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You searched for subject:(professional staff development). Showing records 1 – 30 of 83 total matches.

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1. Rottet, Kimberly N. The lack of the use of competencies and its impact on preparedness for leadership roles in collegiate recreation.

Degree: EdD, College of Education, 2019, Ashland University

 Within recent years seasoned collegiate recreation senior leaders have noted a concern relative to the skill level of their potential successors. As these directors near… (more)

Subjects/Keywords: Education; Higher Education; Recreation; Professional development; staff development; competencies

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APA (6th Edition):

Rottet, K. N. (2019). The lack of the use of competencies and its impact on preparedness for leadership roles in collegiate recreation. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1552303746956729

Chicago Manual of Style (16th Edition):

Rottet, Kimberly N. “The lack of the use of competencies and its impact on preparedness for leadership roles in collegiate recreation.” 2019. Doctoral Dissertation, Ashland University. Accessed August 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1552303746956729.

MLA Handbook (7th Edition):

Rottet, Kimberly N. “The lack of the use of competencies and its impact on preparedness for leadership roles in collegiate recreation.” 2019. Web. 25 Aug 2019.

Vancouver:

Rottet KN. The lack of the use of competencies and its impact on preparedness for leadership roles in collegiate recreation. [Internet] [Doctoral dissertation]. Ashland University; 2019. [cited 2019 Aug 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1552303746956729.

Council of Science Editors:

Rottet KN. The lack of the use of competencies and its impact on preparedness for leadership roles in collegiate recreation. [Doctoral Dissertation]. Ashland University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1552303746956729


Northeastern University

2. Kaminski, Stacey A. Implementing a professional learning community: a case study.

Degree: EdD, School of Education, 2011, Northeastern University

 Teaching, in the 21st century is a complex vocation that necessitates high quality professional development to fortify and sustain it. As a core profession, and… (more)

Subjects/Keywords: education; case study; educational change theory; national staff development council standards for professional development; professional development; professional learning communities; Education

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APA (6th Edition):

Kaminski, S. A. (2011). Implementing a professional learning community: a case study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20002319

Chicago Manual of Style (16th Edition):

Kaminski, Stacey A. “Implementing a professional learning community: a case study.” 2011. Doctoral Dissertation, Northeastern University. Accessed August 25, 2019. http://hdl.handle.net/2047/d20002319.

MLA Handbook (7th Edition):

Kaminski, Stacey A. “Implementing a professional learning community: a case study.” 2011. Web. 25 Aug 2019.

Vancouver:

Kaminski SA. Implementing a professional learning community: a case study. [Internet] [Doctoral dissertation]. Northeastern University; 2011. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/2047/d20002319.

Council of Science Editors:

Kaminski SA. Implementing a professional learning community: a case study. [Doctoral Dissertation]. Northeastern University; 2011. Available from: http://hdl.handle.net/2047/d20002319

3. Koronkiewicz, Talia. Professional Development Preferences of Community Colleges Student Affairs Mid Level Managers.

Degree: 2016, Ferris State University

 Community colleges are in a transformational era, navigating issues including increased accountability for graduation rates and shrinking budgets. Student affairs professionals are further challenged with… (more)

Subjects/Keywords: Community colleges.; Budget.; Student Affairs staff.; Professional development.

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APA (6th Edition):

Koronkiewicz, T. (2016). Professional Development Preferences of Community Colleges Student Affairs Mid Level Managers. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/5954

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):

Koronkiewicz, Talia. “Professional Development Preferences of Community Colleges Student Affairs Mid Level Managers.” 2016. Thesis, Ferris State University. Accessed August 25, 2019. http://hdl.handle.net/2323/5954.

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

MLA Handbook (7th Edition):

Koronkiewicz, Talia. “Professional Development Preferences of Community Colleges Student Affairs Mid Level Managers.” 2016. Web. 25 Aug 2019.

Vancouver:

Koronkiewicz T. Professional Development Preferences of Community Colleges Student Affairs Mid Level Managers. [Internet] [Thesis]. Ferris State University; 2016. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/2323/5954.

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

Council of Science Editors:

Koronkiewicz T. Professional Development Preferences of Community Colleges Student Affairs Mid Level Managers. [Thesis]. Ferris State University; 2016. Available from: http://hdl.handle.net/2323/5954

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


Baylor University

4. Filkins, Daniel Treadgold. The acquisition of electronic portfolio support staff expertise : a theoretical model.

Degree: Educational Psychology., 2011, Baylor University

 The purpose of this qualitative case study was to investigate the different methods in which electronic portfolio support staff acquired their expertise. In this study,… (more)

Subjects/Keywords: Electronic portfolio support staff.; Expertise acquisition.; Professional development.

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APA (6th Edition):

Filkins, D. T. (2011). The acquisition of electronic portfolio support staff expertise : a theoretical model. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/8081

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):

Filkins, Daniel Treadgold. “The acquisition of electronic portfolio support staff expertise : a theoretical model. ” 2011. Thesis, Baylor University. Accessed August 25, 2019. http://hdl.handle.net/2104/8081.

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

MLA Handbook (7th Edition):

Filkins, Daniel Treadgold. “The acquisition of electronic portfolio support staff expertise : a theoretical model. ” 2011. Web. 25 Aug 2019.

Vancouver:

Filkins DT. The acquisition of electronic portfolio support staff expertise : a theoretical model. [Internet] [Thesis]. Baylor University; 2011. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/2104/8081.

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

Council of Science Editors:

Filkins DT. The acquisition of electronic portfolio support staff expertise : a theoretical model. [Thesis]. Baylor University; 2011. Available from: http://hdl.handle.net/2104/8081

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

5. Carlson, Scott. A Change Plan For District Professional Learning And Teacher Collaboration In The Area Of Elementary English Language Arts Instruction.

