Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(teacher coaching). Showing records 1 – 30 of 158 total matches.

[1] [2] [3] [4] [5] [6]

Search Limiters

Last 2 Years | English Only

Department

Degrees

▼ Search Limiters


Vanderbilt University

1. Keyes, Christopher Stewart. Rethinking Coaching: Transformative Professional Development.

Degree: PhD, Learning, Teaching and Diversity, 2013, Vanderbilt University

 The study was designed using a multiple case study approach in which four middle school teachers engaged in a form of coaching based on Habermas'… (more)

Subjects/Keywords: Habermas; teacher coaching; coaching; education; professional development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Keyes, C. S. (2013). Rethinking Coaching: Transformative Professional Development. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14836

Chicago Manual of Style (16th Edition):

Keyes, Christopher Stewart. “Rethinking Coaching: Transformative Professional Development.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/14836.

MLA Handbook (7th Edition):

Keyes, Christopher Stewart. “Rethinking Coaching: Transformative Professional Development.” 2013. Web. 04 Dec 2020.

Vancouver:

Keyes CS. Rethinking Coaching: Transformative Professional Development. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/14836.

Council of Science Editors:

Keyes CS. Rethinking Coaching: Transformative Professional Development. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/14836


University of Michigan

2. McQueen, Kiel. Promoting Instructional Improvement: Promising Evidence of Coaching That Benefits Teachers' Practice.

Degree: PhD, Educational Studies, 2018, University of Michigan

 Existing experimental literature provides evidence that coaching paired with additional supports facilitates teachers’ instructional improvement, but we cannot discern whether the coaching or other supports… (more)

Subjects/Keywords: Teacher coaching; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McQueen, K. (2018). Promoting Instructional Improvement: Promising Evidence of Coaching That Benefits Teachers' Practice. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/143904

Chicago Manual of Style (16th Edition):

McQueen, Kiel. “Promoting Instructional Improvement: Promising Evidence of Coaching That Benefits Teachers' Practice.” 2018. Doctoral Dissertation, University of Michigan. Accessed December 04, 2020. http://hdl.handle.net/2027.42/143904.

MLA Handbook (7th Edition):

McQueen, Kiel. “Promoting Instructional Improvement: Promising Evidence of Coaching That Benefits Teachers' Practice.” 2018. Web. 04 Dec 2020.

Vancouver:

McQueen K. Promoting Instructional Improvement: Promising Evidence of Coaching That Benefits Teachers' Practice. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/2027.42/143904.

Council of Science Editors:

McQueen K. Promoting Instructional Improvement: Promising Evidence of Coaching That Benefits Teachers' Practice. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/143904


Penn State University

3. Peters, Brian Keith. Experiencing the Transition from Classroom Teacher Leader to the Designated Leadership Role of Instructional Coach .

Degree: 2016, Penn State University

 This is a multiple case study, with phenomenological underpinnings, of a group of teachers moving from their role as classroom teachers to the designated teacher(more)

Subjects/Keywords: teacher leadership; instructional coaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Peters, B. K. (2016). Experiencing the Transition from Classroom Teacher Leader to the Designated Leadership Role of Instructional Coach . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/27569

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):

Peters, Brian Keith. “Experiencing the Transition from Classroom Teacher Leader to the Designated Leadership Role of Instructional Coach .” 2016. Thesis, Penn State University. Accessed December 04, 2020. https://submit-etda.libraries.psu.edu/catalog/27569.

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

MLA Handbook (7th Edition):

Peters, Brian Keith. “Experiencing the Transition from Classroom Teacher Leader to the Designated Leadership Role of Instructional Coach .” 2016. Web. 04 Dec 2020.

Vancouver:

Peters BK. Experiencing the Transition from Classroom Teacher Leader to the Designated Leadership Role of Instructional Coach . [Internet] [Thesis]. Penn State University; 2016. [cited 2020 Dec 04]. Available from: https://submit-etda.libraries.psu.edu/catalog/27569.

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

Council of Science Editors:

Peters BK. Experiencing the Transition from Classroom Teacher Leader to the Designated Leadership Role of Instructional Coach . [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/27569

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


Duquesne University

4. Pulkowski, Cynthia. Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2014, Duquesne University

 Over the past few decades, stakeholders in education have placed significant emphasis on student achievement. Educational reform in the United States and internationally has set… (more)

Subjects/Keywords: coaching; community; development; professional; teacher

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pulkowski, C. (2014). Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1066

Chicago Manual of Style (16th Edition):

Pulkowski, Cynthia. “Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment.” 2014. Doctoral Dissertation, Duquesne University. Accessed December 04, 2020. https://dsc.duq.edu/etd/1066.

MLA Handbook (7th Edition):

Pulkowski, Cynthia. “Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment.” 2014. Web. 04 Dec 2020.

Vancouver:

Pulkowski C. Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment. [Internet] [Doctoral dissertation]. Duquesne University; 2014. [cited 2020 Dec 04]. Available from: https://dsc.duq.edu/etd/1066.

Council of Science Editors:

Pulkowski C. Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment. [Doctoral Dissertation]. Duquesne University; 2014. Available from: https://dsc.duq.edu/etd/1066


University of South Carolina

5. Somerall, Sara Hellen. The Rhetoric and Realities of Literacy Coaching: An Autoethnography.

Degree: PhD, Educational Studies, 2012, University of South Carolina

  I became a literacy coach eight years ago. After working at one school for five years with four different principals and reading everything I… (more)

Subjects/Keywords: Education; Autoethnography; Coaching; Inservice Teacher Education; Literacy Coaching; Principal; Teacher Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Somerall, S. H. (2012). The Rhetoric and Realities of Literacy Coaching: An Autoethnography. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/1517

Chicago Manual of Style (16th Edition):

Somerall, Sara Hellen. “The Rhetoric and Realities of Literacy Coaching: An Autoethnography.” 2012. Doctoral Dissertation, University of South Carolina. Accessed December 04, 2020. https://scholarcommons.sc.edu/etd/1517.

