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You searched for subject:(professional learning). Showing records 61 – 90 of 1834 total matches.

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University of Missouri – Columbia

61. Horton, James N., 1952-. The role of district administration in the establishment of professional learning communities: The role of the district administration in the development of professional learning communities.

Degree: 2009, University of Missouri – Columbia

 The purpose of this study was to focus on outcomes, behaviors, and attitudes which have occurred or been developed in schools which have successfully implemented… (more)

Subjects/Keywords: Professional learning communities

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APA (6th Edition):

Horton, James N., 1. (2009). The role of district administration in the establishment of professional learning communities: The role of the district administration in the development of professional learning communities. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/6159

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):

Horton, James N., 1952-. “The role of district administration in the establishment of professional learning communities: The role of the district administration in the development of professional learning communities.” 2009. Thesis, University of Missouri – Columbia. Accessed October 21, 2019. https://doi.org/10.32469/10355/6159.

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

MLA Handbook (7th Edition):

Horton, James N., 1952-. “The role of district administration in the establishment of professional learning communities: The role of the district administration in the development of professional learning communities.” 2009. Web. 21 Oct 2019.

Vancouver:

Horton, James N. 1. The role of district administration in the establishment of professional learning communities: The role of the district administration in the development of professional learning communities. [Internet] [Thesis]. University of Missouri – Columbia; 2009. [cited 2019 Oct 21]. Available from: https://doi.org/10.32469/10355/6159.

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

Council of Science Editors:

Horton, James N. 1. The role of district administration in the establishment of professional learning communities: The role of the district administration in the development of professional learning communities. [Thesis]. University of Missouri – Columbia; 2009. Available from: https://doi.org/10.32469/10355/6159

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


University of Wollongong

62. Bukhatwa, Bothaina. Improving mathematics education in the Middle East: a focus on technology, learning design and professional development.

Degree: PhD, 2014, University of Wollongong

  This research is motivated by the challenges faced in the best design of eLearning sites to increase student understanding of educational processes and in… (more)

Subjects/Keywords: learning design; technology; eLearning; professional development

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APA (6th Edition):

Bukhatwa, B. (2014). Improving mathematics education in the Middle East: a focus on technology, learning design and professional development. (Doctoral Dissertation). University of Wollongong. Retrieved from ; https://ro.uow.edu.au/theses/4273

Chicago Manual of Style (16th Edition):

Bukhatwa, Bothaina. “Improving mathematics education in the Middle East: a focus on technology, learning design and professional development.” 2014. Doctoral Dissertation, University of Wollongong. Accessed October 21, 2019. ; https://ro.uow.edu.au/theses/4273.

MLA Handbook (7th Edition):

Bukhatwa, Bothaina. “Improving mathematics education in the Middle East: a focus on technology, learning design and professional development.” 2014. Web. 21 Oct 2019.

Vancouver:

Bukhatwa B. Improving mathematics education in the Middle East: a focus on technology, learning design and professional development. [Internet] [Doctoral dissertation]. University of Wollongong; 2014. [cited 2019 Oct 21]. Available from: ; https://ro.uow.edu.au/theses/4273.

Council of Science Editors:

Bukhatwa B. Improving mathematics education in the Middle East: a focus on technology, learning design and professional development. [Doctoral Dissertation]. University of Wollongong; 2014. Available from: ; https://ro.uow.edu.au/theses/4273


Victoria University of Wellington

63. Lamont, Margaret. The Wholeheartedness of Becoming: Evidence-Based Inquiry into Practice for Inservice Teacher Educators.

Degree: 2012, Victoria University of Wellington

 Recent trends in the professional learning and development of teachers are moving more towards the activation of learning rather than content delivery. Teachers are expected… (more)

Subjects/Keywords: Evidence-based practice; Professional learning; Facilitators

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APA (6th Edition):

Lamont, M. (2012). The Wholeheartedness of Becoming: Evidence-Based Inquiry into Practice for Inservice Teacher Educators. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2138

Chicago Manual of Style (16th Edition):

Lamont, Margaret. “The Wholeheartedness of Becoming: Evidence-Based Inquiry into Practice for Inservice Teacher Educators.” 2012. Doctoral Dissertation, Victoria University of Wellington. Accessed October 21, 2019. http://hdl.handle.net/10063/2138.

MLA Handbook (7th Edition):

Lamont, Margaret. “The Wholeheartedness of Becoming: Evidence-Based Inquiry into Practice for Inservice Teacher Educators.” 2012. Web. 21 Oct 2019.

Vancouver:

Lamont M. The Wholeheartedness of Becoming: Evidence-Based Inquiry into Practice for Inservice Teacher Educators. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2012. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10063/2138.