Degree: EdD Doctor of Education, Educational Leadership, 2018, National-Louis University

  This change plan used Wagner et al.’s (2006) framework to assess the arenas of culture, context, conditions, and competencies of a small suburban school… (more)

Subjects/Keywords: professional learning; staff development; change plan; Educational Leadership

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APA (6th Edition):

Carlson, S. (2018). A Change Plan For District Professional Learning And Teacher Collaboration In The Area Of Elementary English Language Arts Instruction. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/337

Chicago Manual of Style (16th Edition):

Carlson, Scott. “A Change Plan For District Professional Learning And Teacher Collaboration In The Area Of Elementary English Language Arts Instruction.” 2018. Doctoral Dissertation, National-Louis University. Accessed August 25, 2019. https://digitalcommons.nl.edu/diss/337.

MLA Handbook (7th Edition):

Carlson, Scott. “A Change Plan For District Professional Learning And Teacher Collaboration In The Area Of Elementary English Language Arts Instruction.” 2018. Web. 25 Aug 2019.

Vancouver:

Carlson S. A Change Plan For District Professional Learning And Teacher Collaboration In The Area Of Elementary English Language Arts Instruction. [Internet] [Doctoral dissertation]. National-Louis University; 2018. [cited 2019 Aug 25]. Available from: https://digitalcommons.nl.edu/diss/337.

Council of Science Editors:

Carlson S. A Change Plan For District Professional Learning And Teacher Collaboration In The Area Of Elementary English Language Arts Instruction. [Doctoral Dissertation]. National-Louis University; 2018. Available from: https://digitalcommons.nl.edu/diss/337

6. Carlson, Scott. A Program Evaluation Of District Professional Learning Practices Using The Standards Assessment Inventory.

Degree: EdD Doctor of Education, Educational Leadership, 2018, National-Louis University

  This paper details an evaluation of a school district's professional learning program for the purpose of understanding major patterns and important nuances that give… (more)

Subjects/Keywords: professional learning; staff development; program evaluation; standards assessment inventory; Educational Leadership

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

APA (6th Edition):

Carlson, S. (2018). A Program Evaluation Of District Professional Learning Practices Using The Standards Assessment Inventory. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/338

Chicago Manual of Style (16th Edition):

Carlson, Scott. “A Program Evaluation Of District Professional Learning Practices Using The Standards Assessment Inventory.” 2018. Doctoral Dissertation, National-Louis University. Accessed August 25, 2019. https://digitalcommons.nl.edu/diss/338.

MLA Handbook (7th Edition):

Carlson, Scott. “A Program Evaluation Of District Professional Learning Practices Using The Standards Assessment Inventory.” 2018. Web. 25 Aug 2019.

Vancouver:

Carlson S. A Program Evaluation Of District Professional Learning Practices Using The Standards Assessment Inventory. [Internet] [Doctoral dissertation]. National-Louis University; 2018. [cited 2019 Aug 25]. Available from: https://digitalcommons.nl.edu/diss/338.

Council of Science Editors:

Carlson S. A Program Evaluation Of District Professional Learning Practices Using The Standards Assessment Inventory. [Doctoral Dissertation]. National-Louis University; 2018. Available from: https://digitalcommons.nl.edu/diss/338


Boston University

7. Tudor, Mary Ellen. Staff development of an experienced head nurse and an inexperienced head nurse by one supervisor through guidance and counseling.

Degree: MS, Nursing, 1963, Boston University

Subjects/Keywords: Professional development; Nursing staff

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APA (6th Edition):

Tudor, M. E. (1963). Staff development of an experienced head nurse and an inexperienced head nurse by one supervisor through guidance and counseling. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/31420

Chicago Manual of Style (16th Edition):

Tudor, Mary Ellen. “Staff development of an experienced head nurse and an inexperienced head nurse by one supervisor through guidance and counseling.” 1963. Masters Thesis, Boston University. Accessed August 25, 2019. http://hdl.handle.net/2144/31420.

MLA Handbook (7th Edition):

Tudor, Mary Ellen. “Staff development of an experienced head nurse and an inexperienced head nurse by one supervisor through guidance and counseling.” 1963. Web. 25 Aug 2019.

Vancouver:

Tudor ME. Staff development of an experienced head nurse and an inexperienced head nurse by one supervisor through guidance and counseling. [Internet] [Masters thesis]. Boston University; 1963. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/2144/31420.

Council of Science Editors:

Tudor ME. Staff development of an experienced head nurse and an inexperienced head nurse by one supervisor through guidance and counseling. [Masters Thesis]. Boston University; 1963. Available from: http://hdl.handle.net/2144/31420


University of Bath

8. Murphy, Jennifer. Managing professional development of academic staff to enhance university performance.

Degree: Thesis (D.B.A.), 2014, University of Bath

 Calls for more effective and modern teaching practices, higher research outputs, leaner administrative processes, greater community engagement, and more student-centred approaches to the business of… (more)

Subjects/Keywords: 378.1; higher education management; professional development; academic staff; university performance

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APA (6th Edition):

Murphy, J. (2014). Managing professional development of academic staff to enhance university performance. (Doctoral Dissertation). University of Bath. Retrieved from https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687301

Chicago Manual of Style (16th Edition):

Murphy, Jennifer. “Managing professional development of academic staff to enhance university performance.” 2014. Doctoral Dissertation, University of Bath. Accessed August 25, 2019. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687301.

MLA Handbook (7th Edition):

Murphy, Jennifer. “Managing professional development of academic staff to enhance university performance.” 2014. Web. 25 Aug 2019.

Vancouver:

Murphy J. Managing professional development of academic staff to enhance university performance. [Internet] [Doctoral dissertation]. University of Bath; 2014. [cited 2019 Aug 25]. Available from: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687301.

Council of Science Editors:

Murphy J. Managing professional development of academic staff to enhance university performance. [Doctoral Dissertation]. University of Bath; 2014. Available from: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687301


Loyola University Chicago

9. Millhouse-Pettis, Erika L. Response to Intervention: Staff Perception of the Implementation and Development of a Three-Tier Model of Intervention.

