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You searched for subject:(teacher evaluations instructional practices teacher effectiveness phenomenological study). Showing records 1 – 30 of 70189 total matches.

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University of New Orleans

1. Jones, Zina R, Ms. Teachers' Perceptions of How the Teacher Evaluation Process Impacts Classroom Instruction in Three High Poverty School Districts.

Degree: PhD, Educational Administration, 2019, University of New Orleans

 <h1>Abstract</h1> Improving the educational system for students and teachers is of the upmost importance. Educational leaders have realized that the best way to improve student… (more)

Subjects/Keywords: teacher evaluations, instructional practices, teacher effectiveness, phenomenological study; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Other Educational Administration and Supervision

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

APA (6th Edition):

Jones, Zina R, M. (2019). Teachers' Perceptions of How the Teacher Evaluation Process Impacts Classroom Instruction in Three High Poverty School Districts. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2697

Chicago Manual of Style (16th Edition):

Jones, Zina R, Ms. “Teachers' Perceptions of How the Teacher Evaluation Process Impacts Classroom Instruction in Three High Poverty School Districts.” 2019. Doctoral Dissertation, University of New Orleans. Accessed November 29, 2020. https://scholarworks.uno.edu/td/2697.

MLA Handbook (7th Edition):

Jones, Zina R, Ms. “Teachers' Perceptions of How the Teacher Evaluation Process Impacts Classroom Instruction in Three High Poverty School Districts.” 2019. Web. 29 Nov 2020.

Vancouver:

Jones, Zina R M. Teachers' Perceptions of How the Teacher Evaluation Process Impacts Classroom Instruction in Three High Poverty School Districts. [Internet] [Doctoral dissertation]. University of New Orleans; 2019. [cited 2020 Nov 29]. Available from: https://scholarworks.uno.edu/td/2697.

Council of Science Editors:

Jones, Zina R M. Teachers' Perceptions of How the Teacher Evaluation Process Impacts Classroom Instruction in Three High Poverty School Districts. [Doctoral Dissertation]. University of New Orleans; 2019. Available from: https://scholarworks.uno.edu/td/2697


University of Houston

2. -9251-6159. An Exploration of the Relations Among Elementary Teachers' Background Characteristics, Self-efficacy, Instructional Practices and Classroom Effectiveness in Science.

Degree: PhD, Measurement, Quantitative Methods & Learning Science, 2017, University of Houston

 Background: Science achievement scores for United States students lag behind many international peers, prompting concern that they are not sufficiently prepared to compete in a… (more)

Subjects/Keywords: Elementary science; Instructional practices; Teacher effectiveness

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APA (6th Edition):

-9251-6159. (2017). An Exploration of the Relations Among Elementary Teachers' Background Characteristics, Self-efficacy, Instructional Practices and Classroom Effectiveness in Science. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4828

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

Chicago Manual of Style (16th Edition):

-9251-6159. “An Exploration of the Relations Among Elementary Teachers' Background Characteristics, Self-efficacy, Instructional Practices and Classroom Effectiveness in Science.” 2017. Doctoral Dissertation, University of Houston. Accessed November 29, 2020. http://hdl.handle.net/10657/4828.

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

MLA Handbook (7th Edition):

-9251-6159. “An Exploration of the Relations Among Elementary Teachers' Background Characteristics, Self-efficacy, Instructional Practices and Classroom Effectiveness in Science.” 2017. Web. 29 Nov 2020.

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

Vancouver:

-9251-6159. An Exploration of the Relations Among Elementary Teachers' Background Characteristics, Self-efficacy, Instructional Practices and Classroom Effectiveness in Science. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10657/4828.

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

Council of Science Editors:

-9251-6159. An Exploration of the Relations Among Elementary Teachers' Background Characteristics, Self-efficacy, Instructional Practices and Classroom Effectiveness in Science. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/4828

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


Virginia Tech

3. Cioppa, Tracy Ann. Teachers' Perceptions of Principal Classroom Observational Feedback and its Impact on Instructional Practices.