Council of Science Editors:

Lamont M. The Wholeheartedness of Becoming: Evidence-Based Inquiry into Practice for Inservice Teacher Educators. [Doctoral Dissertation]. Victoria University of Wellington; 2012. Available from: http://hdl.handle.net/10063/2138


University of Windsor

64. Wilson, Deidre Ann. On the Relationship between Complexity Theory, Professional Learning, and Lesson Study in Intermediate Mathematics Classrooms.

Degree: PhD, Education, 2015, University of Windsor

  This research adds to the existing knowledge about using the professional learning practice of Lesson Study as a way to build pedagogical knowledge and… (more)

Subjects/Keywords: complexity theory; lesson study; professional learning

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APA (6th Edition):

Wilson, D. A. (2015). On the Relationship between Complexity Theory, Professional Learning, and Lesson Study in Intermediate Mathematics Classrooms. (Doctoral Dissertation). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/5497

Chicago Manual of Style (16th Edition):

Wilson, Deidre Ann. “On the Relationship between Complexity Theory, Professional Learning, and Lesson Study in Intermediate Mathematics Classrooms.” 2015. Doctoral Dissertation, University of Windsor. Accessed October 21, 2019. https://scholar.uwindsor.ca/etd/5497.

MLA Handbook (7th Edition):

Wilson, Deidre Ann. “On the Relationship between Complexity Theory, Professional Learning, and Lesson Study in Intermediate Mathematics Classrooms.” 2015. Web. 21 Oct 2019.

Vancouver:

Wilson DA. On the Relationship between Complexity Theory, Professional Learning, and Lesson Study in Intermediate Mathematics Classrooms. [Internet] [Doctoral dissertation]. University of Windsor; 2015. [cited 2019 Oct 21]. Available from: https://scholar.uwindsor.ca/etd/5497.

Council of Science Editors:

Wilson DA. On the Relationship between Complexity Theory, Professional Learning, and Lesson Study in Intermediate Mathematics Classrooms. [Doctoral Dissertation]. University of Windsor; 2015. Available from: https://scholar.uwindsor.ca/etd/5497


University of Minnesota

65. James, James Herbert. A study of Professional Learning Communities in International Schools in Bangkok, Thailand.

Degree: EdD, Educational Policy and Administration, 2011, University of Minnesota

 Teacher collaboration and professional development are crucial components to any school improvement process. In an international school context differences among teachers emerging from culture, language,… (more)

Subjects/Keywords: Professional Learning Communities; Educational Policy and Administration

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APA (6th Edition):

James, J. H. (2011). A study of Professional Learning Communities in International Schools in Bangkok, Thailand. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/104518

Chicago Manual of Style (16th Edition):

James, James Herbert. “A study of Professional Learning Communities in International Schools in Bangkok, Thailand.” 2011. Doctoral Dissertation, University of Minnesota. Accessed October 21, 2019. http://purl.umn.edu/104518.

MLA Handbook (7th Edition):

James, James Herbert. “A study of Professional Learning Communities in International Schools in Bangkok, Thailand.” 2011. Web. 21 Oct 2019.

Vancouver:

James JH. A study of Professional Learning Communities in International Schools in Bangkok, Thailand. [Internet] [Doctoral dissertation]. University of Minnesota; 2011. [cited 2019 Oct 21]. Available from: http://purl.umn.edu/104518.

Council of Science Editors:

James JH. A study of Professional Learning Communities in International Schools in Bangkok, Thailand. [Doctoral Dissertation]. University of Minnesota; 2011. Available from: http://purl.umn.edu/104518

66. Rittenour, Nicole K. The Use of Principal Professional Learning Communities by Secondary Principals in Minnesota.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2017, St. Cloud State University

  Principals in Minnesota are required to remain current in knowledge of leadership for relicensure and evaluation purposes. One method used by Minnesota principals to… (more)

Subjects/Keywords: principal; professional learning community; Educational Leadership

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APA (6th Edition):

Rittenour, N. K. (2017). The Use of Principal Professional Learning Communities by Secondary Principals in Minnesota. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/26

Chicago Manual of Style (16th Edition):

Rittenour, Nicole K. “The Use of Principal Professional Learning Communities by Secondary Principals in Minnesota.” 2017. Doctoral Dissertation, St. Cloud State University. Accessed October 21, 2019. https://repository.stcloudstate.edu/edad_etds/26.

MLA Handbook (7th Edition):

Rittenour, Nicole K. “The Use of Principal Professional Learning Communities by Secondary Principals in Minnesota.” 2017. Web. 21 Oct 2019.

Vancouver:

Rittenour NK. The Use of Principal Professional Learning Communities by Secondary Principals in Minnesota. [Internet] [Doctoral dissertation]. St. Cloud State University; 2017. [cited 2019 Oct 21]. Available from: https://repository.stcloudstate.edu/edad_etds/26.