Degree: Doctor of Education (EdD), School of Education, 2011, Loyola University Chicago

  The purpose of this study was to analyze a school district's certified staffs' perception and training of its Response to Intervention model (RtI). RtI… (more)

Subjects/Keywords: Professional Development; Response to Intervention; Staff Perception; Curriculum and Instruction

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APA (6th Edition):

Millhouse-Pettis, E. L. (2011). Response to Intervention: Staff Perception of the Implementation and Development of a Three-Tier Model of Intervention. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/286

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):

Millhouse-Pettis, Erika L. “Response to Intervention: Staff Perception of the Implementation and Development of a Three-Tier Model of Intervention.” 2011. Thesis, Loyola University Chicago. Accessed August 25, 2019. https://ecommons.luc.edu/luc_diss/286.

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

MLA Handbook (7th Edition):

Millhouse-Pettis, Erika L. “Response to Intervention: Staff Perception of the Implementation and Development of a Three-Tier Model of Intervention.” 2011. Web. 25 Aug 2019.

Vancouver:

Millhouse-Pettis EL. Response to Intervention: Staff Perception of the Implementation and Development of a Three-Tier Model of Intervention. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2019 Aug 25]. Available from: https://ecommons.luc.edu/luc_diss/286.

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

Council of Science Editors:

Millhouse-Pettis EL. Response to Intervention: Staff Perception of the Implementation and Development of a Three-Tier Model of Intervention. [Thesis]. Loyola University Chicago; 2011. Available from: https://ecommons.luc.edu/luc_diss/286

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

10. Robilotto, Tracey. The Impact of High-Fidelity Simulation Practice on the Perceived Confidence of Experienced ICU Nurses.

Degree: 2019, Regis University

  the pre-evaluations however, not all scores improved between the three scenarios. In fact, four of the nine total scores collected remained the same. In… (more)

Subjects/Keywords: Professional Staff Development; Simulation; DNP Project; Nurse Confidence; Self- Perceptions

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APA (6th Edition):

Robilotto, T. (2019). The Impact of High-Fidelity Simulation Practice on the Perceived Confidence of Experienced ICU Nurses. (Thesis). Regis University. Retrieved from https://epublications.regis.edu/theses/922

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):

Robilotto, Tracey. “The Impact of High-Fidelity Simulation Practice on the Perceived Confidence of Experienced ICU Nurses.” 2019. Thesis, Regis University. Accessed August 25, 2019. https://epublications.regis.edu/theses/922.

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

MLA Handbook (7th Edition):

Robilotto, Tracey. “The Impact of High-Fidelity Simulation Practice on the Perceived Confidence of Experienced ICU Nurses.” 2019. Web. 25 Aug 2019.

Vancouver:

Robilotto T. The Impact of High-Fidelity Simulation Practice on the Perceived Confidence of Experienced ICU Nurses. [Internet] [Thesis]. Regis University; 2019. [cited 2019 Aug 25]. Available from: https://epublications.regis.edu/theses/922.

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

Council of Science Editors:

Robilotto T. The Impact of High-Fidelity Simulation Practice on the Perceived Confidence of Experienced ICU Nurses. [Thesis]. Regis University; 2019. Available from: https://epublications.regis.edu/theses/922

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

11. Whitney-DeLaMar, Marybeth. Building A High-Quality Teaching Profession: Professional Development For Teachers and Staff.

Degree: Educational Leadership, 2013, National-Louis University

N/A Advisors/Committee Members: Jack Denny.

Subjects/Keywords: Professional Development; Staff Development; Educational Leadership

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APA (6th Edition):

Whitney-DeLaMar, M. (2013). Building A High-Quality Teaching Profession: Professional Development For Teachers and Staff. (Thesis). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/156

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):

Whitney-DeLaMar, Marybeth. “Building A High-Quality Teaching Profession: Professional Development For Teachers and Staff.” 2013. Thesis, National-Louis University. Accessed August 25, 2019. http://digitalcommons.nl.edu/diss/156.

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

MLA Handbook (7th Edition):

Whitney-DeLaMar, Marybeth. “Building A High-Quality Teaching Profession: Professional Development For Teachers and Staff.” 2013. Web. 25 Aug 2019.

Vancouver:

Whitney-DeLaMar M. Building A High-Quality Teaching Profession: Professional Development For Teachers and Staff. [Internet] [Thesis]. National-Louis University; 2013. [cited 2019 Aug 25]. Available from: http://digitalcommons.nl.edu/diss/156.

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

Council of Science Editors:

Whitney-DeLaMar M. Building A High-Quality Teaching Profession: Professional Development For Teachers and Staff. [Thesis]. National-Louis University; 2013. Available from: http://digitalcommons.nl.edu/diss/156

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


Royal Roads University

12. Nairn, Christie. Cleaning up hospitals : using participatory professional development to teach environmental sustainability practices to healthcare cleaning staff .

Degree: 2016, Royal Roads University

 This thesis examines the use of participatory professional development (PPD) to teach environmental sustainability practices to healthcare cleaning staff, using the guidance of the Participatory… (more)

Subjects/Keywords: Adult Education; Education; Environmental Sustainability; Healthcare Facility; Participatory Professional Development; Staff Development

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APA (6th Edition):

Nairn, C. (2016). Cleaning up hospitals : using participatory professional development to teach environmental sustainability practices to healthcare cleaning staff . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/893

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):

Nairn, Christie. “Cleaning up hospitals : using participatory professional development to teach environmental sustainability practices to healthcare cleaning staff .” 2016. Thesis, Royal Roads University. Accessed August 25, 2019. http://hdl.handle.net/10170/893.

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

MLA Handbook (7th Edition):

Nairn, Christie. “Cleaning up hospitals : using participatory professional development to teach environmental sustainability practices to healthcare cleaning staff .” 2016. Web. 25 Aug 2019.

Vancouver:

Nairn C. Cleaning up hospitals : using participatory professional development to teach environmental sustainability practices to healthcare cleaning staff . [Internet] [Thesis]. Royal Roads University; 2016. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10170/893.