Degree: EdD, Educational Leadership and Policy Studies, 2020, Virginia Tech

 The purpose of this study was to determine if the feedback that administrators provided elementary teachers following a classroom observation caused them to change the… (more)

Subjects/Keywords: Teacher Evaluation; Feedback; Instructional Practices

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

APA (6th Edition):

Cioppa, T. A. (2020). Teachers' Perceptions of Principal Classroom Observational Feedback and its Impact on Instructional Practices. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/97593

Chicago Manual of Style (16th Edition):

Cioppa, Tracy Ann. “Teachers' Perceptions of Principal Classroom Observational Feedback and its Impact on Instructional Practices.” 2020. Doctoral Dissertation, Virginia Tech. Accessed November 29, 2020. http://hdl.handle.net/10919/97593.

MLA Handbook (7th Edition):

Cioppa, Tracy Ann. “Teachers' Perceptions of Principal Classroom Observational Feedback and its Impact on Instructional Practices.” 2020. Web. 29 Nov 2020.

Vancouver:

Cioppa TA. Teachers' Perceptions of Principal Classroom Observational Feedback and its Impact on Instructional Practices. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10919/97593.

Council of Science Editors:

Cioppa TA. Teachers' Perceptions of Principal Classroom Observational Feedback and its Impact on Instructional Practices. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/97593


University of Georgia

4. Carpenter, Kevin Paul. Impact of action research teams on administrators' implementation and teachers' perception of the Teacher Keys Effectiveness System.

Degree: 2016, University of Georgia

 This action research (AR) case study addresses the effectiveness of the feedback administrators provide to teachers under the Teacher Keys Effectiveness System (TKES). AR teams… (more)

Subjects/Keywords: action research case study; Teacher Keys Effectiveness System; feedback improvement practices

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APA (6th Edition):

Carpenter, K. P. (2016). Impact of action research teams on administrators' implementation and teachers' perception of the Teacher Keys Effectiveness System. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/35700"

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):

Carpenter, Kevin Paul. “Impact of action research teams on administrators' implementation and teachers' perception of the Teacher Keys Effectiveness System.” 2016. Thesis, University of Georgia. Accessed November 29, 2020. http://hdl.handle.net/10724/35700".

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

MLA Handbook (7th Edition):

Carpenter, Kevin Paul. “Impact of action research teams on administrators' implementation and teachers' perception of the Teacher Keys Effectiveness System.” 2016. Web. 29 Nov 2020.

Vancouver:

Carpenter KP. Impact of action research teams on administrators' implementation and teachers' perception of the Teacher Keys Effectiveness System. [Internet] [Thesis]. University of Georgia; 2016. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10724/35700".

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

Council of Science Editors:

Carpenter KP. Impact of action research teams on administrators' implementation and teachers' perception of the Teacher Keys Effectiveness System. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/35700"

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


University of Southern California

5. Walker, Terry T. The teacher evaluation: key components that positively impact teacher effectiveness and student achievement.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 The purpose of this study was to identify the key components of a teacher evaluation system used by schools and districts in response to the… (more)

Subjects/Keywords: effective teacher evaluation components; outcome and competency-based evaluations; teacher effectiveness; teacher evaluation and student achievement; teacher evaluations; transformational evaluation tool

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

APA (6th Edition):

Walker, T. T. (2014). The teacher evaluation: key components that positively impact teacher effectiveness and student achievement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/374770/rec/7351

Chicago Manual of Style (16th Edition):

Walker, Terry T. “The teacher evaluation: key components that positively impact teacher effectiveness and student achievement.” 2014. Doctoral Dissertation, University of Southern California. Accessed November 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/374770/rec/7351.

MLA Handbook (7th Edition):

Walker, Terry T. “The teacher evaluation: key components that positively impact teacher effectiveness and student achievement.” 2014. Web. 29 Nov 2020.

Vancouver:

Walker TT. The teacher evaluation: key components that positively impact teacher effectiveness and student achievement. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Nov 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/374770/rec/7351.