Council of Science Editors:

Rittenour NK. The Use of Principal Professional Learning Communities by Secondary Principals in Minnesota. [Doctoral Dissertation]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/edad_etds/26


Texas Tech University

67. Birdwell, Matthew. A qualitative study of implementation and sustainability factors of professional learning communities on campus accountability and improvement.

Degree: PhD, Curriculum and Instruction, 2018, Texas Tech University

 This study addressed the need for an investigation of implementation and sustainability factors of Professional Learning Communities (PLC) in campus accountability and improvement. The campus… (more)

Subjects/Keywords: Professional Learning Communities; Rural Schools; School Improvement

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APA (6th Edition):

Birdwell, M. (2018). A qualitative study of implementation and sustainability factors of professional learning communities on campus accountability and improvement. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/74435

Chicago Manual of Style (16th Edition):

Birdwell, Matthew. “A qualitative study of implementation and sustainability factors of professional learning communities on campus accountability and improvement.” 2018. Doctoral Dissertation, Texas Tech University. Accessed October 21, 2019. http://hdl.handle.net/2346/74435.

MLA Handbook (7th Edition):

Birdwell, Matthew. “A qualitative study of implementation and sustainability factors of professional learning communities on campus accountability and improvement.” 2018. Web. 21 Oct 2019.

Vancouver:

Birdwell M. A qualitative study of implementation and sustainability factors of professional learning communities on campus accountability and improvement. [Internet] [Doctoral dissertation]. Texas Tech University; 2018. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2346/74435.

Council of Science Editors:

Birdwell M. A qualitative study of implementation and sustainability factors of professional learning communities on campus accountability and improvement. [Doctoral Dissertation]. Texas Tech University; 2018. Available from: http://hdl.handle.net/2346/74435


Boston College

68. Jackson, Bradford L. The Impact of a Professional Learning Community Initiative on the Role of Teacher-Leaders.

Degree: EdD, Educational Administration and Higher Education, 2009, Boston College

 This case study evaluated the impact of implementing a Professional Learning Community (PLC) model on the role of teacher-leaders in a suburban school district. The… (more)

Subjects/Keywords: Professional Learning Communities; Sustainable Change; Teacher Leadership

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APA (6th Edition):

Jackson, B. L. (2009). The Impact of a Professional Learning Community Initiative on the Role of Teacher-Leaders. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101753

Chicago Manual of Style (16th Edition):

Jackson, Bradford L. “The Impact of a Professional Learning Community Initiative on the Role of Teacher-Leaders.” 2009. Doctoral Dissertation, Boston College. Accessed October 21, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101753.

MLA Handbook (7th Edition):

Jackson, Bradford L. “The Impact of a Professional Learning Community Initiative on the Role of Teacher-Leaders.” 2009. Web. 21 Oct 2019.

Vancouver:

Jackson BL. The Impact of a Professional Learning Community Initiative on the Role of Teacher-Leaders. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Oct 21]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101753.

Council of Science Editors:

Jackson BL. The Impact of a Professional Learning Community Initiative on the Role of Teacher-Leaders. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101753


Boston College

69. Moore, Meredith Cromwell. A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2018, Boston College

Professional development is widely viewed as a key lever for school change. Each year, federal and state governments pour billions of dollars into developing teachers,… (more)

Subjects/Keywords: Complexity Theory; Professional Development; Teacher Learning

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APA (6th Edition):

Moore, M. C. (2018). A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:108093

Chicago Manual of Style (16th Edition):

Moore, Meredith Cromwell. “A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory.” 2018. Doctoral Dissertation, Boston College. Accessed October 21, 2019. http://dlib.bc.edu/islandora/object/bc-ir:108093.

MLA Handbook (7th Edition):

Moore, Meredith Cromwell. “A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory.” 2018. Web. 21 Oct 2019.

Vancouver:

Moore MC. A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory. [Internet] [Doctoral dissertation]. Boston College; 2018. [cited 2019 Oct 21]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108093.

Council of Science Editors:

Moore MC. A Complexity Analysis of Two Teachers’ Learning from Professional Development: Toward an Explanatory Theory. [Doctoral Dissertation]. Boston College; 2018. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108093


University of Notre Dame

70. Andrea Lynn Christensen. Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>.

Degree: PhD, Psychology, 2012, University of Notre Dame

  In response to the need for change in teaching practices, educators have bolstered efforts to provide professional development for teachers. However, research suggests that… (more)

Subjects/Keywords: motivation; leadership; learning communities; teacher professional development

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APA (6th Edition):

Christensen, A. L. (2012). Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>. (Doctoral Dissertation). University of Notre Dame. Retrieved from https://curate.nd.edu/show/n583xs57x2v

Chicago Manual of Style (16th Edition):

Christensen, Andrea Lynn. “Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>.” 2012. Doctoral Dissertation, University of Notre Dame. Accessed October 21, 2019. https://curate.nd.edu/show/n583xs57x2v.