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

Council of Science Editors:

Nairn C. Cleaning up hospitals : using participatory professional development to teach environmental sustainability practices to healthcare cleaning staff . [Thesis]. Royal Roads University; 2016. Available from: http://hdl.handle.net/10170/893

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


Virginia Tech

13. Barringer, Tina M. Teacher Growth in the Evaluation Process.

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

 Teacher evaluation has a history of challenges, from disagreement over its fundamental purpose to questions of its significance to teachers. Studies (Barnett & McCormick, 2004;… (more)

Subjects/Keywords: evaluation; formative evaluation; professional development; purposes of teacher evaluation; staff development; teacher evaluation; teacher growth

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APA (6th Edition):

Barringer, T. M. (2010). Teacher Growth in the Evaluation Process. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73010

Chicago Manual of Style (16th Edition):

Barringer, Tina M. “Teacher Growth in the Evaluation Process.” 2010. Doctoral Dissertation, Virginia Tech. Accessed August 25, 2019. http://hdl.handle.net/10919/73010.

MLA Handbook (7th Edition):

Barringer, Tina M. “Teacher Growth in the Evaluation Process.” 2010. Web. 25 Aug 2019.

Vancouver:

Barringer TM. Teacher Growth in the Evaluation Process. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10919/73010.

Council of Science Editors:

Barringer TM. Teacher Growth in the Evaluation Process. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/73010


University of Connecticut

14. DeRosa, Danielle A. Prepared Practitioners: An Evaluation of the Professional Development Experiences of Sport-Based Youth Development Practitioners.

Degree: MS, Sport Management, 2016, University of Connecticut

Professional development for Out-of-School time (OST) staff is a comprehensive term that can refer to a variety of education, training, and development opportunities (Bouffard… (more)

Subjects/Keywords: Sport-based Youth Development; Youth Sport; Sport for Development; Community; Professional Development; Community of Practice; Staff Development

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

APA (6th Edition):

DeRosa, D. A. (2016). Prepared Practitioners: An Evaluation of the Professional Development Experiences of Sport-Based Youth Development Practitioners. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/1028

Chicago Manual of Style (16th Edition):

DeRosa, Danielle A. “Prepared Practitioners: An Evaluation of the Professional Development Experiences of Sport-Based Youth Development Practitioners.” 2016. Masters Thesis, University of Connecticut. Accessed August 25, 2019. https://opencommons.uconn.edu/gs_theses/1028.

MLA Handbook (7th Edition):

DeRosa, Danielle A. “Prepared Practitioners: An Evaluation of the Professional Development Experiences of Sport-Based Youth Development Practitioners.” 2016. Web. 25 Aug 2019.

Vancouver:

DeRosa DA. Prepared Practitioners: An Evaluation of the Professional Development Experiences of Sport-Based Youth Development Practitioners. [Internet] [Masters thesis]. University of Connecticut; 2016. [cited 2019 Aug 25]. Available from: https://opencommons.uconn.edu/gs_theses/1028.

Council of Science Editors:

DeRosa DA. Prepared Practitioners: An Evaluation of the Professional Development Experiences of Sport-Based Youth Development Practitioners. [Masters Thesis]. University of Connecticut; 2016. Available from: https://opencommons.uconn.edu/gs_theses/1028


Universidade do Rio Grande do Sul

15. Roza, Jacira Pinto da. A prática da pesquisa no processo de formação de professores em pedagogia : um desafio ao docente do ensino superior para a formação de um profissional reflexivo.

Degree: 2009, Universidade do Rio Grande do Sul

A tese "A PRÁTICA DA PESQUISA NO PROCESSO DE FORMAÇÃO DE PROFESSORES EM PEDAGOGIA: um desafio ao docente do ensino superior para a formação de… (more)

Subjects/Keywords: Development of professors; Professor; Formação; Teaching staff; Pesquisa; Reflective professional; Research practice; Ensino superior

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APA (6th Edition):

Roza, J. P. d. (2009). A prática da pesquisa no processo de formação de professores em pedagogia : um desafio ao docente do ensino superior para a formação de um profissional reflexivo. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/17718

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):

Roza, Jacira Pinto da. “A prática da pesquisa no processo de formação de professores em pedagogia : um desafio ao docente do ensino superior para a formação de um profissional reflexivo.” 2009. Thesis, Universidade do Rio Grande do Sul. Accessed August 25, 2019. http://hdl.handle.net/10183/17718.

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

MLA Handbook (7th Edition):

Roza, Jacira Pinto da. “A prática da pesquisa no processo de formação de professores em pedagogia : um desafio ao docente do ensino superior para a formação de um profissional reflexivo.” 2009. Web. 25 Aug 2019.

Vancouver:

Roza JPd. A prática da pesquisa no processo de formação de professores em pedagogia : um desafio ao docente do ensino superior para a formação de um profissional reflexivo. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2009. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10183/17718.

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

Council of Science Editors:

Roza JPd. A prática da pesquisa no processo de formação de professores em pedagogia : um desafio ao docente do ensino superior para a formação de um profissional reflexivo. [Thesis]. Universidade do Rio Grande do Sul; 2009. Available from: http://hdl.handle.net/10183/17718

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

16. Johnson, Rodriguez. The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, Clark University Atlanta

  It was a goal of this study to identify leadership strategies and other select variables such as instructional strategies, professional staff development, teacher-student relationship,… (more)

Subjects/Keywords: Educational Leadership; instructional strategies; professional staff development; teacher-student relationship; parental support; student academic motivation

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

APA (6th Edition):

Johnson, R. (2014). The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/2

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):

Johnson, Rodriguez. “The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School.” 2014. Thesis, Clark University Atlanta. Accessed August 25, 2019. http://digitalcommons.auctr.edu/cauetds/2.

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

MLA Handbook (7th Edition):

Johnson, Rodriguez. “The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School.” 2014. Web. 25 Aug 2019.

Vancouver:

Johnson R. The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School. [Internet] [Thesis]. Clark University Atlanta; 2014. [cited 2019 Aug 25]. Available from: http://digitalcommons.auctr.edu/cauetds/2.

