grounded theory of how teachers network to learn.

Degree: Department of Curriculum and Instruction, 2015, University of Victoria

 The constructivist grounded theory, actualizing collaborative learning, conceptualizes how British Columbia primary grade teachers interacted with the professional learning endeavour Changing Results for Young Readers… (more)

Subjects/Keywords: professional development; professional learning; network learning communities; collaborative learning; constructivist grounded theory

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APA (6th Edition):

Wilmot, R. M. (2015). The next step: A grounded theory of how teachers network to learn. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/5975

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

Chicago Manual of Style (16th Edition):

Wilmot, Robin Margaret. “The next step: A grounded theory of how teachers network to learn.” 2015. Thesis, University of Victoria. Accessed October 22, 2019. http://hdl.handle.net/1828/5975.

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

MLA Handbook (7th Edition):

Wilmot, Robin Margaret. “The next step: A grounded theory of how teachers network to learn.” 2015. Web. 22 Oct 2019.

Vancouver:

Wilmot RM. The next step: A grounded theory of how teachers network to learn. [Internet] [Thesis]. University of Victoria; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1828/5975.

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

Council of Science Editors:

Wilmot RM. The next step: A grounded theory of how teachers network to learn. [Thesis]. University of Victoria; 2015. Available from: http://hdl.handle.net/1828/5975

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


University of Plymouth

39. Goodall, Helen. Professional development and beyond : a participative study of a self-facilitated learning group.

Degree: PhD, 2015, University of Plymouth

 This is a participative case study of a self-facilitating, collaborative, women’s learning group. The group’s longevity afforded a unique opportunity to investigate, in depth, both… (more)

Subjects/Keywords: 371.39; self-facilitated learning; professional learning; personal and professional development; collaborative learning; sustaining learning groups; learning in groups

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APA (6th Edition):

Goodall, H. (2015). Professional development and beyond : a participative study of a self-facilitated learning group. (Doctoral Dissertation). University of Plymouth. Retrieved from http://hdl.handle.net/10026.1/3428

Chicago Manual of Style (16th Edition):

Goodall, Helen. “Professional development and beyond : a participative study of a self-facilitated learning group.” 2015. Doctoral Dissertation, University of Plymouth. Accessed October 22, 2019. http://hdl.handle.net/10026.1/3428.

MLA Handbook (7th Edition):

Goodall, Helen. “Professional development and beyond : a participative study of a self-facilitated learning group.” 2015. Web. 22 Oct 2019.

Vancouver:

Goodall H. Professional development and beyond : a participative study of a self-facilitated learning group. [Internet] [Doctoral dissertation]. University of Plymouth; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10026.1/3428.

Council of Science Editors:

Goodall H. Professional development and beyond : a participative study of a self-facilitated learning group. [Doctoral Dissertation]. University of Plymouth; 2015. Available from: http://hdl.handle.net/10026.1/3428


University of Florida

40. Wiggins, Lori R. Successful District Online Teachers' Perspectives of Professional Development.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2016, University of Florida

 The development of high quality online teachers within a Florida school district is critical given the exponential growth of virtual district programs, the lack of… (more)

Subjects/Keywords: Bricks; Learning; Learning experiences; Online learning; Pedagogy; Professional development; Professional development schools; Schools; Students; Teachers; development  – instruction  – pedagogy  – professional  – technology  – virtual

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

APA (6th Edition):

Wiggins, L. R. (2016). Successful District Online Teachers' Perspectives of Professional Development. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0050267

Chicago Manual of Style (16th Edition):

Wiggins, Lori R. “Successful District Online Teachers' Perspectives of Professional Development.” 2016. Doctoral Dissertation, University of Florida. Accessed October 22, 2019. http://ufdc.ufl.edu/UFE0050267.

MLA Handbook (7th Edition):

Wiggins, Lori R. “Successful District Online Teachers' Perspectives of Professional Development.” 2016. Web. 22 Oct 2019.

Vancouver:

Wiggins LR. Successful District Online Teachers' Perspectives of Professional Development. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2019 Oct 22]. Available from: http://ufdc.ufl.edu/UFE0050267.