MLA Handbook (7th Edition):

Christensen, Andrea Lynn. “Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>.” 2012. Web. 21 Oct 2019.

Vancouver:

Christensen AL. Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>. [Internet] [Doctoral dissertation]. University of Notre Dame; 2012. [cited 2019 Oct 21]. Available from: https://curate.nd.edu/show/n583xs57x2v.

Council of Science Editors:

Christensen AL. Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>. [Doctoral Dissertation]. University of Notre Dame; 2012. Available from: https://curate.nd.edu/show/n583xs57x2v


University of Southern California

71. Reynolds, David. How professional learning communities use student data to increase achievement.

Degree: EdD, Education (Leadership), 2008, University of Southern California

 No Child Left Behind has brought an increased expectation of accountability for all students. Professional Learning Communities is a strategy in which teachers can analyze… (more)

Subjects/Keywords: Professional Learning Community

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APA (6th Edition):

Reynolds, D. (2008). How professional learning communities use student data to increase achievement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/71149/rec/3252

Chicago Manual of Style (16th Edition):

Reynolds, David. “How professional learning communities use student data to increase achievement.” 2008. Doctoral Dissertation, University of Southern California. Accessed October 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/71149/rec/3252.

MLA Handbook (7th Edition):

Reynolds, David. “How professional learning communities use student data to increase achievement.” 2008. Web. 21 Oct 2019.

Vancouver:

Reynolds D. How professional learning communities use student data to increase achievement. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 Oct 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/71149/rec/3252.

Council of Science Editors:

Reynolds D. How professional learning communities use student data to increase achievement. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/71149/rec/3252


University of Southern California

72. Webb, Alfonzo Clifton, II. Closing the achievement gap by means of professional learning communities.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 The achievement gap represents an uneven playing field in our schools. The sobering reality of the achievement gap is that it threatens the future not… (more)

Subjects/Keywords: closing the achievement gap; professional learning communities

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APA (6th Edition):

Webb, Alfonzo Clifton, I. (2011). Closing the achievement gap by means of professional learning communities. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/459520/rec/1389

Chicago Manual of Style (16th Edition):

Webb, Alfonzo Clifton, II. “Closing the achievement gap by means of professional learning communities.” 2011. Doctoral Dissertation, University of Southern California. Accessed October 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/459520/rec/1389.

MLA Handbook (7th Edition):

Webb, Alfonzo Clifton, II. “Closing the achievement gap by means of professional learning communities.” 2011. Web. 21 Oct 2019.

Vancouver:

Webb, Alfonzo Clifton I. Closing the achievement gap by means of professional learning communities. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Oct 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/459520/rec/1389.

Council of Science Editors:

Webb, Alfonzo Clifton I. Closing the achievement gap by means of professional learning communities. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/459520/rec/1389


University of Southern California

73. Moreno, Babette DeWree. The relationship between professional development and principals' feelings of self efficacy.

Degree: EdD, Education, 2012, University of Southern California

 This study sought to determine how participating in professional development focused on leadership development relates to a principal’s sense of efficacy as a leader. Presently… (more)

Subjects/Keywords: principals; professional development; efficacy; adult learning

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APA (6th Edition):

Moreno, B. D. (2012). The relationship between professional development and principals' feelings of self efficacy. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206374/rec/7142

Chicago Manual of Style (16th Edition):

Moreno, Babette DeWree. “The relationship between professional development and principals' feelings of self efficacy.” 2012. Doctoral Dissertation, University of Southern California. Accessed October 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206374/rec/7142.

MLA Handbook (7th Edition):

Moreno, Babette DeWree. “The relationship between professional development and principals' feelings of self efficacy.” 2012. Web. 21 Oct 2019.

Vancouver:

Moreno BD. The relationship between professional development and principals' feelings of self efficacy. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Oct 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206374/rec/7142.

Council of Science Editors:

Moreno BD. The relationship between professional development and principals' feelings of self efficacy. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206374/rec/7142


University of New Orleans

74. Adams, Kelvin. The Impact of Whole Faculty Study Groups and Peer Observations on the Professional Learning Community.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2005, University of New Orleans

 In an era of school reform it should not be uncommon for educators to review every strategy or tool to initiate changes that will result… (more)

Subjects/Keywords: Professional Learning Community

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APA (6th Edition):

Adams, K. (2005). The Impact of Whole Faculty Study Groups and Peer Observations on the Professional Learning Community. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/253

Chicago Manual of Style (16th Edition):

Adams, Kelvin. “The Impact of Whole Faculty Study Groups and Peer Observations on the Professional Learning Community.” 2005. Doctoral Dissertation, University of New Orleans. Accessed October 21, 2019. https://scholarworks.uno.edu/td/253.

MLA Handbook (7th Edition):

Adams, Kelvin. “The Impact of Whole Faculty Study Groups and Peer Observations on the Professional Learning Community.” 2005. Web. 21 Oct 2019.