MLA Handbook (7th Edition):

Somerall, Sara Hellen. “The Rhetoric and Realities of Literacy Coaching: An Autoethnography.” 2012. Web. 04 Dec 2020.

Vancouver:

Somerall SH. The Rhetoric and Realities of Literacy Coaching: An Autoethnography. [Internet] [Doctoral dissertation]. University of South Carolina; 2012. [cited 2020 Dec 04]. Available from: https://scholarcommons.sc.edu/etd/1517.

Council of Science Editors:

Somerall SH. The Rhetoric and Realities of Literacy Coaching: An Autoethnography. [Doctoral Dissertation]. University of South Carolina; 2012. Available from: https://scholarcommons.sc.edu/etd/1517


Ohio University

6. Holdaway, Alex S. Evaluating the Effects of a Formative Classroom Management Coaching Program for Pre-Service Teachers.

Degree: PhD, Clinical Psychology (Arts and Sciences), 2017, Ohio University

 Teachers routinely report they are under-prepared for the classroom management challenges of the modern classroom and pre-service training programs are an important point of intervention.… (more)

Subjects/Keywords: Psychology; Teacher Education; Teaching; Coaching; Teacher Training; Classroom Management; Instructional Coaching; Behavior Management Coaching; Classroom Strategy Scale; Pre-Service; Student-teacher

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Holdaway, A. S. (2017). Evaluating the Effects of a Formative Classroom Management Coaching Program for Pre-Service Teachers. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1500565483566359

Chicago Manual of Style (16th Edition):

Holdaway, Alex S. “Evaluating the Effects of a Formative Classroom Management Coaching Program for Pre-Service Teachers.” 2017. Doctoral Dissertation, Ohio University. Accessed December 04, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1500565483566359.

MLA Handbook (7th Edition):

Holdaway, Alex S. “Evaluating the Effects of a Formative Classroom Management Coaching Program for Pre-Service Teachers.” 2017. Web. 04 Dec 2020.

Vancouver:

Holdaway AS. Evaluating the Effects of a Formative Classroom Management Coaching Program for Pre-Service Teachers. [Internet] [Doctoral dissertation]. Ohio University; 2017. [cited 2020 Dec 04]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1500565483566359.

Council of Science Editors:

Holdaway AS. Evaluating the Effects of a Formative Classroom Management Coaching Program for Pre-Service Teachers. [Doctoral Dissertation]. Ohio University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1500565483566359


University of Georgia

7. Goff, Lakesha Robinson. The wake-up call.

Degree: 2016, University of Georgia

 Novice teacher support and development has been a critical area of research for well over half a century. Recently, with the introduction of national initiatives… (more)

Subjects/Keywords: Coaching; Coaching conversations; Collegial relationships; Induction; Instructional coaching; Novice teachers; Mentoring; Teacher professional learning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Goff, L. R. (2016). The wake-up call. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/35318"

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):

Goff, Lakesha Robinson. “The wake-up call.” 2016. Thesis, University of Georgia. Accessed December 04, 2020. http://hdl.handle.net/10724/35318".

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

MLA Handbook (7th Edition):

Goff, Lakesha Robinson. “The wake-up call.” 2016. Web. 04 Dec 2020.

Vancouver:

Goff LR. The wake-up call. [Internet] [Thesis]. University of Georgia; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10724/35318".

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

Council of Science Editors:

Goff LR. The wake-up call. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/35318"

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


RMIT University

8. Ellul, R. ICT peer coaches: techno-pedagogues of the twenty-first century.

Degree: 2010, RMIT University

 This PhD by project investigates the ICT peer coaching programmes in place in three government schools in Victoria, Australia. The increasing use of Information and… (more)

Subjects/Keywords: Fields of Research; Peer coaching; ICT; technology; teacher professional learning; coaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ellul, R. (2010). ICT peer coaches: techno-pedagogues of the twenty-first century. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:4930

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):

Ellul, R. “ICT peer coaches: techno-pedagogues of the twenty-first century.” 2010. Thesis, RMIT University. Accessed December 04, 2020. http://researchbank.rmit.edu.au/view/rmit:4930.

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

MLA Handbook (7th Edition):

Ellul, R. “ICT peer coaches: techno-pedagogues of the twenty-first century.” 2010. Web. 04 Dec 2020.

Vancouver:

Ellul R. ICT peer coaches: techno-pedagogues of the twenty-first century. [Internet] [Thesis]. RMIT University; 2010. [cited 2020 Dec 04]. Available from: http://researchbank.rmit.edu.au/view/rmit:4930.

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

Council of Science Editors:

Ellul R. ICT peer coaches: techno-pedagogues of the twenty-first century. [Thesis]. RMIT University; 2010. Available from: http://researchbank.rmit.edu.au/view/rmit:4930

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


Georgia State University

9. Dillard, Jeffrey D. The Self-Reported Impact of Instructional Coaching on Middle School Teachers' Practices in an Urban Georgia School District.

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

  Instructional coaching is viewed as a promising initiative in professional learning for teachers, but there is lack of evidence that links coaching to impacting… (more)

Subjects/Keywords: instructional coaching; secondary literacy coaching; impact; teacher practices

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dillard, J. D. (2015). The Self-Reported Impact of Instructional Coaching on Middle School Teachers' Practices in an Urban Georgia School District. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/129

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):

Dillard, Jeffrey D. “The Self-Reported Impact of Instructional Coaching on Middle School Teachers' Practices in an Urban Georgia School District.” 2015. Thesis, Georgia State University. Accessed December 04, 2020. https://scholarworks.gsu.edu/eps_diss/129.