Council of Science Editors:

Wiggins LR. Successful District Online Teachers' Perspectives of Professional Development. [Doctoral Dissertation]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/UFE0050267


Australian National University

41. Bui, Nguyen Thi Khoi. Networked Professional Learning in Intercultural Language Education: A Case Study of a Small Connectivist Open Online Course (SCOOC) .

Degree: 2018, Australian National University

 The globalisation era presents an urgent need for teacher professional development in the domain of intercultural language teaching and learning (ILTL) that allows language teachers… (more)

Subjects/Keywords: Networked professional learning; intercultural competence; intercultural language teaching and learning; online teacher professional development; online teacher professional development; SCOOC; learning design

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

APA (6th Edition):

Bui, N. T. K. (2018). Networked Professional Learning in Intercultural Language Education: A Case Study of a Small Connectivist Open Online Course (SCOOC) . (Thesis). Australian National University. Retrieved from http://hdl.handle.net/1885/160643

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

Chicago Manual of Style (16th Edition):

Bui, Nguyen Thi Khoi. “Networked Professional Learning in Intercultural Language Education: A Case Study of a Small Connectivist Open Online Course (SCOOC) .” 2018. Thesis, Australian National University. Accessed October 22, 2019. http://hdl.handle.net/1885/160643.

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

MLA Handbook (7th Edition):

Bui, Nguyen Thi Khoi. “Networked Professional Learning in Intercultural Language Education: A Case Study of a Small Connectivist Open Online Course (SCOOC) .” 2018. Web. 22 Oct 2019.

Vancouver:

Bui NTK. Networked Professional Learning in Intercultural Language Education: A Case Study of a Small Connectivist Open Online Course (SCOOC) . [Internet] [Thesis]. Australian National University; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1885/160643.

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

Council of Science Editors:

Bui NTK. Networked Professional Learning in Intercultural Language Education: A Case Study of a Small Connectivist Open Online Course (SCOOC) . [Thesis]. Australian National University; 2018. Available from: http://hdl.handle.net/1885/160643

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


University of Minnesota

42. Andzenge, Senenge. Developing TPACK in Practice: a multiple case study of higher education instructors.

Degree: PhD, Education, Curriculum and Instruction, 2018, University of Minnesota

 Engaging instructors with technology remains a problem in higher education (Westberry, McNaughton, Billot, & Gaeta, 2015). For many instructors, competency with new tools and practices… (more)

Subjects/Keywords: Adult Learning; Constructivism; Faculty Development; Learning Sciences; Learning Technologies; Professional Development

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

APA (6th Edition):

Andzenge, S. (2018). Developing TPACK in Practice: a multiple case study of higher education instructors. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/201716

Chicago Manual of Style (16th Edition):

Andzenge, Senenge. “Developing TPACK in Practice: a multiple case study of higher education instructors.” 2018. Doctoral Dissertation, University of Minnesota. Accessed October 22, 2019. http://hdl.handle.net/11299/201716.

MLA Handbook (7th Edition):

Andzenge, Senenge. “Developing TPACK in Practice: a multiple case study of higher education instructors.” 2018. Web. 22 Oct 2019.

Vancouver:

Andzenge S. Developing TPACK in Practice: a multiple case study of higher education instructors. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/11299/201716.

Council of Science Editors:

Andzenge S. Developing TPACK in Practice: a multiple case study of higher education instructors. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/201716


University of North Texas

43. Kennedy, Jacqueline E. Examining the Relationship Between Individual and Work Environment Characteristics and Learning Transfer Factors.

Degree: 2013, University of North Texas

 To impact student learning, educators’ implementation, or transfer, of new knowledge, skills, dispositions, and practices to daily work is the primary purpose of professional learning.… (more)

Subjects/Keywords: Professional learning; learning transfer; school improvement; learning culture; collective efficacy

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

APA (6th Edition):

Kennedy, J. E. (2013). Examining the Relationship Between Individual and Work Environment Characteristics and Learning Transfer Factors. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500198/

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

Chicago Manual of Style (16th Edition):

Kennedy, Jacqueline E. “Examining the Relationship Between Individual and Work Environment Characteristics and Learning Transfer Factors.” 2013. Thesis, University of North Texas. Accessed October 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc500198/.