Vancouver:

Adams K. The Impact of Whole Faculty Study Groups and Peer Observations on the Professional Learning Community. [Internet] [Doctoral dissertation]. University of New Orleans; 2005. [cited 2019 Oct 21]. Available from: https://scholarworks.uno.edu/td/253.

Council of Science Editors:

Adams K. The Impact of Whole Faculty Study Groups and Peer Observations on the Professional Learning Community. [Doctoral Dissertation]. University of New Orleans; 2005. Available from: https://scholarworks.uno.edu/td/253


University of Toronto

75. Middleton, Julie Louise. The Role of Instructional Coaching for Teacher Learning in Elementary Mathematics: A Multi-case Study.

Degree: PhD, 2019, University of Toronto

 This study examines how instructional coaching shapes teacher learning in elementary/intermediate mathematics education. Coaching is an initiative that is currently being implemented in a large… (more)

Subjects/Keywords: Instructional Coaching; Mathematics Education; Professional Learning; 0515

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APA (6th Edition):

Middleton, J. L. (2019). The Role of Instructional Coaching for Teacher Learning in Elementary Mathematics: A Multi-case Study. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/95901

Chicago Manual of Style (16th Edition):

Middleton, Julie Louise. “The Role of Instructional Coaching for Teacher Learning in Elementary Mathematics: A Multi-case Study.” 2019. Doctoral Dissertation, University of Toronto. Accessed October 21, 2019. http://hdl.handle.net/1807/95901.

MLA Handbook (7th Edition):

Middleton, Julie Louise. “The Role of Instructional Coaching for Teacher Learning in Elementary Mathematics: A Multi-case Study.” 2019. Web. 21 Oct 2019.

Vancouver:

Middleton JL. The Role of Instructional Coaching for Teacher Learning in Elementary Mathematics: A Multi-case Study. [Internet] [Doctoral dissertation]. University of Toronto; 2019. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1807/95901.

Council of Science Editors:

Middleton JL. The Role of Instructional Coaching for Teacher Learning in Elementary Mathematics: A Multi-case Study. [Doctoral Dissertation]. University of Toronto; 2019. Available from: http://hdl.handle.net/1807/95901


University of Victoria

76. Gerrity, Scott. Recognizing and navigating the relational landscapes of self in action: How higher Ed educators construe the value and purpose of the ePortfolio process.

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

 Instructors in higher education are being asked to introduce electronic portfolios (ePs) into their teaching without prior knowledge or experience on how to do it… (more)

Subjects/Keywords: Electronic Portfolios; Professional Learning; Relational Knowledge

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APA (6th Edition):

Gerrity, S. (2019). Recognizing and navigating the relational landscapes of self in action: How higher Ed educators construe the value and purpose of the ePortfolio process. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/11082

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):

Gerrity, Scott. “Recognizing and navigating the relational landscapes of self in action: How higher Ed educators construe the value and purpose of the ePortfolio process.” 2019. Thesis, University of Victoria. Accessed October 21, 2019. http://hdl.handle.net/1828/11082.

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

MLA Handbook (7th Edition):

Gerrity, Scott. “Recognizing and navigating the relational landscapes of self in action: How higher Ed educators construe the value and purpose of the ePortfolio process.” 2019. Web. 21 Oct 2019.

Vancouver:

Gerrity S. Recognizing and navigating the relational landscapes of self in action: How higher Ed educators construe the value and purpose of the ePortfolio process. [Internet] [Thesis]. University of Victoria; 2019. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1828/11082.

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

Council of Science Editors:

Gerrity S. Recognizing and navigating the relational landscapes of self in action: How higher Ed educators construe the value and purpose of the ePortfolio process. [Thesis]. University of Victoria; 2019. Available from: http://hdl.handle.net/1828/11082

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


Drexel University

77. Vitale, Margaret Elizabeth. Key Characteristics of Collaborative Leadership in Elementary Schools: Understanding the Perceptions of Principals and Teachers.

Degree: 2017, Drexel University

Collaborative leadership is a process of leadership that allows all stakeholders to be actively involved in the decision-making process. This leadership process incorporates the perspectives… (more)

Subjects/Keywords: Education; Educational leadership; Professional learning communities

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

APA (6th Edition):

Vitale, M. E. (2017). Key Characteristics of Collaborative Leadership in Elementary Schools: Understanding the Perceptions of Principals and Teachers. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7269

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):

Vitale, Margaret Elizabeth. “Key Characteristics of Collaborative Leadership in Elementary Schools: Understanding the Perceptions of Principals and Teachers.” 2017. Thesis, Drexel University. Accessed October 21, 2019. http://hdl.handle.net/1860/idea:7269.