Council of Science Editors:

Walker TT. The teacher evaluation: key components that positively impact teacher effectiveness and student achievement. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/374770/rec/7351


University of Southern California

6. Martini, Aaron V. Student achievement and teacher effectiveness in an era of heightened accountability.

Degree: EdD, Education, 2014, University of Southern California

 This present research applies the socio‐cultural theory framework. The current climate in education includes formal emphases on student achievement and teacher performance. Students’ achievements link… (more)

Subjects/Keywords: student achievement; teacher evaluations; teacher effectiveness; teacher accountability; students presenting learning challenges

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

APA (6th Edition):

Martini, A. V. (2014). Student achievement and teacher effectiveness in an era of heightened accountability. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/379920/rec/6141

Chicago Manual of Style (16th Edition):

Martini, Aaron V. “Student achievement and teacher effectiveness in an era of heightened accountability.” 2014. Doctoral Dissertation, University of Southern California. Accessed November 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/379920/rec/6141.

MLA Handbook (7th Edition):

Martini, Aaron V. “Student achievement and teacher effectiveness in an era of heightened accountability.” 2014. Web. 29 Nov 2020.

Vancouver:

Martini AV. Student achievement and teacher effectiveness in an era of heightened accountability. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Nov 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/379920/rec/6141.

Council of Science Editors:

Martini AV. Student achievement and teacher effectiveness in an era of heightened accountability. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/379920/rec/6141


University of Southern California

7. Evans, Elizabeth Danielle. Teacher perceptions of instructional practices for long-term English learners.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This dissertation is a case study, which allowed the researcher to explore a program in-depth in order to understand teacher perceptions of instructional practices for… (more)

Subjects/Keywords: English learners; teacher perceptions; instructional practices

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APA (6th Edition):

Evans, E. D. (2013). Teacher perceptions of instructional practices for long-term English learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6353

Chicago Manual of Style (16th Edition):

Evans, Elizabeth Danielle. “Teacher perceptions of instructional practices for long-term English learners.” 2013. Doctoral Dissertation, University of Southern California. Accessed November 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6353.

MLA Handbook (7th Edition):

Evans, Elizabeth Danielle. “Teacher perceptions of instructional practices for long-term English learners.” 2013. Web. 29 Nov 2020.

Vancouver:

Evans ED. Teacher perceptions of instructional practices for long-term English learners. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Nov 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6353.

Council of Science Editors:

Evans ED. Teacher perceptions of instructional practices for long-term English learners. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/233483/rec/6353


Utah State University

8. Olsen, Jeffrey A. Teacher Orientation to Social Studies: A Phenomenological Study.

Degree: PhD, Instructional Technology and Learning Sciences, 2014, Utah State University

  Textbooks, curriculum packages, standards, professional development and pre-service education, and national advocacy groups all utilize orientation terms to identify the pedagogical approaches, though no… (more)

Subjects/Keywords: Teacher Orientation; Social Studies; Phenomenological Study; Education

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APA (6th Edition):

Olsen, J. A. (2014). Teacher Orientation to Social Studies: A Phenomenological Study. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/3316

Chicago Manual of Style (16th Edition):

Olsen, Jeffrey A. “Teacher Orientation to Social Studies: A Phenomenological Study.” 2014. Doctoral Dissertation, Utah State University. Accessed November 29, 2020. https://digitalcommons.usu.edu/etd/3316.

MLA Handbook (7th Edition):

Olsen, Jeffrey A. “Teacher Orientation to Social Studies: A Phenomenological Study.” 2014. Web. 29 Nov 2020.

Vancouver:

Olsen JA. Teacher Orientation to Social Studies: A Phenomenological Study. [Internet] [Doctoral dissertation]. Utah State University; 2014. [cited 2020 Nov 29]. Available from: https://digitalcommons.usu.edu/etd/3316.