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

MLA Handbook (7th Edition):

Kennedy, Jacqueline E. “Examining the Relationship Between Individual and Work Environment Characteristics and Learning Transfer Factors.” 2013. Web. 22 Oct 2019.

Vancouver:

Kennedy JE. Examining the Relationship Between Individual and Work Environment Characteristics and Learning Transfer Factors. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Oct 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500198/.

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

Council of Science Editors:

Kennedy JE. Examining the Relationship Between Individual and Work Environment Characteristics and Learning Transfer Factors. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc500198/

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


University of Arkansas

44. Koonce, Michael John. Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2017, University of Arkansas

  The purpose of this study was to identify factors that served as barriers to principal engagement in the professional development process and identify what… (more)

Subjects/Keywords: Capacity Building; Principal Engagement; Professional Development; Professional Learning; Educational Leadership; Teacher Education and Professional Development

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

APA (6th Edition):

Koonce, M. J. (2017). Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2625

Chicago Manual of Style (16th Edition):

Koonce, Michael John. “Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports.” 2017. Doctoral Dissertation, University of Arkansas. Accessed October 22, 2019. https://scholarworks.uark.edu/etd/2625.

MLA Handbook (7th Edition):

Koonce, Michael John. “Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports.” 2017. Web. 22 Oct 2019.

Vancouver:

Koonce MJ. Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Oct 22]. Available from: https://scholarworks.uark.edu/etd/2625.

Council of Science Editors:

Koonce MJ. Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/2625

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Power, Kelly-Ann K. “Professional Learning on Twitter: A content analysis of professional learning conversations among self-organized groups of educators.” 2013. Masters Thesis, National Library of Canada. Accessed October 22, 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. 22 Oct 2019.

Vancouver:

Power KK. Professional Learning on Twitter: A content analysis of professional learning conversations among self-organized groups of educators. [Internet] [Masters thesis]. National Library of Canada; 2013. [cited 2019 Oct 22]. 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


University of Georgia

46. Brown, Katherine Backes. Exploring teacher implementation of differentiation practices and process skill development in elementary classrooms.

Degree: PhD, Educational Psychology, 2011, University of Georgia

 The purpose of this study was to examine teacher experiences through implementation of process skill development and differentiation practices into regular education classrooms. Three third… (more)

Subjects/Keywords: differentiation; process skill development; professional learning

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

APA (6th Edition):

Brown, K. B. (2011). Exploring teacher implementation of differentiation practices and process skill development in elementary classrooms. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/brown_katherine_b_201112_phd

Chicago Manual of Style (16th Edition):

Brown, Katherine Backes. “Exploring teacher implementation of differentiation practices and process skill development in elementary classrooms.” 2011. Doctoral Dissertation, University of Georgia. Accessed October 22, 2019. http://purl.galileo.usg.edu/uga_etd/brown_katherine_b_201112_phd.

MLA Handbook (7th Edition):

Brown, Katherine Backes. “Exploring teacher implementation of differentiation practices and process skill development in elementary classrooms.” 2011. Web. 22 Oct 2019.

Vancouver:

Brown KB. Exploring teacher implementation of differentiation practices and process skill development in elementary classrooms. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Oct 22]. Available from: http://purl.galileo.usg.edu/uga_etd/brown_katherine_b_201112_phd.

Council of Science Editors:

Brown KB. Exploring teacher implementation of differentiation practices and process skill development in elementary classrooms. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/brown_katherine_b_201112_phd


Temple University

47. Wiestling, Troy L. The Relationship Between Transformational Leadership Practices and Developing a Professional Learning Community.

Degree: 2010, Temple University

Educational Administration

Ed.D.

This quantitative study investigated self-perception of elementary school principals' leadership practices and the impact of these practices on developing and fostering a… (more)

Subjects/Keywords: Education, Administration; community; leadership; learning; professional; transformational

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APA (6th Edition):

Wiestling, T. L. (2010). The Relationship Between Transformational Leadership Practices and Developing a Professional Learning Community. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,88657

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

Chicago Manual of Style (16th Edition):

Wiestling, Troy L. “The Relationship Between Transformational Leadership Practices and Developing a Professional Learning Community.” 2010. Thesis, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,88657.