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

MLA Handbook (7th Edition):

Vitale, Margaret Elizabeth. “Key Characteristics of Collaborative Leadership in Elementary Schools: Understanding the Perceptions of Principals and Teachers.” 2017. Web. 21 Oct 2019.

Vancouver:

Vitale ME. Key Characteristics of Collaborative Leadership in Elementary Schools: Understanding the Perceptions of Principals and Teachers. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1860/idea:7269.

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

Council of Science Editors:

Vitale ME. Key Characteristics of Collaborative Leadership in Elementary Schools: Understanding the Perceptions of Principals and Teachers. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7269

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


Virginia Tech

78. Hurd, Charles C. The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement.

Degree: PhD, Educational Leadership and Policy Studies, 2010, Virginia Tech

 This case study examined the principles of a professional learning community (PLC) in an elementary school setting and their impact on instructional practices and effect… (more)

Subjects/Keywords: Collaboration; English Language Learner; Professional Learning Community

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APA (6th Edition):

Hurd, C. C. (2010). The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26703

Chicago Manual of Style (16th Edition):

Hurd, Charles C. “The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement.” 2010. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. http://hdl.handle.net/10919/26703.

MLA Handbook (7th Edition):

Hurd, Charles C. “The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement.” 2010. Web. 21 Oct 2019.

Vancouver:

Hurd CC. The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10919/26703.

Council of Science Editors:

Hurd CC. The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26703


University of Pretoria

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Mbowane, Clement. “Exploring the educational significance of science fairs for high school science teachers.” 2017. Masters Thesis, University of Pretoria. Accessed October 21, 2019. http://hdl.handle.net/2263/60958.

MLA Handbook (7th Edition):

Mbowane, Clement. “Exploring the educational significance of science fairs for high school science teachers.” 2017. Web. 21 Oct 2019.

Vancouver:

Mbowane C. Exploring the educational significance of science fairs for high school science teachers. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2263/60958.

Council of Science Editors:

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


Edith Cowan University

80. Sari, Eunice R. Teacher professional development in an online learning community : a case study in Indonesia.

Degree: 2012, Edith Cowan University

 Over the past decade the rapid pace of technological innovation has changed the knowledge-based society and gradually changed the way teaching and learning are conducted… (more)

Subjects/Keywords: Teacher professional development; web-based learning; Teacher Education and Professional Development

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APA (6th Edition):

Sari, E. R. (2012). Teacher professional development in an online learning community : a case study in Indonesia. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/470

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):

Sari, Eunice R. “Teacher professional development in an online learning community : a case study in Indonesia.” 2012. Thesis, Edith Cowan University. Accessed October 21, 2019. http://ro.ecu.edu.au/theses/470.

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

MLA Handbook (7th Edition):

Sari, Eunice R. “Teacher professional development in an online learning community : a case study in Indonesia.” 2012. Web. 21 Oct 2019.

Vancouver:

Sari ER. Teacher professional development in an online learning community : a case study in Indonesia. [Internet] [Thesis]. Edith Cowan University; 2012. [cited 2019 Oct 21]. Available from: http://ro.ecu.edu.au/theses/470.

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

Council of Science Editors:

Sari ER. Teacher professional development in an online learning community : a case study in Indonesia. [Thesis]. Edith Cowan University; 2012. Available from: http://ro.ecu.edu.au/theses/470

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


Universiteit Utrecht

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

Degree: 2011, Universiteit Utrecht

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Zanger, W J de. “Nooit te oud om te leren! Een onderzoek naar de na- en bijscholing van het artistiek kader binnen de amateurpodiumkunsten in Nederland.” 2011. Masters Thesis, Universiteit Utrecht. Accessed October 21, 2019. http://dspace.library.uu.nl:8080/handle/1874/204768.

MLA Handbook (7th Edition):

Zanger, W J de. “Nooit te oud om te leren! Een onderzoek naar de na- en bijscholing van het artistiek kader binnen de amateurpodiumkunsten in Nederland.” 2011. Web. 21 Oct 2019.

Vancouver:

Zanger WJd. Nooit te oud om te leren! Een onderzoek naar de na- en bijscholing van het artistiek kader binnen de amateurpodiumkunsten in Nederland. [Internet] [Masters thesis]. Universiteit Utrecht; 2011. [cited 2019 Oct 21]. Available from: http://dspace.library.uu.nl:8080/handle/1874/204768.

Council of Science Editors:

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


Universiteit Utrecht

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

Degree: 2016, Universiteit Utrecht

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Geerling, J. “De Centrale Opleidingscommissie als Professional Learning Community.” 2016. Masters Thesis, Universiteit Utrecht. Accessed October 21, 2019. http://dspace.library.uu.nl:8080/handle/1874/328804.

MLA Handbook (7th Edition):

Geerling, J. “De Centrale Opleidingscommissie als Professional Learning Community.” 2016. Web. 21 Oct 2019.