Council of Science Editors:

Olsen JA. Teacher Orientation to Social Studies: A Phenomenological Study. [Doctoral Dissertation]. Utah State University; 2014. Available from: https://digitalcommons.usu.edu/etd/3316


University of Dayton

9. Neal, Diane A. Student Growth in Learner-Centered and Non-Learner-Centered Reading and Math Teachers’ Classrooms.

Degree: PhD, Educational Leadership, 2016, University of Dayton

 Education has undergone numerous reforms efforts throughout the past century. In the 1990s, a Presidential Task Force was commissioned with the American Psychological Association (APA)… (more)

Subjects/Keywords: Education; Education Policy; Educational Evaluation; Educational Leadership; Educational Tests and Measurements; Educational Theory; Learner-Centered Instructional Practices; Student Growth; Teacher Reflection Practices; Student Surveys and Teacher Effectiveness

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APA (6th Edition):

Neal, D. A. (2016). Student Growth in Learner-Centered and Non-Learner-Centered Reading and Math Teachers’ Classrooms. (Doctoral Dissertation). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1481057369924496

Chicago Manual of Style (16th Edition):

Neal, Diane A. “Student Growth in Learner-Centered and Non-Learner-Centered Reading and Math Teachers’ Classrooms.” 2016. Doctoral Dissertation, University of Dayton. Accessed November 29, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1481057369924496.

MLA Handbook (7th Edition):

Neal, Diane A. “Student Growth in Learner-Centered and Non-Learner-Centered Reading and Math Teachers’ Classrooms.” 2016. Web. 29 Nov 2020.

Vancouver:

Neal DA. Student Growth in Learner-Centered and Non-Learner-Centered Reading and Math Teachers’ Classrooms. [Internet] [Doctoral dissertation]. University of Dayton; 2016. [cited 2020 Nov 29]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1481057369924496.

Council of Science Editors:

Neal DA. Student Growth in Learner-Centered and Non-Learner-Centered Reading and Math Teachers’ Classrooms. [Doctoral Dissertation]. University of Dayton; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1481057369924496


Vanderbilt University

10. Booker, Laura Neergaard. Examining the Development of Beginning Middle School Math Teachers' Practices and their Relationship with Teachers' Effectiveness.

Degree: PhD, Leadership and Policy Studies, 2014, Vanderbilt University

 Research has consistently found that teachers’ effectiveness improves during the first few years on the job. These increases are typically attributed to improvements in the… (more)

Subjects/Keywords: beginning teachers; teacher effectiveness; teaching practices

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

APA (6th Edition):

Booker, L. N. (2014). Examining the Development of Beginning Middle School Math Teachers' Practices and their Relationship with Teachers' Effectiveness. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12047

Chicago Manual of Style (16th Edition):

Booker, Laura Neergaard. “Examining the Development of Beginning Middle School Math Teachers' Practices and their Relationship with Teachers' Effectiveness.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed November 29, 2020. http://hdl.handle.net/1803/12047.

MLA Handbook (7th Edition):

Booker, Laura Neergaard. “Examining the Development of Beginning Middle School Math Teachers' Practices and their Relationship with Teachers' Effectiveness.” 2014. Web. 29 Nov 2020.

Vancouver:

Booker LN. Examining the Development of Beginning Middle School Math Teachers' Practices and their Relationship with Teachers' Effectiveness. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1803/12047.

Council of Science Editors:

Booker LN. Examining the Development of Beginning Middle School Math Teachers' Practices and their Relationship with Teachers' Effectiveness. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/12047

11. Ritter, Julie R. A Phenomenological Study of the Implementation of Developmentally Appropriate Practices of Highly-Skilled Teachers in School-Based, Early Education Settings.

Degree: 2019, Minnesota State University – Mankato

 High-quality instruction, especially for at-risk children, is what matters in early education (Brown, 2010; Chien et al., 2010; Goldstein et al, 2013; Howes et al.,… (more)

Subjects/Keywords: developmentally appropriate practice; preschool; school-based early education; teacher beliefs; best practices; phenomenological study; Early Childhood Education; Educational Methods

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APA (6th Edition):

Ritter, J. R. (2019). A Phenomenological Study of the Implementation of Developmentally Appropriate Practices of Highly-Skilled Teachers in School-Based, Early Education Settings. (Thesis). Minnesota State University – Mankato. Retrieved from https://cornerstone.lib.mnsu.edu/etds/954

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):

Ritter, Julie R. “A Phenomenological Study of the Implementation of Developmentally Appropriate Practices of Highly-Skilled Teachers in School-Based, Early Education Settings.” 2019. Thesis, Minnesota State University – Mankato. Accessed November 29, 2020. https://cornerstone.lib.mnsu.edu/etds/954.