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

MLA Handbook (7th Edition):

Wiestling, Troy L. “The Relationship Between Transformational Leadership Practices and Developing a Professional Learning Community.” 2010. Web. 22 Oct 2019.

Vancouver:

Wiestling TL. The Relationship Between Transformational Leadership Practices and Developing a Professional Learning Community. [Internet] [Thesis]. Temple University; 2010. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,88657.

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

Council of Science Editors:

Wiestling TL. The Relationship Between Transformational Leadership Practices and Developing a Professional Learning Community. [Thesis]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,88657

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


Universiteit Utrecht

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

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 October 22, 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. 22 Oct 2019.

Vancouver:

Tompazi K. Teachers' Professional Development of IBL skills in science through PRIMAS project. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2019 Oct 22]. 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


Georgia State University

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Whitaker, Gyimah I. “Exploring Gifted Pedagogy: Evaluating Teacher Knowledge and Implementation of Common Core Professional Learning.” 2015. Thesis, Georgia State University. Accessed October 22, 2019. https://scholarworks.gsu.edu/eps_diss/120.

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

MLA Handbook (7th Edition):

Whitaker, Gyimah I. “Exploring Gifted Pedagogy: Evaluating Teacher Knowledge and Implementation of Common Core Professional Learning.” 2015. Web. 22 Oct 2019.

Vancouver:

Whitaker GI. Exploring Gifted Pedagogy: Evaluating Teacher Knowledge and Implementation of Common Core Professional Learning. [Internet] [Thesis]. Georgia State University; 2015. [cited 2019 Oct 22]. Available from: https://scholarworks.gsu.edu/eps_diss/120.

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

Council of Science Editors:

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

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

50. Vogel, Rebecca. Professional Learning Communities and Student Achievement .

Degree: 2012, California State University – San Marcos

 This purpose of this mixed-method case study was to investigate the affects of district mandated Professional Learning Community (PLC) forms on teacher collaboration and student… (more)

Subjects/Keywords: Professional Learning Community,; teacher collaboration; student achievement

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

APA (6th Edition):

Vogel, R. (2012). Professional Learning Communities and Student Achievement . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/235

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

Chicago Manual of Style (16th Edition):

Vogel, Rebecca. “Professional Learning Communities and Student Achievement .” 2012. Thesis, California State University – San Marcos. Accessed October 22, 2019. http://hdl.handle.net/10211.8/235.

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

MLA Handbook (7th Edition):

Vogel, Rebecca. “Professional Learning Communities and Student Achievement .” 2012. Web. 22 Oct 2019.

Vancouver:

Vogel R. Professional Learning Communities and Student Achievement . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10211.8/235.

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

Council of Science Editors:

Vogel R. Professional Learning Communities and Student Achievement . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/235

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

51. Cameron, Beth A. Teachers??? Experiences in Collaborative Settings: A Comparison of How Two Teacher Teams Develop Relationships .

Degree: 2014, California State University – San Marcos

 Teachers are central to student learning. Without improving teacher practice, it will be difficult for schools to meet the goals of the Common Core State… (more)

Subjects/Keywords: teacher collaboration; professional learning communities; teacher efficacy

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APA (6th Edition):

Cameron, B. A. (2014). Teachers??? Experiences in Collaborative Settings: A Comparison of How Two Teacher Teams Develop Relationships . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/119085

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

Chicago Manual of Style (16th Edition):

Cameron, Beth A. “Teachers??? Experiences in Collaborative Settings: A Comparison of How Two Teacher Teams Develop Relationships .” 2014. Thesis, California State University – San Marcos. Accessed October 22, 2019. http://hdl.handle.net/10211.3/119085.

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

MLA Handbook (7th Edition):

Cameron, Beth A. “Teachers??? Experiences in Collaborative Settings: A Comparison of How Two Teacher Teams Develop Relationships .” 2014. Web. 22 Oct 2019.

Vancouver:

Cameron BA. Teachers??? Experiences in Collaborative Settings: A Comparison of How Two Teacher Teams Develop Relationships . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10211.3/119085.