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

Council of Science Editors:

Johnson R. The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School. [Thesis]. Clark University Atlanta; 2014. Available from: http://digitalcommons.auctr.edu/cauetds/2

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


University of New Orleans

17. Farizo, Kenneth. Essence and Meaning in Professional Development: The Writing Project Experience.

Degree: PhD, Curriculum and Instruction, 2004, University of New Orleans

Professional development in education is often a process focused on teachers' limitations. Teachers are rarely offered choices in professional development, nor are they asked to… (more)

Subjects/Keywords: Writing Project; professional development; phenomenology; teacher development; staff development

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

APA (6th Edition):

Farizo, K. (2004). Essence and Meaning in Professional Development: The Writing Project Experience. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/209

Chicago Manual of Style (16th Edition):

Farizo, Kenneth. “Essence and Meaning in Professional Development: The Writing Project Experience.” 2004. Doctoral Dissertation, University of New Orleans. Accessed August 25, 2019. https://scholarworks.uno.edu/td/209.

MLA Handbook (7th Edition):

Farizo, Kenneth. “Essence and Meaning in Professional Development: The Writing Project Experience.” 2004. Web. 25 Aug 2019.

Vancouver:

Farizo K. Essence and Meaning in Professional Development: The Writing Project Experience. [Internet] [Doctoral dissertation]. University of New Orleans; 2004. [cited 2019 Aug 25]. Available from: https://scholarworks.uno.edu/td/209.

Council of Science Editors:

Farizo K. Essence and Meaning in Professional Development: The Writing Project Experience. [Doctoral Dissertation]. University of New Orleans; 2004. Available from: https://scholarworks.uno.edu/td/209


University of South Africa

18. Mchunu, Hamilton Themba. Linking appraisal with professional development in the integrated quality management system in South African schools .

Degree: 2014, University of South Africa

 In recent years, the South African education system has experimented with different appraisal systems in an attempt to evaluate the performance of educators in public… (more)

Subjects/Keywords: Staff appraisal; Performance appraisal; Educator evaluation; Professional development; Integrated Quality Management System; Educator development; Continuous professional development of educators; Formative and summative evaluation practices; Continued professional growth; Decentralised appraisal system

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

APA (6th Edition):

Mchunu, H. T. (2014). Linking appraisal with professional development in the integrated quality management system in South African schools . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/13750

Chicago Manual of Style (16th Edition):

Mchunu, Hamilton Themba. “Linking appraisal with professional development in the integrated quality management system in South African schools .” 2014. Doctoral Dissertation, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/13750.

MLA Handbook (7th Edition):

Mchunu, Hamilton Themba. “Linking appraisal with professional development in the integrated quality management system in South African schools .” 2014. Web. 25 Aug 2019.

Vancouver:

Mchunu HT. Linking appraisal with professional development in the integrated quality management system in South African schools . [Internet] [Doctoral dissertation]. University of South Africa; 2014. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/13750.

Council of Science Editors:

Mchunu HT. Linking appraisal with professional development in the integrated quality management system in South African schools . [Doctoral Dissertation]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/13750


Liberty University

19. Tolbert, Susan R. Effect of School Level on Teacher Perceptions of SST/RTI Effectiveness (K-12), within a Northwest Georgia School System.

Degree: 2012, Liberty University

 The purpose of this causal-comparative study is to evaluate the effect of school level (primary, elementary, middle, and high school) on teacher perceptions of Student… (more)

Subjects/Keywords: Perceptions; Staff Development; Teachers; Education, General; Education, Teacher Training; Education; Educational Assessment, Evaluation, and Research; Teacher Education and Professional Development

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

APA (6th Edition):

Tolbert, S. R. (2012). Effect of School Level on Teacher Perceptions of SST/RTI Effectiveness (K-12), within a Northwest Georgia School System. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/500

Chicago Manual of Style (16th Edition):

Tolbert, Susan R. “Effect of School Level on Teacher Perceptions of SST/RTI Effectiveness (K-12), within a Northwest Georgia School System.” 2012. Doctoral Dissertation, Liberty University. Accessed August 25, 2019. http://digitalcommons.liberty.edu/doctoral/500.

MLA Handbook (7th Edition):

Tolbert, Susan R. “Effect of School Level on Teacher Perceptions of SST/RTI Effectiveness (K-12), within a Northwest Georgia School System.” 2012. Web. 25 Aug 2019.

Vancouver:

Tolbert SR. Effect of School Level on Teacher Perceptions of SST/RTI Effectiveness (K-12), within a Northwest Georgia School System. [Internet] [Doctoral dissertation]. Liberty University; 2012. [cited 2019 Aug 25]. Available from: http://digitalcommons.liberty.edu/doctoral/500.

Council of Science Editors:

Tolbert SR. Effect of School Level on Teacher Perceptions of SST/RTI Effectiveness (K-12), within a Northwest Georgia School System. [Doctoral Dissertation]. Liberty University; 2012. Available from: http://digitalcommons.liberty.edu/doctoral/500


University of Cincinnati

20. CAMPBELL, LISA MULFORD. BEYOND FRAGMENTATION: AN INVESTIGATION OF PROFESSIONAL DEVELOPMENT IN EARLY LITERACY EDUCATION.

Degree: EdD, Education : Literacy, 2006, University of Cincinnati

 This dissertation is comprised of a series of scholarly papers submitted in an alternative format. All four chapters represent separate, but related, studies embedded in… (more)

Subjects/Keywords: Professional Development; staff development; teacher training; literacy education; coaching

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APA (6th Edition):

CAMPBELL, L. M. (2006). BEYOND FRAGMENTATION: AN INVESTIGATION OF PROFESSIONAL DEVELOPMENT IN EARLY LITERACY EDUCATION. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148331030

Chicago Manual of Style (16th Edition):

CAMPBELL, LISA MULFORD. “BEYOND FRAGMENTATION: AN INVESTIGATION OF PROFESSIONAL DEVELOPMENT IN EARLY LITERACY EDUCATION.” 2006. Doctoral Dissertation, University of Cincinnati. Accessed August 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148331030.