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

MLA Handbook (7th Edition):

Ritter, Julie R. “A Phenomenological Study of the Implementation of Developmentally Appropriate Practices of Highly-Skilled Teachers in School-Based, Early Education Settings.” 2019. Web. 29 Nov 2020.

Vancouver:

Ritter JR. A Phenomenological Study of the Implementation of Developmentally Appropriate Practices of Highly-Skilled Teachers in School-Based, Early Education Settings. [Internet] [Thesis]. Minnesota State University – Mankato; 2019. [cited 2020 Nov 29]. Available from: https://cornerstone.lib.mnsu.edu/etds/954.

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

Council of Science Editors:

Ritter JR. A Phenomenological Study of the Implementation of Developmentally Appropriate Practices of Highly-Skilled Teachers in School-Based, Early Education Settings. [Thesis]. Minnesota State University – Mankato; 2019. Available from: https://cornerstone.lib.mnsu.edu/etds/954

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


University of North Texas

12. Smalskas, Tamy L. A Comparison of Three Teacher Evaluation Methods and the Impact on College Readiness.

Degree: 2013, University of North Texas

 Much attention in recent years has gone to the evaluation of teacher effectiveness, and some scholars have developed conceptual models to evaluate the effectiveness. The… (more)

Subjects/Keywords: Teacher effectiveness; teacher evaluations; student achievement; college readiness; SAT; professional development appraisal (PDAS); value-added model (VAM); teacher index model

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APA (6th Edition):

Smalskas, T. L. (2013). A Comparison of Three Teacher Evaluation Methods and the Impact on College Readiness. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc407840/

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):

Smalskas, Tamy L. “A Comparison of Three Teacher Evaluation Methods and the Impact on College Readiness.” 2013. Thesis, University of North Texas. Accessed November 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc407840/.

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

MLA Handbook (7th Edition):

Smalskas, Tamy L. “A Comparison of Three Teacher Evaluation Methods and the Impact on College Readiness.” 2013. Web. 29 Nov 2020.

Vancouver:

Smalskas TL. A Comparison of Three Teacher Evaluation Methods and the Impact on College Readiness. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Nov 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc407840/.

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

Council of Science Editors:

Smalskas TL. A Comparison of Three Teacher Evaluation Methods and the Impact on College Readiness. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc407840/

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


University of Central Florida

13. Williams, Mary. Deconstructing Differences In Effectiveness Of Teachers Of Tenth Grade Non-proficient Readers In One Florida School District.

Degree: 2013, University of Central Florida

 Despite an intense focus and considerable financial commitment to remediate nonproficient readers in high school, the large suburban school district that was the target of… (more)

Subjects/Keywords: Adolescent; reading teacher; high school; non proficient reader; teacher effectiveness; beliefs; professional practices; instructional strategies; Education; Educational Leadership; Dissertations, Academic  – Education, Education  – Dissertations, Academic

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APA (6th Edition):

Williams, M. (2013). Deconstructing Differences In Effectiveness Of Teachers Of Tenth Grade Non-proficient Readers In One Florida School District. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2927

Chicago Manual of Style (16th Edition):

Williams, Mary. “Deconstructing Differences In Effectiveness Of Teachers Of Tenth Grade Non-proficient Readers In One Florida School District.” 2013. Doctoral Dissertation, University of Central Florida. Accessed November 29, 2020. https://stars.library.ucf.edu/etd/2927.

MLA Handbook (7th Edition):

Williams, Mary. “Deconstructing Differences In Effectiveness Of Teachers Of Tenth Grade Non-proficient Readers In One Florida School District.” 2013. Web. 29 Nov 2020.