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

Council of Science Editors:

Cameron BA. Teachers??? Experiences in Collaborative Settings: A Comparison of How Two Teacher Teams Develop Relationships . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/119085

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


UCLA

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

Degree: Education, 2015, UCLA

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Serrato, Francisco Joel. “Principal Professional Development and Professional Learning Communities.” 2015. Thesis, UCLA. Accessed October 22, 2019. http://www.escholarship.org/uc/item/14j298z4.

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

MLA Handbook (7th Edition):

Serrato, Francisco Joel. “Principal Professional Development and Professional Learning Communities.” 2015. Web. 22 Oct 2019.

Vancouver:

Serrato FJ. Principal Professional Development and Professional Learning Communities. [Internet] [Thesis]. UCLA; 2015. [cited 2019 Oct 22]. Available from: http://www.escholarship.org/uc/item/14j298z4.

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

Council of Science Editors:

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

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


Grand Valley State University

53. Britten, Lisa A. In This Together: Secondary Language Arts Teachers’ Responses to Learning Labs.

Degree: 2016, Grand Valley State University

 Since the No Child Left Behind (NCLB) Act was signed into law in 2001, literacy leaders and other school administrators have been challenged to increase… (more)

Subjects/Keywords: professional development; classroom learning labs; education; Education

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APA (6th Edition):

Britten, L. A. (2016). In This Together: Secondary Language Arts Teachers’ Responses to Learning Labs. (Thesis). Grand Valley State University. Retrieved from https://scholarworks.gvsu.edu/theses/787

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

Chicago Manual of Style (16th Edition):

Britten, Lisa A. “In This Together: Secondary Language Arts Teachers’ Responses to Learning Labs.” 2016. Thesis, Grand Valley State University. Accessed October 22, 2019. https://scholarworks.gvsu.edu/theses/787.

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

MLA Handbook (7th Edition):

Britten, Lisa A. “In This Together: Secondary Language Arts Teachers’ Responses to Learning Labs.” 2016. Web. 22 Oct 2019.

Vancouver:

Britten LA. In This Together: Secondary Language Arts Teachers’ Responses to Learning Labs. [Internet] [Thesis]. Grand Valley State University; 2016. [cited 2019 Oct 22]. Available from: https://scholarworks.gvsu.edu/theses/787.

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

Council of Science Editors:

Britten LA. In This Together: Secondary Language Arts Teachers’ Responses to Learning Labs. [Thesis]. Grand Valley State University; 2016. Available from: https://scholarworks.gvsu.edu/theses/787

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


University of Cambridge

54. Ayubayeva, Nazipa. Teacher collaboration for professional learning : case studies of three schools in Kazakhstan.

Degree: PhD, 2018, University of Cambridge

 This thesis explores the nature of teacher collaboration for professional learning, key enabling and inhibiting factors, and their implication for the development of a culture… (more)

Subjects/Keywords: Teacher learning; Professional development; Education policy

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APA (6th Edition):

Ayubayeva, N. (2018). Teacher collaboration for professional learning : case studies of three schools in Kazakhstan. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033

Chicago Manual of Style (16th Edition):

Ayubayeva, Nazipa. “Teacher collaboration for professional learning : case studies of three schools in Kazakhstan.” 2018. Doctoral Dissertation, University of Cambridge. Accessed October 22, 2019. https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033.

MLA Handbook (7th Edition):

Ayubayeva, Nazipa. “Teacher collaboration for professional learning : case studies of three schools in Kazakhstan.” 2018. Web. 22 Oct 2019.

Vancouver:

Ayubayeva N. Teacher collaboration for professional learning : case studies of three schools in Kazakhstan. [Internet] [Doctoral dissertation]. University of Cambridge; 2018. [cited 2019 Oct 22]. Available from: https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033.

Council of Science Editors:

Ayubayeva N. Teacher collaboration for professional learning : case studies of three schools in Kazakhstan. [Doctoral Dissertation]. University of Cambridge; 2018. Available from: https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033


University of Houston

55. English, Julie. Teachers’ Perceptions of Leadership Practices in the Implementation of Professional Learning Communities.