Vancouver:

Geerling J. De Centrale Opleidingscommissie als Professional Learning Community. [Internet] [Masters thesis]. Universiteit Utrecht; 2016. [cited 2019 Oct 21]. Available from: http://dspace.library.uu.nl:8080/handle/1874/328804.

Council of Science Editors:

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


University of Hawaii – Manoa

83. Seto, Laurie. Learning from Educator Experiences in a Hawaiian School: Peak Professional Learning and A'o.

Degree: 2017, University of Hawaii – Manoa

D.Ed. University of Hawaii at Manoa 2016.

Due to rapid advancements in the world and shifting priorities at the school level, educators must keep abreast… (more)

Subjects/Keywords: Professional Learning; Professional Development; Phenomenology; Appreciative Inquiry; A‘o

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APA (6th Edition):

Seto, L. (2017). Learning from Educator Experiences in a Hawaiian School: Peak Professional Learning and A'o. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/51527

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):

Seto, Laurie. “Learning from Educator Experiences in a Hawaiian School: Peak Professional Learning and A'o.” 2017. Thesis, University of Hawaii – Manoa. Accessed October 21, 2019. http://hdl.handle.net/10125/51527.

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

MLA Handbook (7th Edition):

Seto, Laurie. “Learning from Educator Experiences in a Hawaiian School: Peak Professional Learning and A'o.” 2017. Web. 21 Oct 2019.

Vancouver:

Seto L. Learning from Educator Experiences in a Hawaiian School: Peak Professional Learning and A'o. [Internet] [Thesis]. University of Hawaii – Manoa; 2017. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10125/51527.

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

Council of Science Editors:

Seto L. Learning from Educator Experiences in a Hawaiian School: Peak Professional Learning and A'o. [Thesis]. University of Hawaii – Manoa; 2017. Available from: http://hdl.handle.net/10125/51527

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


Central Connecticut State University

84. Schiffer, Maureen L., 1964-. Determining the impact of professional learning communities and data-based decision making on reading achievement.

Degree: Department of Educational Leadership, 2011, Central Connecticut State University

 This mixed methods case study using convergence of evidence examined data-based decision making teams that function like professional learning communities (PLCs) and the impact of… (more)

Subjects/Keywords: Reading (Elementary); Teachers  – Professional relationships; Professional learning communities

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APA (6th Edition):

Schiffer, Maureen L., 1. (2011). Determining the impact of professional learning communities and data-based decision making on reading achievement. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1639

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):

Schiffer, Maureen L., 1964-. “Determining the impact of professional learning communities and data-based decision making on reading achievement.” 2011. Thesis, Central Connecticut State University. Accessed October 21, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1639.

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

MLA Handbook (7th Edition):

Schiffer, Maureen L., 1964-. “Determining the impact of professional learning communities and data-based decision making on reading achievement.” 2011. Web. 21 Oct 2019.

Vancouver:

Schiffer, Maureen L. 1. Determining the impact of professional learning communities and data-based decision making on reading achievement. [Internet] [Thesis]. Central Connecticut State University; 2011. [cited 2019 Oct 21]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1639.

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

Council of Science Editors:

Schiffer, Maureen L. 1. Determining the impact of professional learning communities and data-based decision making on reading achievement. [Thesis]. Central Connecticut State University; 2011. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1639

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


University of Sydney

85. Petschler, Jennifer Anne. Change efforts in schools: implications for professional development as a strategy for change .

Degree: 2014, University of Sydney

 This doctoral thesis is an exploration of the challenges in bringing about effective change in schools. The focus is on professional learning strategies and their… (more)

Subjects/Keywords: change professional learning; professional development; ethnographic case study; embedded researcher

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APA (6th Edition):

Petschler, J. A. (2014). Change efforts in schools: implications for professional development as a strategy for change . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/13515

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):

Petschler, Jennifer Anne. “Change efforts in schools: implications for professional development as a strategy for change .” 2014. Thesis, University of Sydney. Accessed October 21, 2019. http://hdl.handle.net/2123/13515.

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

MLA Handbook (7th Edition):

Petschler, Jennifer Anne. “Change efforts in schools: implications for professional development as a strategy for change .” 2014. Web. 21 Oct 2019.

Vancouver:

Petschler JA. Change efforts in schools: implications for professional development as a strategy for change . [Internet] [Thesis]. University of Sydney; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2123/13515.

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

Council of Science Editors:

Petschler JA. Change efforts in schools: implications for professional development as a strategy for change . [Thesis]. University of Sydney; 2014. Available from: http://hdl.handle.net/2123/13515

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


University of the Western Cape

86. Smith, Charles Raymond. Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership .

Degree: 2015, University of the Western Cape

 Ways of enacting effective professional development (PD) and professional learning (PL) of teachers are diverse and often contested and therefore needs sustained inquiry (Schuck, Aubussona,… (more)

Subjects/Keywords: Teacher development; Collaboration inquiry; Continuous professional development; Professional learning communities

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APA (6th Edition):

Smith, C. R. (2015). Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4943

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):

Smith, Charles Raymond. “Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership .” 2015. Thesis, University of the Western Cape. Accessed October 21, 2019. http://hdl.handle.net/11394/4943.