Vancouver:

Williams M. Deconstructing Differences In Effectiveness Of Teachers Of Tenth Grade Non-proficient Readers In One Florida School District. [Internet] [Doctoral dissertation]. University of Central Florida; 2013. [cited 2020 Nov 29]. Available from: https://stars.library.ucf.edu/etd/2927.

Council of Science Editors:

Williams M. Deconstructing Differences In Effectiveness Of Teachers Of Tenth Grade Non-proficient Readers In One Florida School District. [Doctoral Dissertation]. University of Central Florida; 2013. Available from: https://stars.library.ucf.edu/etd/2927


University of California – Riverside

14. Lin, Yuting. Teacher Effectiveness in Improving Both Academic Achievement and Social-Emotional Skills.

Degree: Education, 2016, University of California – Riverside

 This study examines associations between teacher effectiveness in improving both students’ academic achievement and social-emotional skills. Using hierarchical linear modeling, a specific set of teacher(more)

Subjects/Keywords: Educational psychology; academic achievement; social-emotional skills; teacher effectiveness; teacher practices

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APA (6th Edition):

Lin, Y. (2016). Teacher Effectiveness in Improving Both Academic Achievement and Social-Emotional Skills. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/4z33d2b4

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):

Lin, Yuting. “Teacher Effectiveness in Improving Both Academic Achievement and Social-Emotional Skills.” 2016. Thesis, University of California – Riverside. Accessed November 29, 2020. http://www.escholarship.org/uc/item/4z33d2b4.

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

MLA Handbook (7th Edition):

Lin, Yuting. “Teacher Effectiveness in Improving Both Academic Achievement and Social-Emotional Skills.” 2016. Web. 29 Nov 2020.

Vancouver:

Lin Y. Teacher Effectiveness in Improving Both Academic Achievement and Social-Emotional Skills. [Internet] [Thesis]. University of California – Riverside; 2016. [cited 2020 Nov 29]. Available from: http://www.escholarship.org/uc/item/4z33d2b4.

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

Council of Science Editors:

Lin Y. Teacher Effectiveness in Improving Both Academic Achievement and Social-Emotional Skills. [Thesis]. University of California – Riverside; 2016. Available from: http://www.escholarship.org/uc/item/4z33d2b4

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


University of Georgia

15. Rhodes, Ginger Alayne. Professional noticing.

Degree: 2014, University of Georgia

 The purpose of this study was to understand how teachers make sense of their students' mathematical thinking. Specifically, learning trajectories and professional noticing were used… (more)

Subjects/Keywords: Teacher development; Learning trajectories; Professional noticing; Teacher knowledge; Teacher listening; Instructional practices

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

APA (6th Edition):

Rhodes, G. A. (2014). Professional noticing. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/24262

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):

Rhodes, Ginger Alayne. “Professional noticing.” 2014. Thesis, University of Georgia. Accessed November 29, 2020. http://hdl.handle.net/10724/24262.

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

MLA Handbook (7th Edition):

Rhodes, Ginger Alayne. “Professional noticing.” 2014. Web. 29 Nov 2020.

Vancouver:

Rhodes GA. Professional noticing. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10724/24262.

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

Council of Science Editors:

Rhodes GA. Professional noticing. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/24262

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


University of California – Berkeley

16. Harris, Margaret. Teacher Efficacy Beliefs:Understanding the Relationship Between Efficacy and Achievement in Urban Elementary Schools.

Degree: Educational Leadership, 2010, University of California – Berkeley

 Within the last three decades there has been a surge of interest in how teacher beliefs affect the teaching and learning process. A major focus… (more)

Subjects/Keywords: Educational leadership; Education; Teacher education; locus of control; student achievement; teacher effectiveness; teacher expectations; teacher practices; teacher self-efficacy beliefs

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

APA (6th Edition):

Harris, M. (2010). Teacher Efficacy Beliefs:Understanding the Relationship Between Efficacy and Achievement in Urban Elementary Schools. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/44h29077

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):

Harris, Margaret. “Teacher Efficacy Beliefs:Understanding the Relationship Between Efficacy and Achievement in Urban Elementary Schools.” 2010. Thesis, University of California – Berkeley. Accessed November 29, 2020. http://www.escholarship.org/uc/item/44h29077.