Degree: Educational Leadership and Policy Studies, Department of, University of Houston

 Districts have long faced the challenge of creating and sustaining effective leadership. Today’s school leaders are expected to perform at a higher level than ever… (more)

Subjects/Keywords: Professional Learning Communities

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APA (6th Edition):

English, J. (n.d.). Teachers’ Perceptions of Leadership Practices in the Implementation of Professional Learning Communities. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/2117

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

Chicago Manual of Style (16th Edition):

English, Julie. “Teachers’ Perceptions of Leadership Practices in the Implementation of Professional Learning Communities.” Thesis, University of Houston. Accessed October 22, 2019. http://hdl.handle.net/10657/2117.

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

MLA Handbook (7th Edition):

English, Julie. “Teachers’ Perceptions of Leadership Practices in the Implementation of Professional Learning Communities.” Web. 22 Oct 2019.

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

Vancouver:

English J. Teachers’ Perceptions of Leadership Practices in the Implementation of Professional Learning Communities. [Internet] [Thesis]. University of Houston; [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10657/2117.

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

Council of Science Editors:

English J. Teachers’ Perceptions of Leadership Practices in the Implementation of Professional Learning Communities. [Thesis]. University of Houston; Available from: http://hdl.handle.net/10657/2117

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


California State University – Sacramento

56. Hayes, Roderick Jay. Learning transfer in a public agency : a context for situational leadership and situated learning.

Degree: 2017, California State University – Sacramento

 The purpose of this study was twofold: a) to understand learning transfer relative to teamwork competency among supervisors who have participated in a professional development… (more)

Subjects/Keywords: Learning transfer; Professional development; Human services; Curriculum

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APA (6th Edition):

Hayes, R. J. (2017). Learning transfer in a public agency : a context for situational leadership and situated learning. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/193177

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

Chicago Manual of Style (16th Edition):

Hayes, Roderick Jay. “Learning transfer in a public agency : a context for situational leadership and situated learning.” 2017. Thesis, California State University – Sacramento. Accessed October 22, 2019. http://hdl.handle.net/10211.3/193177.

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

MLA Handbook (7th Edition):

Hayes, Roderick Jay. “Learning transfer in a public agency : a context for situational leadership and situated learning.” 2017. Web. 22 Oct 2019.

Vancouver:

Hayes RJ. Learning transfer in a public agency : a context for situational leadership and situated learning. [Internet] [Thesis]. California State University – Sacramento; 2017. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10211.3/193177.

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

Council of Science Editors:

Hayes RJ. Learning transfer in a public agency : a context for situational leadership and situated learning. [Thesis]. California State University – Sacramento; 2017. Available from: http://hdl.handle.net/10211.3/193177

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


Virginia Tech

57. Thomas III, Harry R. The Relationship Among Principal Preparation Programs, Professional Development, and Instructional Leadership Efficacy  .

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 This study presents a qualitative analysis of principals' perceptions of the relationship among principal preparation programs, professional development and instructional leadership confidence in one urban… (more)

Subjects/Keywords: Principal Preparation Programs; Professional Learning; Instructional Efficacy

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

APA (6th Edition):

Thomas III, H. R. (2015). The Relationship Among Principal Preparation Programs, Professional Development, and Instructional Leadership Efficacy  . (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73327

Chicago Manual of Style (16th Edition):

Thomas III, Harry R. “The Relationship Among Principal Preparation Programs, Professional Development, and Instructional Leadership Efficacy  .” 2015. Doctoral Dissertation, Virginia Tech. Accessed October 22, 2019. http://hdl.handle.net/10919/73327.

MLA Handbook (7th Edition):

Thomas III, Harry R. “The Relationship Among Principal Preparation Programs, Professional Development, and Instructional Leadership Efficacy  .” 2015. Web. 22 Oct 2019.

Vancouver:

Thomas III HR. The Relationship Among Principal Preparation Programs, Professional Development, and Instructional Leadership Efficacy  . [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10919/73327.