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

MLA Handbook (7th Edition):

Smith, Charles Raymond. “Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership .” 2015. Web. 21 Oct 2019.

Vancouver:

Smith CR. Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership . [Internet] [Thesis]. University of the Western Cape; 2015. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/11394/4943.

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

Council of Science Editors:

Smith CR. Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership . [Thesis]. University of the Western Cape; 2015. Available from: http://hdl.handle.net/11394/4943

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


Western Kentucky University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Payne, Jettie Pearl. “Professional Development and Its Influence on Teacher Practice and Student Achievement.” 2018. Masters Thesis, Western Kentucky University. Accessed October 21, 2019. https://digitalcommons.wku.edu/theses/3064.

MLA Handbook (7th Edition):

Payne, Jettie Pearl. “Professional Development and Its Influence on Teacher Practice and Student Achievement.” 2018. Web. 21 Oct 2019.

Vancouver:

Payne JP. Professional Development and Its Influence on Teacher Practice and Student Achievement. [Internet] [Masters thesis]. Western Kentucky University; 2018. [cited 2019 Oct 21]. Available from: https://digitalcommons.wku.edu/theses/3064.

Council of Science Editors:

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

88. Smith, Rebecca. Redefining Professional Development: Investigating the Professional Learning Experiences of Catholic School Educators.

Degree: Education, EdD, Education, 2017, University of Portland

  The purpose of this mixed methods study was to investigate the professional learning experiences of Catholic school educators and compare these experiences to national… (more)

Subjects/Keywords: Professional development; Professional learning; Catholic education; Secondary school; High school; Education

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APA (6th Edition):

Smith, R. (2017). Redefining Professional Development: Investigating the Professional Learning Experiences of Catholic School Educators. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/21

Chicago Manual of Style (16th Edition):

Smith, Rebecca. “Redefining Professional Development: Investigating the Professional Learning Experiences of Catholic School Educators.” 2017. Doctoral Dissertation, University of Portland. Accessed October 21, 2019. http://pilotscholars.up.edu/etd/21.

MLA Handbook (7th Edition):

Smith, Rebecca. “Redefining Professional Development: Investigating the Professional Learning Experiences of Catholic School Educators.” 2017. Web. 21 Oct 2019.

Vancouver:

Smith R. Redefining Professional Development: Investigating the Professional Learning Experiences of Catholic School Educators. [Internet] [Doctoral dissertation]. University of Portland; 2017. [cited 2019 Oct 21]. Available from: http://pilotscholars.up.edu/etd/21.

Council of Science Editors:

Smith R. Redefining Professional Development: Investigating the Professional Learning Experiences of Catholic School Educators. [Doctoral Dissertation]. University of Portland; 2017. Available from: http://pilotscholars.up.edu/etd/21


University of Waikato

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

Degree: 2017, University of Waikato

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Capili-Balbalin, Wenefe. “The Development of Professional Learning Communities (PLCs) in the Philippines: Roles and Views of Secondary School Principals .” 2017. Masters Thesis, University of Waikato. Accessed October 21, 2019. http://hdl.handle.net/10289/11327.

MLA Handbook (7th Edition):

Capili-Balbalin, Wenefe. “The Development of Professional Learning Communities (PLCs) in the Philippines: Roles and Views of Secondary School Principals .” 2017. Web. 21 Oct 2019.

Vancouver:

Capili-Balbalin W. The Development of Professional Learning Communities (PLCs) in the Philippines: Roles and Views of Secondary School Principals . [Internet] [Masters thesis]. University of Waikato; 2017. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10289/11327.

Council of Science Editors:

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


University of Waikato

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

Degree: 2015, University of Waikato

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Ahlawat, Gautam. “Participatory Action Research (PAR) as a Professional Learning Community (PLC) strategy for Secondary School Teacher Professional Development (PD) .” 2015. Masters Thesis, University of Waikato. Accessed October 21, 2019. http://hdl.handle.net/10289/10292.

MLA Handbook (7th Edition):

Ahlawat, Gautam. “Participatory Action Research (PAR) as a Professional Learning Community (PLC) strategy for Secondary School Teacher Professional Development (PD) .” 2015. Web. 21 Oct 2019.

Vancouver:

Ahlawat G. Participatory Action Research (PAR) as a Professional Learning Community (PLC) strategy for Secondary School Teacher Professional Development (PD) . [Internet] [Masters thesis]. University of Waikato; 2015. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10289/10292.

Council of Science Editors:

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

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