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

MLA Handbook (7th Edition):

Harris, Margaret. “Teacher Efficacy Beliefs:Understanding the Relationship Between Efficacy and Achievement in Urban Elementary Schools.” 2010. Web. 29 Nov 2020.

Vancouver:

Harris M. Teacher Efficacy Beliefs:Understanding the Relationship Between Efficacy and Achievement in Urban Elementary Schools. [Internet] [Thesis]. University of California – Berkeley; 2010. [cited 2020 Nov 29]. Available from: http://www.escholarship.org/uc/item/44h29077.

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

Council of Science Editors:

Harris M. Teacher Efficacy Beliefs:Understanding the Relationship Between Efficacy and Achievement in Urban Elementary Schools. [Thesis]. University of California – Berkeley; 2010. Available from: http://www.escholarship.org/uc/item/44h29077

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

17. Thompson, Patricia A. Perspectives of Teacher Quality: Perceptions from Secondary Educators in Private and Public Schools.

Degree: Education, EdD, Education, 2016, University of Portland

  The purpose of this qualitative study was to examine the perceptions of teachers regarding teacher quality. Specifically, this research study examined how the twelve… (more)

Subjects/Keywords: Culturally responsive teaching; Highly qualified teacher; Personal attributes; Pedagogical practices; Teacher effectiveness; Teacher qualifications; Teacher quality; Teacher quality measurements; Education

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

APA (6th Edition):

Thompson, P. A. (2016). Perspectives of Teacher Quality: Perceptions from Secondary Educators in Private and Public Schools. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/27

Chicago Manual of Style (16th Edition):

Thompson, Patricia A. “Perspectives of Teacher Quality: Perceptions from Secondary Educators in Private and Public Schools.” 2016. Doctoral Dissertation, University of Portland. Accessed November 29, 2020. http://pilotscholars.up.edu/etd/27.

MLA Handbook (7th Edition):

Thompson, Patricia A. “Perspectives of Teacher Quality: Perceptions from Secondary Educators in Private and Public Schools.” 2016. Web. 29 Nov 2020.

Vancouver:

Thompson PA. Perspectives of Teacher Quality: Perceptions from Secondary Educators in Private and Public Schools. [Internet] [Doctoral dissertation]. University of Portland; 2016. [cited 2020 Nov 29]. Available from: http://pilotscholars.up.edu/etd/27.

Council of Science Editors:

Thompson PA. Perspectives of Teacher Quality: Perceptions from Secondary Educators in Private and Public Schools. [Doctoral Dissertation]. University of Portland; 2016. Available from: http://pilotscholars.up.edu/etd/27

18. Torres, Dalia. The beady eye of the professional development appraisal system: a Foucauldian cross-case analysis of the teacher evaluation system .

Degree: 2013, Texas A&M University – Corpus Christi

 The purpose of this deconstructive case study was to conduct a Foucauldian power/knowledge analysis constructed from the perceptions of three teachers at an intermediate school… (more)

Subjects/Keywords: Deconstructive study; Foucault; Power; Professional Development Appraisal System; Surveillance; Teacher Evaluations

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

APA (6th Edition):

Torres, D. (2013). The beady eye of the professional development appraisal system: a Foucauldian cross-case analysis of the teacher evaluation system . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/419

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):

Torres, Dalia. “The beady eye of the professional development appraisal system: a Foucauldian cross-case analysis of the teacher evaluation system .” 2013. Thesis, Texas A&M University – Corpus Christi. Accessed November 29, 2020. http://hdl.handle.net/1969.6/419.

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

MLA Handbook (7th Edition):

Torres, Dalia. “The beady eye of the professional development appraisal system: a Foucauldian cross-case analysis of the teacher evaluation system .” 2013. Web. 29 Nov 2020.

Vancouver:

Torres D. The beady eye of the professional development appraisal system: a Foucauldian cross-case analysis of the teacher evaluation system . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2013. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1969.6/419.