MLA Handbook (7th Edition):

CAMPBELL, LISA MULFORD. “BEYOND FRAGMENTATION: AN INVESTIGATION OF PROFESSIONAL DEVELOPMENT IN EARLY LITERACY EDUCATION.” 2006. Web. 25 Aug 2019.

Vancouver:

CAMPBELL LM. BEYOND FRAGMENTATION: AN INVESTIGATION OF PROFESSIONAL DEVELOPMENT IN EARLY LITERACY EDUCATION. [Internet] [Doctoral dissertation]. University of Cincinnati; 2006. [cited 2019 Aug 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148331030.

Council of Science Editors:

CAMPBELL LM. BEYOND FRAGMENTATION: AN INVESTIGATION OF PROFESSIONAL DEVELOPMENT IN EARLY LITERACY EDUCATION. [Doctoral Dissertation]. University of Cincinnati; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148331030


Penn State University

21. O'Connor, Jr., Thomas William. Public School Teachers’ Discretionary Participation in Continuing Professional Development: Perceptions, Influences, and Action.

Degree: EdD, Adult Education, 2000, Penn State University

 The prevailing perception of teachers’ discretionary participation in continuing professional development (CPD) fails to reflect the scope and substance of their actual involvement or the… (more)

Subjects/Keywords: Professional Development; Teacher Staff Development; Participation; Continuing Education

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APA (6th Edition):

O'Connor, Jr., T. W. (2000). Public School Teachers’ Discretionary Participation in Continuing Professional Development: Perceptions, Influences, and Action. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/5829

Chicago Manual of Style (16th Edition):

O'Connor, Jr., Thomas William. “Public School Teachers’ Discretionary Participation in Continuing Professional Development: Perceptions, Influences, and Action.” 2000. Doctoral Dissertation, Penn State University. Accessed August 25, 2019. https://etda.libraries.psu.edu/catalog/5829.

MLA Handbook (7th Edition):

O'Connor, Jr., Thomas William. “Public School Teachers’ Discretionary Participation in Continuing Professional Development: Perceptions, Influences, and Action.” 2000. Web. 25 Aug 2019.

Vancouver:

O'Connor, Jr. TW. Public School Teachers’ Discretionary Participation in Continuing Professional Development: Perceptions, Influences, and Action. [Internet] [Doctoral dissertation]. Penn State University; 2000. [cited 2019 Aug 25]. Available from: https://etda.libraries.psu.edu/catalog/5829.

Council of Science Editors:

O'Connor, Jr. TW. Public School Teachers’ Discretionary Participation in Continuing Professional Development: Perceptions, Influences, and Action. [Doctoral Dissertation]. Penn State University; 2000. Available from: https://etda.libraries.psu.edu/catalog/5829

22. Bjerken, Kevin S. Building Self-Directed Teachers: A Case Study of Teachers' Perspectives of the Effects of Cognitive Coaching on Professional Practices.

Degree: 2013, Minnesota State University – Mankato

 This case study of a single school district aims to identify teachers' perceptions of how their professional practices have been affected after four years of… (more)

Subjects/Keywords: cognitive coaching; professional development; staff development; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership

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

APA (6th Edition):

Bjerken, K. S. (2013). Building Self-Directed Teachers: A Case Study of Teachers' Perspectives of the Effects of Cognitive Coaching on Professional Practices. (Thesis). Minnesota State University – Mankato. Retrieved from https://cornerstone.lib.mnsu.edu/etds/83

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):

Bjerken, Kevin S. “Building Self-Directed Teachers: A Case Study of Teachers' Perspectives of the Effects of Cognitive Coaching on Professional Practices.” 2013. Thesis, Minnesota State University – Mankato. Accessed August 25, 2019. https://cornerstone.lib.mnsu.edu/etds/83.

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

MLA Handbook (7th Edition):

Bjerken, Kevin S. “Building Self-Directed Teachers: A Case Study of Teachers' Perspectives of the Effects of Cognitive Coaching on Professional Practices.” 2013. Web. 25 Aug 2019.

Vancouver:

Bjerken KS. Building Self-Directed Teachers: A Case Study of Teachers' Perspectives of the Effects of Cognitive Coaching on Professional Practices. [Internet] [Thesis]. Minnesota State University – Mankato; 2013. [cited 2019 Aug 25]. Available from: https://cornerstone.lib.mnsu.edu/etds/83.

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

Council of Science Editors:

Bjerken KS. Building Self-Directed Teachers: A Case Study of Teachers' Perspectives of the Effects of Cognitive Coaching on Professional Practices. [Thesis]. Minnesota State University – Mankato; 2013. Available from: https://cornerstone.lib.mnsu.edu/etds/83

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


Mississippi State University

23. Sampsell, Jacquelyn Scipper. EVALUATING THE IMPACT OF A BIOLOGY I PROFESSIONAL DEVELOPMENT SERIES.

Degree: EdD, Secondary Education, 2005, Mississippi State University

 Effective professional development offers opportunities for teachers to reflect on their practices, modify and implement changes in the classroom, and eventually impact students? learning. However,… (more)

Subjects/Keywords: professional development; evaluation; biology teaching; secondary education; staff development

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

APA (6th Edition):

Sampsell, J. S. (2005). EVALUATING THE IMPACT OF A BIOLOGY I PROFESSIONAL DEVELOPMENT SERIES. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-04052005-070342/ ;

Chicago Manual of Style (16th Edition):

Sampsell, Jacquelyn Scipper. “EVALUATING THE IMPACT OF A BIOLOGY I PROFESSIONAL DEVELOPMENT SERIES.” 2005. Doctoral Dissertation, Mississippi State University. Accessed August 25, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-04052005-070342/ ;.

MLA Handbook (7th Edition):

Sampsell, Jacquelyn Scipper. “EVALUATING THE IMPACT OF A BIOLOGY I PROFESSIONAL DEVELOPMENT SERIES.” 2005. Web. 25 Aug 2019.