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

MLA Handbook (7th Edition):

Dillard, Jeffrey D. “The Self-Reported Impact of Instructional Coaching on Middle School Teachers' Practices in an Urban Georgia School District.” 2015. Web. 04 Dec 2020.

Vancouver:

Dillard JD. The Self-Reported Impact of Instructional Coaching on Middle School Teachers' Practices in an Urban Georgia School District. [Internet] [Thesis]. Georgia State University; 2015. [cited 2020 Dec 04]. Available from: https://scholarworks.gsu.edu/eps_diss/129.

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

Council of Science Editors:

Dillard JD. The Self-Reported Impact of Instructional Coaching on Middle School Teachers' Practices in an Urban Georgia School District. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/129

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


University of Louisville

10. Pusey, Eleanor Louise. Mathematics coaching in high school : the impact of coach and teacher interactions.

Degree: PhD, College of Education and Human Development, 2013, University of Louisville

 This dissertation study examined a high school mathematics coach in the context of a three-year project called MAST (Mathematics Achievement Success Today) that provided summer… (more)

Subjects/Keywords: Mathematics coaching; Coaching; Lesson study; Professional development; Teacher practice

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pusey, E. L. (2013). Mathematics coaching in high school : the impact of coach and teacher interactions. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1168 ; https://ir.library.louisville.edu/etd/1168

Chicago Manual of Style (16th Edition):

Pusey, Eleanor Louise. “Mathematics coaching in high school : the impact of coach and teacher interactions.” 2013. Doctoral Dissertation, University of Louisville. Accessed December 04, 2020. 10.18297/etd/1168 ; https://ir.library.louisville.edu/etd/1168.

MLA Handbook (7th Edition):

Pusey, Eleanor Louise. “Mathematics coaching in high school : the impact of coach and teacher interactions.” 2013. Web. 04 Dec 2020.

Vancouver:

Pusey EL. Mathematics coaching in high school : the impact of coach and teacher interactions. [Internet] [Doctoral dissertation]. University of Louisville; 2013. [cited 2020 Dec 04]. Available from: 10.18297/etd/1168 ; https://ir.library.louisville.edu/etd/1168.

Council of Science Editors:

Pusey EL. Mathematics coaching in high school : the impact of coach and teacher interactions. [Doctoral Dissertation]. University of Louisville; 2013. Available from: 10.18297/etd/1168 ; https://ir.library.louisville.edu/etd/1168


Virginia Commonwealth University

11. Reinhardt, Arleen. Fifth Year Teacher Perceptions of Induction Programs Upon Teacher Retention.

Degree: PhD, Education, 2011, Virginia Commonwealth University

 Due to teacher shortages, school districts have offered incentives and alternative licensure programs. Recently, however, school districts have shifted the focus from recruitment to one… (more)

Subjects/Keywords: teacher; induction; workshops; mentoring; orientation; coaching; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Reinhardt, A. (2011). Fifth Year Teacher Perceptions of Induction Programs Upon Teacher Retention. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/6MPB-D066 ; https://scholarscompass.vcu.edu/etd/2388

Chicago Manual of Style (16th Edition):

Reinhardt, Arleen. “Fifth Year Teacher Perceptions of Induction Programs Upon Teacher Retention.” 2011. Doctoral Dissertation, Virginia Commonwealth University. Accessed December 04, 2020. https://doi.org/10.25772/6MPB-D066 ; https://scholarscompass.vcu.edu/etd/2388.

MLA Handbook (7th Edition):

Reinhardt, Arleen. “Fifth Year Teacher Perceptions of Induction Programs Upon Teacher Retention.” 2011. Web. 04 Dec 2020.

Vancouver:

Reinhardt A. Fifth Year Teacher Perceptions of Induction Programs Upon Teacher Retention. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2011. [cited 2020 Dec 04]. Available from: https://doi.org/10.25772/6MPB-D066 ; https://scholarscompass.vcu.edu/etd/2388.

Council of Science Editors:

Reinhardt A. Fifth Year Teacher Perceptions of Induction Programs Upon Teacher Retention. [Doctoral Dissertation]. Virginia Commonwealth University; 2011. Available from: https://doi.org/10.25772/6MPB-D066 ; https://scholarscompass.vcu.edu/etd/2388


University of Central Florida

12. Pace, Debra. A Study of the Impact of Brevard Public School's Peer Coaching Model on Student Achievement Outcomes and Teacher Evaluation Results.

Degree: 2015, University of Central Florida

 This study investigated the effectiveness of a sustained professional development initiative, Brevard's Peer Coaching Model, on improving teacher performance and student achievement in a large… (more)

Subjects/Keywords: Peer coaching; teacher evaluation; student achievement; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pace, D. (2015). A Study of the Impact of Brevard Public School's Peer Coaching Model on Student Achievement Outcomes and Teacher Evaluation Results. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/1162

Chicago Manual of Style (16th Edition):

Pace, Debra. “A Study of the Impact of Brevard Public School's Peer Coaching Model on Student Achievement Outcomes and Teacher Evaluation Results.” 2015. Doctoral Dissertation, University of Central Florida. Accessed December 04, 2020. https://stars.library.ucf.edu/etd/1162.

MLA Handbook (7th Edition):

Pace, Debra. “A Study of the Impact of Brevard Public School's Peer Coaching Model on Student Achievement Outcomes and Teacher Evaluation Results.” 2015. Web. 04 Dec 2020.