Council of Science Editors:

Thomas III HR. The Relationship Among Principal Preparation Programs, Professional Development, and Instructional Leadership Efficacy  . [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/73327


University of Delaware

58. Mead, Hilary. Looking at teacher learning from the university: levers for improvement .

Degree: 2018, University of Delaware

 This Educational Leadership Portfolio (ELP) investigates how university staff can contribute to high-quality professional learning in K-12 public schools. The current shortcomings of most professional(more)

Subjects/Keywords: Education; Leadership; Professional learning; Program evaluation

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

APA (6th Edition):

Mead, H. (2018). Looking at teacher learning from the university: levers for improvement . (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/23782

Chicago Manual of Style (16th Edition):

Mead, Hilary. “Looking at teacher learning from the university: levers for improvement .” 2018. Doctoral Dissertation, University of Delaware. Accessed October 22, 2019. http://udspace.udel.edu/handle/19716/23782.

MLA Handbook (7th Edition):

Mead, Hilary. “Looking at teacher learning from the university: levers for improvement .” 2018. Web. 22 Oct 2019.

Vancouver:

Mead H. Looking at teacher learning from the university: levers for improvement . [Internet] [Doctoral dissertation]. University of Delaware; 2018. [cited 2019 Oct 22]. Available from: http://udspace.udel.edu/handle/19716/23782.

Council of Science Editors:

Mead H. Looking at teacher learning from the university: levers for improvement . [Doctoral Dissertation]. University of Delaware; 2018. Available from: http://udspace.udel.edu/handle/19716/23782


University of Waikato

59. Johnson, Nicola. Primary school physical education: Professional learning as a partnership between a specialist and generalists .

Degree: 2018, University of Waikato

 The quality of physical education (PE) lessons delivered by generalist primary school teachers is recognised across the literature as inadequate. As a secondary PE teacher,… (more)

Subjects/Keywords: Physical Education; Professional Learning; Primary School

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

APA (6th Edition):

Johnson, N. (2018). Primary school physical education: Professional learning as a partnership between a specialist and generalists . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/12302

Chicago Manual of Style (16th Edition):

Johnson, Nicola. “Primary school physical education: Professional learning as a partnership between a specialist and generalists .” 2018. Doctoral Dissertation, University of Waikato. Accessed October 22, 2019. http://hdl.handle.net/10289/12302.

MLA Handbook (7th Edition):

Johnson, Nicola. “Primary school physical education: Professional learning as a partnership between a specialist and generalists .” 2018. Web. 22 Oct 2019.

Vancouver:

Johnson N. Primary school physical education: Professional learning as a partnership between a specialist and generalists . [Internet] [Doctoral dissertation]. University of Waikato; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10289/12302.

Council of Science Editors:

Johnson N. Primary school physical education: Professional learning as a partnership between a specialist and generalists . [Doctoral Dissertation]. University of Waikato; 2018. Available from: http://hdl.handle.net/10289/12302


Texas A&M University

60. Staley, Michele Diane. Peer Observation as Professional Learning: A Case Study to Determine the Effectiveness of the Stop Light Learning Program in a Suburban High School.

Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University

 The purpose of this case study was to evaluate the effectiveness of the successful teacher observation protocol (STOP) Stop Light Learning (SLL) program as an… (more)

Subjects/Keywords: Peer Observation; Professional Learning; Job-embedded; STEM

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

APA (6th Edition):

Staley, M. D. (2018). Peer Observation as Professional Learning: A Case Study to Determine the Effectiveness of the Stop Light Learning Program in a Suburban High School. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173618

Chicago Manual of Style (16th Edition):

Staley, Michele Diane. “Peer Observation as Professional Learning: A Case Study to Determine the Effectiveness of the Stop Light Learning Program in a Suburban High School.” 2018. Doctoral Dissertation, Texas A&M University. Accessed October 22, 2019. http://hdl.handle.net/1969.1/173618.

MLA Handbook (7th Edition):

Staley, Michele Diane. “Peer Observation as Professional Learning: A Case Study to Determine the Effectiveness of the Stop Light Learning Program in a Suburban High School.” 2018. Web. 22 Oct 2019.

Vancouver:

Staley MD. Peer Observation as Professional Learning: A Case Study to Determine the Effectiveness of the Stop Light Learning Program in a Suburban High School. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1969.1/173618.

Council of Science Editors:

Staley MD. Peer Observation as Professional Learning: A Case Study to Determine the Effectiveness of the Stop Light Learning Program in a Suburban High School. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173618

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