Vancouver:

Sampsell JS. EVALUATING THE IMPACT OF A BIOLOGY I PROFESSIONAL DEVELOPMENT SERIES. [Internet] [Doctoral dissertation]. Mississippi State University; 2005. [cited 2019 Aug 25]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-04052005-070342/ ;.

Council of Science Editors:

Sampsell JS. EVALUATING THE IMPACT OF A BIOLOGY I PROFESSIONAL DEVELOPMENT SERIES. [Doctoral Dissertation]. Mississippi State University; 2005. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-04052005-070342/ ;


University of Minnesota

24. Alger, Scott Edward. Professional development programs as sources of policy implementation: what does Minnesota staff development policy look like in action?.

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

 A comprehensive examination of professional development practices in two Minnesota school districts was conducted to identify the specific responses of stakeholders to policy stipulations. Through… (more)

Subjects/Keywords: Educational policy; Organizational leadership; Policy case study; Policy; Professional development; Staff development; Educational Policy and Administration

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

APA (6th Edition):

Alger, S. E. (2011). Professional development programs as sources of policy implementation: what does Minnesota staff development policy look like in action?. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/109333

Chicago Manual of Style (16th Edition):

Alger, Scott Edward. “Professional development programs as sources of policy implementation: what does Minnesota staff development policy look like in action?.” 2011. Doctoral Dissertation, University of Minnesota. Accessed August 25, 2019. http://purl.umn.edu/109333.

MLA Handbook (7th Edition):

Alger, Scott Edward. “Professional development programs as sources of policy implementation: what does Minnesota staff development policy look like in action?.” 2011. Web. 25 Aug 2019.

Vancouver:

Alger SE. Professional development programs as sources of policy implementation: what does Minnesota staff development policy look like in action?. [Internet] [Doctoral dissertation]. University of Minnesota; 2011. [cited 2019 Aug 25]. Available from: http://purl.umn.edu/109333.

Council of Science Editors:

Alger SE. Professional development programs as sources of policy implementation: what does Minnesota staff development policy look like in action?. [Doctoral Dissertation]. University of Minnesota; 2011. Available from: http://purl.umn.edu/109333


University of Southern California

25. Hall, Stephanie Noelle. A study of professional development in two middle schools with significant increases in statewide test scores.

Degree: EdD, Education, 2009, University of Southern California

 Administrators and teachers are held accountable for the academic achievement of their students as measured by the California Standards Test. Because teacher preparation is strongly… (more)

Subjects/Keywords: professional development; school reform; content and context characteristics; school leadership; staff development; API; AYP; California standards

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

APA (6th Edition):

Hall, S. N. (2009). A study of professional development in two middle schools with significant increases in statewide test scores. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/239627/rec/399

Chicago Manual of Style (16th Edition):

Hall, Stephanie Noelle. “A study of professional development in two middle schools with significant increases in statewide test scores.” 2009. Doctoral Dissertation, University of Southern California. Accessed August 25, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/239627/rec/399.

MLA Handbook (7th Edition):

Hall, Stephanie Noelle. “A study of professional development in two middle schools with significant increases in statewide test scores.” 2009. Web. 25 Aug 2019.

Vancouver:

Hall SN. A study of professional development in two middle schools with significant increases in statewide test scores. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Aug 25]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/239627/rec/399.

Council of Science Editors:

Hall SN. A study of professional development in two middle schools with significant increases in statewide test scores. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/239627/rec/399


University of South Africa

26. Ramalibana, Kataila M. An investigation into the effectiveness of the staff development policies and programmes of the Unisa library .

Degree: 2009, University of South Africa

 This study investigated the effectiveness of staff training and development programmes and policies at the Unisa Library. The aim of the study was to establish… (more)

Subjects/Keywords: Continuing professional development; Job relatedness; Programmes; Staff development; Policies; Training and staff training

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

APA (6th Edition):

Ramalibana, K. M. (2009). An investigation into the effectiveness of the staff development policies and programmes of the Unisa library . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/2355

Chicago Manual of Style (16th Edition):

Ramalibana, Kataila M. “An investigation into the effectiveness of the staff development policies and programmes of the Unisa library .” 2009. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/2355.

MLA Handbook (7th Edition):

Ramalibana, Kataila M. “An investigation into the effectiveness of the staff development policies and programmes of the Unisa library .” 2009. Web. 25 Aug 2019.

Vancouver:

Ramalibana KM. An investigation into the effectiveness of the staff development policies and programmes of the Unisa library . [Internet] [Masters thesis]. University of South Africa; 2009. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/2355.

Council of Science Editors:

Ramalibana KM. An investigation into the effectiveness of the staff development policies and programmes of the Unisa library . [Masters Thesis]. University of South Africa; 2009. Available from: http://hdl.handle.net/10500/2355

27. Stathoulis, Ioannis. Η επίδραση εκπαιδευτικής παρέμβασης σε κλινικούς νοσηλευτές σχετικά με την ασφαλή χρήση του ιατροτεχνολογικού εξοπλισμού.

Degree: 2017, University of Peloponesse; Πανεπιστήμιο Πελοποννήσου

 Background: In recent years, the rapid advance of technology has inevitably affected the health sector, with the introduction to this of many new types of… (more)

Subjects/Keywords: Ιατροτεχνολογικός Εξοπλισμός; Νοσηλευτές; Νοσηλευτική εκπαίδευση; Συνεχιζόμενη επαγγελματική εκπαίδευση; Βιοϊατρική μηχανική; Medical equipment; Nursing staff; Nursing education; Continuous professional development; Biomedical engineering

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APA (6th Edition):

Stathoulis, I. (2017). Η επίδραση εκπαιδευτικής παρέμβασης σε κλινικούς νοσηλευτές σχετικά με την ασφαλή χρήση του ιατροτεχνολογικού εξοπλισμού. (Thesis). University of Peloponesse; Πανεπιστήμιο Πελοποννήσου. Retrieved from http://hdl.handle.net/10442/hedi/40203

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):

Stathoulis, Ioannis. “Η επίδραση εκπαιδευτικής παρέμβασης σε κλινικούς νοσηλευτές σχετικά με την ασφαλή χρήση του ιατροτεχνολογικού εξοπλισμού.” 2017. Thesis, University of Peloponesse; Πανεπιστήμιο Πελοποννήσου. Accessed August 25, 2019. http://hdl.handle.net/10442/hedi/40203.