Vancouver:

Pace D. A Study of the Impact of Brevard Public School's Peer Coaching Model on Student Achievement Outcomes and Teacher Evaluation Results. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2020 Dec 04]. Available from: https://stars.library.ucf.edu/etd/1162.

Council of Science Editors:

Pace D. A Study of the Impact of Brevard Public School's Peer Coaching Model on Student Achievement Outcomes and Teacher Evaluation Results. [Doctoral Dissertation]. University of Central Florida; 2015. Available from: https://stars.library.ucf.edu/etd/1162


UCLA

13. Moreno, Callie. Trust in Action: An Examination of Middle School Math Coaching Relationships.

Degree: Education, 2018, UCLA

 Mathematics coaching can have a positive impact on classroom teaching practices and outcomes for students, and there is a demonstrated need for improvement in mathematics… (more)

Subjects/Keywords: Teacher education; Mathematics education; Math Coaching; Middle School; Student-focused coaching; Teacher professional development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Moreno, C. (2018). Trust in Action: An Examination of Middle School Math Coaching Relationships. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/2qv248cc

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):

Moreno, Callie. “Trust in Action: An Examination of Middle School Math Coaching Relationships.” 2018. Thesis, UCLA. Accessed December 04, 2020. http://www.escholarship.org/uc/item/2qv248cc.

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

MLA Handbook (7th Edition):

Moreno, Callie. “Trust in Action: An Examination of Middle School Math Coaching Relationships.” 2018. Web. 04 Dec 2020.

Vancouver:

Moreno C. Trust in Action: An Examination of Middle School Math Coaching Relationships. [Internet] [Thesis]. UCLA; 2018. [cited 2020 Dec 04]. Available from: http://www.escholarship.org/uc/item/2qv248cc.

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

Council of Science Editors:

Moreno C. Trust in Action: An Examination of Middle School Math Coaching Relationships. [Thesis]. UCLA; 2018. Available from: http://www.escholarship.org/uc/item/2qv248cc

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


Liberty University

14. Snipes, Shaftina Fiesta. A Phenomenological View of Teacher Efficacy as Experienced By Secondary Teachers Engaged in the Process of Instructional Coaching.

Degree: 2017, Liberty University

 The purpose of this hermeneutic phenomenological was to describe teacher efficacy in the lived experiences of secondary teachers actively engaged in the instructional coaching process.… (more)

Subjects/Keywords: directive coaching; instructional coaching; literacy coaching; responsive coaching; student achievement; teacher efficacy; Education; Educational Administration and Supervision

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Snipes, S. F. (2017). A Phenomenological View of Teacher Efficacy as Experienced By Secondary Teachers Engaged in the Process of Instructional Coaching. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1546

Chicago Manual of Style (16th Edition):

Snipes, Shaftina Fiesta. “A Phenomenological View of Teacher Efficacy as Experienced By Secondary Teachers Engaged in the Process of Instructional Coaching.” 2017. Doctoral Dissertation, Liberty University. Accessed December 04, 2020. http://digitalcommons.liberty.edu/doctoral/1546.

MLA Handbook (7th Edition):

Snipes, Shaftina Fiesta. “A Phenomenological View of Teacher Efficacy as Experienced By Secondary Teachers Engaged in the Process of Instructional Coaching.” 2017. Web. 04 Dec 2020.

Vancouver:

Snipes SF. A Phenomenological View of Teacher Efficacy as Experienced By Secondary Teachers Engaged in the Process of Instructional Coaching. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2020 Dec 04]. Available from: http://digitalcommons.liberty.edu/doctoral/1546.

Council of Science Editors:

Snipes SF. A Phenomenological View of Teacher Efficacy as Experienced By Secondary Teachers Engaged in the Process of Instructional Coaching. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1546


Kennesaw State University

15. Wright, Crystal. EXAMINE THE MEDIATING EFFECT OF COACHING MENTORING PROGRAMS ON TEACHER BURNOUT.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2020, Kennesaw State University

  The World Health Organization has included “Burnout” in the International Classification of Diseases as an occupational phenomenon (World Health Organization, 2019). This phenomenon in… (more)

Subjects/Keywords: teacher burnout; teacher stress; teacher leader; teacher leadership; coaching mentoring; mentoring program; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wright, C. (2020). EXAMINE THE MEDIATING EFFECT OF COACHING MENTORING PROGRAMS ON TEACHER BURNOUT. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/40

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):

Wright, Crystal. “EXAMINE THE MEDIATING EFFECT OF COACHING MENTORING PROGRAMS ON TEACHER BURNOUT.” 2020. Thesis, Kennesaw State University. Accessed December 04, 2020. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/40.

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

MLA Handbook (7th Edition):

Wright, Crystal. “EXAMINE THE MEDIATING EFFECT OF COACHING MENTORING PROGRAMS ON TEACHER BURNOUT.” 2020. Web. 04 Dec 2020.

Vancouver:

Wright C. EXAMINE THE MEDIATING EFFECT OF COACHING MENTORING PROGRAMS ON TEACHER BURNOUT. [Internet] [Thesis]. Kennesaw State University; 2020. [cited 2020 Dec 04]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/40.

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

Council of Science Editors:

Wright C. EXAMINE THE MEDIATING EFFECT OF COACHING MENTORING PROGRAMS ON TEACHER BURNOUT. [Thesis]. Kennesaw State University; 2020. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/40

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


University of Alberta

16. Kuntz, Jeffrey P. Exploring the Experience of AISI Instructional Teacher Leaders.

Degree: PhD, Department of Secondary Education, 2015, University of Alberta

 Instructional teacher leaders are teachers who are asked to facilitate school improvement through mentorship, collaboration, coaching and professional dialogue. These teachers, who are usually not… (more)

Subjects/Keywords: teacher leadership; instructional leadership; instructional coaching; teacher identity; school improvement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kuntz, J. P. (2015). Exploring the Experience of AISI Instructional Teacher Leaders. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/41687m37h

Chicago Manual of Style (16th Edition):

Kuntz, Jeffrey P. “Exploring the Experience of AISI Instructional Teacher Leaders.” 2015. Doctoral Dissertation, University of Alberta. Accessed December 04, 2020. https://era.library.ualberta.ca/files/41687m37h.

MLA Handbook (7th Edition):

Kuntz, Jeffrey P. “Exploring the Experience of AISI Instructional Teacher Leaders.” 2015. Web. 04 Dec 2020.

Vancouver:

Kuntz JP. Exploring the Experience of AISI Instructional Teacher Leaders. [Internet] [Doctoral dissertation]. University of Alberta; 2015. [cited 2020 Dec 04]. Available from: https://era.library.ualberta.ca/files/41687m37h.

Council of Science Editors:

Kuntz JP. Exploring the Experience of AISI Instructional Teacher Leaders. [Doctoral Dissertation]. University of Alberta; 2015. Available from: https://era.library.ualberta.ca/files/41687m37h


University of Houston

17. Russell, Jasmin Elena. An Examination of Instructional Coaching and Teacher Retention: A Case Study.

Degree: EdD, Professional Leadership, Education, 2019, University of Houston

 Background: Teacher retention remains a crisis nationally. While a variety of interventions have sought to curtail the number of teachers exiting the field each year,… (more)

Subjects/Keywords: Teacher retention; Instructional coaching; Teacher retention; New teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Russell, J. E. (2019). An Examination of Instructional Coaching and Teacher Retention: A Case Study. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5567

Chicago Manual of Style (16th Edition):

Russell, Jasmin Elena. “An Examination of Instructional Coaching and Teacher Retention: A Case Study.” 2019. Doctoral Dissertation, University of Houston. Accessed December 04, 2020. http://hdl.handle.net/10657/5567.

MLA Handbook (7th Edition):

Russell, Jasmin Elena. “An Examination of Instructional Coaching and Teacher Retention: A Case Study.” 2019. Web. 04 Dec 2020.

Vancouver:

Russell JE. An Examination of Instructional Coaching and Teacher Retention: A Case Study. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10657/5567.

Council of Science Editors:

Russell JE. An Examination of Instructional Coaching and Teacher Retention: A Case Study. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5567


Louisiana State University

18. Rice, Deanna Kay. Peer Coaching Effects on Targeted Teaching Behaviors and Teacher Self-Efficacy in an Early Field Experience.

Degree: PhD, Education, 2015, Louisiana State University

 Abstract This study examined the effect of peer coaching on the development of effective teaching behaviors and teacher self-efficacy of education students in an early… (more)

Subjects/Keywords: preservice teacher; video data; peer coaching; teacher education; effective teaching; feedback

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rice, D. K. (2015). Peer Coaching Effects on Targeted Teaching Behaviors and Teacher Self-Efficacy in an Early Field Experience. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07062015-194707 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2476

Chicago Manual of Style (16th Edition):

Rice, Deanna Kay. “Peer Coaching Effects on Targeted Teaching Behaviors and Teacher Self-Efficacy in an Early Field Experience.” 2015. Doctoral Dissertation, Louisiana State University. Accessed December 04, 2020. etd-07062015-194707 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2476.

MLA Handbook (7th Edition):

Rice, Deanna Kay. “Peer Coaching Effects on Targeted Teaching Behaviors and Teacher Self-Efficacy in an Early Field Experience.” 2015. Web. 04 Dec 2020.

Vancouver:

Rice DK. Peer Coaching Effects on Targeted Teaching Behaviors and Teacher Self-Efficacy in an Early Field Experience. [Internet] [Doctoral dissertation]. Louisiana State University; 2015. [cited 2020 Dec 04]. Available from: etd-07062015-194707 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2476.

Council of Science Editors:

Rice DK. Peer Coaching Effects on Targeted Teaching Behaviors and Teacher Self-Efficacy in an Early Field Experience. [Doctoral Dissertation]. Louisiana State University; 2015. Available from: etd-07062015-194707 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2476


Georgia State University

19. lewis-grace, dorothy. An Investigation of the Influence of Instructional Coaching on Retention of Mathematics Teachers.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2011, Georgia State University

  In 2007, the National Center for Education Statistics (NCES) reported in their 2004-2005 Teacher Follow-up Survey that nearly 20% of U.S. teachers leave the… (more)

Subjects/Keywords: teacher attrition; teacher retention; instructional coaching; mentoring; second career; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

lewis-grace, d. (2011). An Investigation of the Influence of Instructional Coaching on Retention of Mathematics Teachers. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/82

Chicago Manual of Style (16th Edition):

lewis-grace, dorothy. “An Investigation of the Influence of Instructional Coaching on Retention of Mathematics Teachers.” 2011. Doctoral Dissertation, Georgia State University. Accessed December 04, 2020. https://scholarworks.gsu.edu/msit_diss/82.

MLA Handbook (7th Edition):

lewis-grace, dorothy. “An Investigation of the Influence of Instructional Coaching on Retention of Mathematics Teachers.” 2011. Web. 04 Dec 2020.

Vancouver:

lewis-grace d. An Investigation of the Influence of Instructional Coaching on Retention of Mathematics Teachers. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2020 Dec 04]. Available from: https://scholarworks.gsu.edu/msit_diss/82.

Council of Science Editors:

lewis-grace d. An Investigation of the Influence of Instructional Coaching on Retention of Mathematics Teachers. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/msit_diss/82


UCLA

20. Pelikhova, Julia. Supporting the Professional Development Needs of High School Athletic Coaches: an Action Research Project to Create a Coaching Resource Guide.