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

MLA Handbook (7th Edition):

Stathoulis, Ioannis. “Η επίδραση εκπαιδευτικής παρέμβασης σε κλινικούς νοσηλευτές σχετικά με την ασφαλή χρήση του ιατροτεχνολογικού εξοπλισμού.” 2017. Web. 25 Aug 2019.

Vancouver:

Stathoulis I. Η επίδραση εκπαιδευτικής παρέμβασης σε κλινικούς νοσηλευτές σχετικά με την ασφαλή χρήση του ιατροτεχνολογικού εξοπλισμού. [Internet] [Thesis]. University of Peloponesse; Πανεπιστήμιο Πελοποννήσου; 2017. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10442/hedi/40203.

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

Council of Science Editors:

Stathoulis I. Η επίδραση εκπαιδευτικής παρέμβασης σε κλινικούς νοσηλευτές σχετικά με την ασφαλή χρήση του ιατροτεχνολογικού εξοπλισμού. [Thesis]. University of Peloponesse; Πανεπιστήμιο Πελοποννήσου; 2017. Available from: http://hdl.handle.net/10442/hedi/40203

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


Queensland University of Technology

28. Kerr, Cheryl. Re-generating the praxis of academic staff development.

Degree: 2010, Queensland University of Technology

 Effective academic workforce staff development remains a challenge in higher education. This thesis-by-publication examined the importance of alternative paradigms for academic staff development, focusing specifically… (more)

Subjects/Keywords: adult learning; arts-based learning; artful being; higher education; professional artistry; reflective practice; staff development; transformational learning

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

APA (6th Edition):

Kerr, C. (2010). Re-generating the praxis of academic staff development. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/40897/

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):

Kerr, Cheryl. “Re-generating the praxis of academic staff development.” 2010. Thesis, Queensland University of Technology. Accessed August 25, 2019. https://eprints.qut.edu.au/40897/.

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

MLA Handbook (7th Edition):

Kerr, Cheryl. “Re-generating the praxis of academic staff development.” 2010. Web. 25 Aug 2019.

Vancouver:

Kerr C. Re-generating the praxis of academic staff development. [Internet] [Thesis]. Queensland University of Technology; 2010. [cited 2019 Aug 25]. Available from: https://eprints.qut.edu.au/40897/.

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

Council of Science Editors:

Kerr C. Re-generating the praxis of academic staff development. [Thesis]. Queensland University of Technology; 2010. Available from: https://eprints.qut.edu.au/40897/

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

29. Lebel, Josée. Tapping into Floor Staff: Using the knowledge of floor staff to conduct formative evaluations of exhibits in a Canadian science centre.

Degree: Science communication, 2008, Dalarna University

  Most science centres in Canada employ science-educated floor staff to motivate visitorsto have fun while enhancing the educational reach of the exhibits. Although bright… (more)

Subjects/Keywords: science centre; science center; Science World; formative evaluation; floor staff; science facilitator; interpreter; demonstrator; evaluator; professional development; training

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

APA (6th Edition):

Lebel, J. (2008). Tapping into Floor Staff: Using the knowledge of floor staff to conduct formative evaluations of exhibits in a Canadian science centre. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-12607

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):

Lebel, Josée. “Tapping into Floor Staff: Using the knowledge of floor staff to conduct formative evaluations of exhibits in a Canadian science centre.” 2008. Thesis, Dalarna University. Accessed August 25, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-12607.

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

MLA Handbook (7th Edition):

Lebel, Josée. “Tapping into Floor Staff: Using the knowledge of floor staff to conduct formative evaluations of exhibits in a Canadian science centre.” 2008. Web. 25 Aug 2019.

Vancouver:

Lebel J. Tapping into Floor Staff: Using the knowledge of floor staff to conduct formative evaluations of exhibits in a Canadian science centre. [Internet] [Thesis]. Dalarna University; 2008. [cited 2019 Aug 25]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-12607.

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

Council of Science Editors:

Lebel J. Tapping into Floor Staff: Using the knowledge of floor staff to conduct formative evaluations of exhibits in a Canadian science centre. [Thesis]. Dalarna University; 2008. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-12607

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


Virginia Tech

30. Chinn, Reneé P. Voices of Experience: Why Do Secondary School Teachers Choose To Remain In A Mid-Atlantic Exurban School District.

Degree: PhD, Educational Leadership and Policy Studies, 2007, Virginia Tech

 Abstract The inability of school leaders to staff the classrooms with qualified teachers and to retain them in the classrooms is a major educational concern.… (more)

Subjects/Keywords: Experienced Teachers; Professional Staff Development; School Leadership; Professional Atmosphere; Teacher Retention; Teacher Commitment

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

APA (6th Edition):

Chinn, R. P. (2007). Voices of Experience: Why Do Secondary School Teachers Choose To Remain In A Mid-Atlantic Exurban School District. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27067

Chicago Manual of Style (16th Edition):

Chinn, Reneé P. “Voices of Experience: Why Do Secondary School Teachers Choose To Remain In A Mid-Atlantic Exurban School District.” 2007. Doctoral Dissertation, Virginia Tech. Accessed August 25, 2019. http://hdl.handle.net/10919/27067.

MLA Handbook (7th Edition):

Chinn, Reneé P. “Voices of Experience: Why Do Secondary School Teachers Choose To Remain In A Mid-Atlantic Exurban School District.” 2007. Web. 25 Aug 2019.

Vancouver:

Chinn RP. Voices of Experience: Why Do Secondary School Teachers Choose To Remain In A Mid-Atlantic Exurban School District. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10919/27067.

Council of Science Editors:

Chinn RP. Voices of Experience: Why Do Secondary School Teachers Choose To Remain In A Mid-Atlantic Exurban School District. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/27067

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