Degree: Education, 2014, UCLA

 Nearly eight million high school students participate in sports in the United States annually. High school athletic coaches have a unique position to impact students… (more)

Subjects/Keywords: Education; Sports management; Teacher education; athletic coaching; coach education; high school coaching; professional development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pelikhova, J. (2014). Supporting the Professional Development Needs of High School Athletic Coaches: an Action Research Project to Create a Coaching Resource Guide. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/5p36x78z

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):

Pelikhova, Julia. “Supporting the Professional Development Needs of High School Athletic Coaches: an Action Research Project to Create a Coaching Resource Guide.” 2014. Thesis, UCLA. Accessed December 04, 2020. http://www.escholarship.org/uc/item/5p36x78z.

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

MLA Handbook (7th Edition):

Pelikhova, Julia. “Supporting the Professional Development Needs of High School Athletic Coaches: an Action Research Project to Create a Coaching Resource Guide.” 2014. Web. 04 Dec 2020.

Vancouver:

Pelikhova J. Supporting the Professional Development Needs of High School Athletic Coaches: an Action Research Project to Create a Coaching Resource Guide. [Internet] [Thesis]. UCLA; 2014. [cited 2020 Dec 04]. Available from: http://www.escholarship.org/uc/item/5p36x78z.

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

Council of Science Editors:

Pelikhova J. Supporting the Professional Development Needs of High School Athletic Coaches: an Action Research Project to Create a Coaching Resource Guide. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/5p36x78z

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


Miami University

21. Michael, Kristine Treece. Instructional Coaching and its Impact on Teachers’ Stage of Concern about a Curricular Initiative.

Degree: EdD, Educational Leadership, 2020, Miami University

 Since the emergence of professional development for teachers, little research has been done to connect instructional coaching to whether it increases desired instructional changes, teaching… (more)

Subjects/Keywords: Educational Leadership; Instructional coaching; coaching; stages of concern; SoCQ; stages of concern questionnaire; teacher concerns

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Michael, K. T. (2020). Instructional Coaching and its Impact on Teachers’ Stage of Concern about a Curricular Initiative. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1594071214292475

Chicago Manual of Style (16th Edition):

Michael, Kristine Treece. “Instructional Coaching and its Impact on Teachers’ Stage of Concern about a Curricular Initiative.” 2020. Doctoral Dissertation, Miami University. Accessed December 04, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594071214292475.

MLA Handbook (7th Edition):

Michael, Kristine Treece. “Instructional Coaching and its Impact on Teachers’ Stage of Concern about a Curricular Initiative.” 2020. Web. 04 Dec 2020.

Vancouver:

Michael KT. Instructional Coaching and its Impact on Teachers’ Stage of Concern about a Curricular Initiative. [Internet] [Doctoral dissertation]. Miami University; 2020. [cited 2020 Dec 04]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1594071214292475.

Council of Science Editors:

Michael KT. Instructional Coaching and its Impact on Teachers’ Stage of Concern about a Curricular Initiative. [Doctoral Dissertation]. Miami University; 2020. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1594071214292475


Pontifícia Universidade Católica de São Paulo

22. Karen Ciaccio Secco. Coaching e formação da consciência docente.

Degree: 2012, Pontifícia Universidade Católica de São Paulo

Este estudo tem como objetivo principal olhar para a subjetividade do professor; olhar para a ligação entre as dimensões pessoais e profissionais na formação da… (more)

Subjects/Keywords: CURRICULO; Formação de professor; Coaching; Identidade; Consciência docente; Teacher training; Teacher identity; Consciousness in teacher

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Secco, K. C. (2012). Coaching e formação da consciência docente. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=14533

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):

Secco, Karen Ciaccio. “Coaching e formação da consciência docente.” 2012. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed December 04, 2020. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=14533.

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

MLA Handbook (7th Edition):

Secco, Karen Ciaccio. “Coaching e formação da consciência docente.” 2012. Web. 04 Dec 2020.

Vancouver:

Secco KC. Coaching e formação da consciência docente. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2012. [cited 2020 Dec 04]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=14533.

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

Council of Science Editors:

Secco KC. Coaching e formação da consciência docente. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2012. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=14533

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


University of Florida

23. Rodgers, Mary K. Reflective Coaching Tensions and Transformations from Teachers' Experiences.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2015, University of Florida

 Educational research has identified the continuing development and learning of teachers as key to improving the quality of schools in the United States, and as… (more)

Subjects/Keywords: Classrooms; Coaching; Learning; Professional development; Professional development schools; Schools; Students; Teacher evaluation; Teachers; Teaching methods; coaching  – development  – education  – professional  – teacher

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rodgers, M. K. (2015). Reflective Coaching Tensions and Transformations from Teachers' Experiences. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0047709

Chicago Manual of Style (16th Edition):

Rodgers, Mary K. “Reflective Coaching Tensions and Transformations from Teachers' Experiences.” 2015. Doctoral Dissertation, University of Florida. Accessed December 04, 2020. https://ufdc.ufl.edu/UFE0047709.

MLA Handbook (7th Edition):

Rodgers, Mary K. “Reflective Coaching Tensions and Transformations from Teachers' Experiences.” 2015. Web. 04 Dec 2020.

Vancouver:

Rodgers MK. Reflective Coaching Tensions and Transformations from Teachers' Experiences. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2020 Dec 04]. Available from: https://ufdc.ufl.edu/UFE0047709.

Council of Science Editors:

Rodgers MK. Reflective Coaching Tensions and Transformations from Teachers' Experiences. [Doctoral Dissertation]. University of Florida; 2015. Available from: https://ufdc.ufl.edu/UFE0047709


University of Kentucky

24. Rader, Klista L. Instructional Coaching: Developing Efficacy for Project-Based Learning.

Degree: 2020, University of Kentucky

 Project-based learning is a method of instruction utilizing techniques of brainstorming, research, and problem-solving. When learning in project-based environments, students work collaboratively and receive feedback… (more)

Subjects/Keywords: Instructional coaching; Peer coaching; Project-based learning; Teacher- efficacy; Action research; Educational Methods; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rader, K. L. (2020). Instructional Coaching: Developing Efficacy for Project-Based Learning. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edl_etds/28

Chicago Manual of Style (16th Edition):

Rader, Klista L. “Instructional Coaching: Developing Efficacy for Project-Based Learning.” 2020. Doctoral Dissertation, University of Kentucky. Accessed December 04, 2020. https://uknowledge.uky.edu/edl_etds/28.

MLA Handbook (7th Edition):

Rader, Klista L. “Instructional Coaching: Developing Efficacy for Project-Based Learning.” 2020. Web. 04 Dec 2020.

Vancouver:

Rader KL. Instructional Coaching: Developing Efficacy for Project-Based Learning. [Internet] [Doctoral dissertation]. University of Kentucky; 2020. [cited 2020 Dec 04]. Available from: https://uknowledge.uky.edu/edl_etds/28.

Council of Science Editors:

Rader KL. Instructional Coaching: Developing Efficacy for Project-Based Learning. [Doctoral Dissertation]. University of Kentucky; 2020. Available from: https://uknowledge.uky.edu/edl_etds/28


University of Toledo

25. Gilbert, Amanda Marie. The Nature of Elementary Science Teachers' Experiences with Synchronous Online, Asynchronous Online and Face-to-Face Coaching.

Degree: PhD, Curriculum and Instruction, 2016, University of Toledo

 This study investigated the nature of instructional coaching interactions in three formats: online synchronous, online asynchronous, and face-to-face. Knight’s (2007) Seven Partnership Principles of Instructional… (more)

Subjects/Keywords: Education; Educational Technology; Elementary Education; Teacher Education; Teaching; Science Education; Elementary Science; Instructional Coaching; Science Teacher Professional Development; Online Coaching; Online Science Coaching; Elementary Science Teachers; Science Teachers; Inquiry Science

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gilbert, A. M. (2016). The Nature of Elementary Science Teachers' Experiences with Synchronous Online, Asynchronous Online and Face-to-Face Coaching. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1460997318

Chicago Manual of Style (16th Edition):

Gilbert, Amanda Marie. “The Nature of Elementary Science Teachers' Experiences with Synchronous Online, Asynchronous Online and Face-to-Face Coaching.” 2016. Doctoral Dissertation, University of Toledo. Accessed December 04, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1460997318.

MLA Handbook (7th Edition):

Gilbert, Amanda Marie. “The Nature of Elementary Science Teachers' Experiences with Synchronous Online, Asynchronous Online and Face-to-Face Coaching.” 2016. Web. 04 Dec 2020.

Vancouver:

Gilbert AM. The Nature of Elementary Science Teachers' Experiences with Synchronous Online, Asynchronous Online and Face-to-Face Coaching. [Internet] [Doctoral dissertation]. University of Toledo; 2016. [cited 2020 Dec 04]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1460997318.

Council of Science Editors:

Gilbert AM. The Nature of Elementary Science Teachers' Experiences with Synchronous Online, Asynchronous Online and Face-to-Face Coaching. [Doctoral Dissertation]. University of Toledo; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1460997318

26. Hawley, Alison. Instructional Coaching: An Essential Element for Building and Maintaining Instructional Capacity.

Degree: EdD Doctor of Education, Educational Leadership, 2015, National-Louis University

  The focus of this study is to explore the role of the school leader, specifically the principal, in leading instructional change and supporting teachers… (more)

Subjects/Keywords: Coaching; Collaboartion; Teacher Capacity; Professional Developement; Curriculum and Instruction; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hawley, A. (2015). Instructional Coaching: An Essential Element for Building and Maintaining Instructional Capacity. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/120

Chicago Manual of Style (16th Edition):

Hawley, Alison. “Instructional Coaching: An Essential Element for Building and Maintaining Instructional Capacity.” 2015. Doctoral Dissertation, National-Louis University. Accessed December 04, 2020. http://digitalcommons.nl.edu/diss/120.

MLA Handbook (7th Edition):

Hawley, Alison. “Instructional Coaching: An Essential Element for Building and Maintaining Instructional Capacity.” 2015. Web. 04 Dec 2020.

Vancouver:

Hawley A. Instructional Coaching: An Essential Element for Building and Maintaining Instructional Capacity. [Internet] [Doctoral dissertation]. National-Louis University; 2015. [cited 2020 Dec 04]. Available from: http://digitalcommons.nl.edu/diss/120.

Council of Science Editors:

Hawley A. Instructional Coaching: An Essential Element for Building and Maintaining Instructional Capacity. [Doctoral Dissertation]. National-Louis University; 2015. Available from: http://digitalcommons.nl.edu/diss/120


Liberty University

27. Graham, Karin Elizabeth. The Transition from Classroom Teacher to Instructional Coach: A Transcendental Phenomenological Study.

Degree: 2019, Liberty University

 The purpose of this transcendental, phenomenological study was to describe the experiences of 13 teachers who have transitioned from the role of classroom teacher to… (more)

Subjects/Keywords: Instructional Coaching; Adult Transitions; Teacher Transitions; Education; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Graham, K. E. (2019). The Transition from Classroom Teacher to Instructional Coach: A Transcendental Phenomenological Study. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2182

Chicago Manual of Style (16th Edition):

Graham, Karin Elizabeth. “The Transition from Classroom Teacher to Instructional Coach: A Transcendental Phenomenological Study.” 2019. Doctoral Dissertation, Liberty University. Accessed December 04, 2020. https://digitalcommons.liberty.edu/doctoral/2182.

MLA Handbook (7th Edition):

Graham, Karin Elizabeth. “The Transition from Classroom Teacher to Instructional Coach: A Transcendental Phenomenological Study.” 2019. Web. 04 Dec 2020.

Vancouver:

Graham KE. The Transition from Classroom Teacher to Instructional Coach: A Transcendental Phenomenological Study. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2020 Dec 04]. Available from: https://digitalcommons.liberty.edu/doctoral/2182.

Council of Science Editors:

Graham KE. The Transition from Classroom Teacher to Instructional Coach: A Transcendental Phenomenological Study. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2182


University of Louisville

28. Livers, Stefanie D. Coaching the coaches : supporting university supervisors in the supervision of elementary mathematics instruction.

Degree: PhD, Department of Teaching and Learning, 2012, University of Louisville

Teacher candidates enter teacher preparation programs with grounded beliefs about teaching and learning. These beliefs are especially problematic in the area of mathematics, as they… (more)

Subjects/Keywords: University supervisors; Teacher candidate's beliefs; Coaching; Teacher education program evaluation; Mathematics education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Livers, S. D. (2012). Coaching the coaches : supporting university supervisors in the supervision of elementary mathematics instruction. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/846 ; https://ir.library.louisville.edu/etd/846

Chicago Manual of Style (16th Edition):

Livers, Stefanie D. “Coaching the coaches : supporting university supervisors in the supervision of elementary mathematics instruction.” 2012. Doctoral Dissertation, University of Louisville. Accessed December 04, 2020. 10.18297/etd/846 ; https://ir.library.louisville.edu/etd/846.

MLA Handbook (7th Edition):

Livers, Stefanie D. “Coaching the coaches : supporting university supervisors in the supervision of elementary mathematics instruction.” 2012. Web. 04 Dec 2020.

Vancouver:

Livers SD. Coaching the coaches : supporting university supervisors in the supervision of elementary mathematics instruction. [Internet] [Doctoral dissertation]. University of Louisville; 2012. [cited 2020 Dec 04]. Available from: 10.18297/etd/846 ; https://ir.library.louisville.edu/etd/846.

Council of Science Editors:

Livers SD. Coaching the coaches : supporting university supervisors in the supervision of elementary mathematics instruction. [Doctoral Dissertation]. University of Louisville; 2012. Available from: 10.18297/etd/846 ; https://ir.library.louisville.edu/etd/846


University of Georgia

29. Arnau, Lea Meyer. The perspectives of veteran high school teachers participating in a voluntary peer coaching program.

Degree: 2014, University of Georgia

 The purpose of this study was to describe the perspectives of veteran teachers who participated in a voluntary peer coaching program at one suburban high… (more)

Subjects/Keywords: Veteran Teacher; Peer Coaching; Mentoring; Professional Growth; Staff Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Arnau, L. M. (2014). The perspectives of veteran high school teachers participating in a voluntary peer coaching program. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/20269

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):

Arnau, Lea Meyer. “The perspectives of veteran high school teachers participating in a voluntary peer coaching program.” 2014. Thesis, University of Georgia. Accessed December 04, 2020. http://hdl.handle.net/10724/20269.

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

MLA Handbook (7th Edition):

Arnau, Lea Meyer. “The perspectives of veteran high school teachers participating in a voluntary peer coaching program.” 2014. Web. 04 Dec 2020.

Vancouver:

Arnau LM. The perspectives of veteran high school teachers participating in a voluntary peer coaching program. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10724/20269.

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

Council of Science Editors:

Arnau LM. The perspectives of veteran high school teachers participating in a voluntary peer coaching program. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/20269

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

30. Baldinger, Evra. Learning Together: Investigating Possibilities for Mathematics Teachers' Equity-Focused Learning Through Coaching.

Degree: Education, 2018, University of California – Berkeley

 Developing ambitious and equitable mathematics teaching involves recognizing and working against fundamentally inequitable hierarchies that pervade the dominant culture of US schools. To engage in… (more)

Subjects/Keywords: Education; Equity; Instructional Coaching; Learning Theory; Teacher Learning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Baldinger, E. (2018). Learning Together: Investigating Possibilities for Mathematics Teachers' Equity-Focused Learning Through Coaching. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/1xx0p4x4

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):

Baldinger, Evra. “Learning Together: Investigating Possibilities for Mathematics Teachers' Equity-Focused Learning Through Coaching.” 2018. Thesis, University of California – Berkeley. Accessed December 04, 2020. http://www.escholarship.org/uc/item/1xx0p4x4.

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

MLA Handbook (7th Edition):

Baldinger, Evra. “Learning Together: Investigating Possibilities for Mathematics Teachers' Equity-Focused Learning Through Coaching.” 2018. Web. 04 Dec 2020.

Vancouver:

Baldinger E. Learning Together: Investigating Possibilities for Mathematics Teachers' Equity-Focused Learning Through Coaching. [Internet] [Thesis]. University of California – Berkeley; 2018. [cited 2020 Dec 04]. Available from: http://www.escholarship.org/uc/item/1xx0p4x4.

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

Council of Science Editors:

Baldinger E. Learning Together: Investigating Possibilities for Mathematics Teachers' Equity-Focused Learning Through Coaching. [Thesis]. University of California – Berkeley; 2018. Available from: http://www.escholarship.org/uc/item/1xx0p4x4

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

[1] [2] [3] [4] [5] [6]

.