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

Council of Science Editors:

Torres D. The beady eye of the professional development appraisal system: a Foucauldian cross-case analysis of the teacher evaluation system . [Thesis]. Texas A&M University – Corpus Christi; 2013. Available from: http://hdl.handle.net/1969.6/419

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


University of North Texas

19. Chung, Chih-Hung. Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs.

Degree: 2015, University of North Texas

 In recent years, considerable concern has arisen over cross-national student’s math achievement. A number of studies focusing on eighth grade student’s math achievement have been… (more)

Subjects/Keywords: math achievement; in-service teacher training; cross-national; instructional practices; Mathematics  – Study and teaching (Middle school); Mathematics teachers  – Training of.

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

APA (6th Edition):

Chung, C. (2015). Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc799534/

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):

Chung, Chih-Hung. “Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs.” 2015. Thesis, University of North Texas. Accessed November 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc799534/.

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

MLA Handbook (7th Edition):

Chung, Chih-Hung. “Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs.” 2015. Web. 29 Nov 2020.

Vancouver:

Chung C. Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs. [Internet] [Thesis]. University of North Texas; 2015. [cited 2020 Nov 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc799534/.

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

Council of Science Editors:

Chung C. Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc799534/

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


University of North Texas

20. Fields, Melanie. Transfer From a UTeach Replication Site to the Classroom: A Study of First and Second Year Instructional Practices.

Degree: 2015, University of North Texas

 Concerns based adoption model (CBAM) instruments were used to examine instructional practices of six graduates from a highly stylized, inquiry-based secondary math and science preparation… (more)

Subjects/Keywords: secondary teachers; instructional practices; CBAM; mathematics; teacher preparation; Mathematics  – Study and teaching (Secondary); Mathematics teachers.; School improvement programs.

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APA (6th Edition):

Fields, M. (2015). Transfer From a UTeach Replication Site to the Classroom: A Study of First and Second Year Instructional Practices. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc799531/

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):

Fields, Melanie. “Transfer From a UTeach Replication Site to the Classroom: A Study of First and Second Year Instructional Practices.” 2015. Thesis, University of North Texas. Accessed November 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc799531/.

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

MLA Handbook (7th Edition):

Fields, Melanie. “Transfer From a UTeach Replication Site to the Classroom: A Study of First and Second Year Instructional Practices.” 2015. Web. 29 Nov 2020.

Vancouver:

Fields M. Transfer From a UTeach Replication Site to the Classroom: A Study of First and Second Year Instructional Practices. [Internet] [Thesis]. University of North Texas; 2015. [cited 2020 Nov 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc799531/.

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

Council of Science Editors:

Fields M. Transfer From a UTeach Replication Site to the Classroom: A Study of First and Second Year Instructional Practices. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc799531/

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


University of Central Florida

21. Mela, Carol. An Analysis Of The School Board Of Brevard County Instructional Personnel Performance Appraisal Instrument And The Validity Of Its Components.

Degree: 2013, University of Central Florida

 This study examined the relationship between the professional practices components of the School Board of Brevard County Instructional Personnel Performance Appraisal System Instrument and student… (more)

Subjects/Keywords: Teacher evaluation; teacher effectiveness; teacher measurement; instructional appraisal instrument; teacher quality; Education; Educational Leadership; Dissertations, Academic  – Education, Education  – Dissertations, Academic

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

APA (6th Edition):

Mela, C. (2013). An Analysis Of The School Board Of Brevard County Instructional Personnel Performance Appraisal Instrument And The Validity Of Its Components. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2560

Chicago Manual of Style (16th Edition):

Mela, Carol. “An Analysis Of The School Board Of Brevard County Instructional Personnel Performance Appraisal Instrument And The Validity Of Its Components.” 2013. Doctoral Dissertation, University of Central Florida. Accessed November 29, 2020. https://stars.library.ucf.edu/etd/2560.

MLA Handbook (7th Edition):

Mela, Carol. “An Analysis Of The School Board Of Brevard County Instructional Personnel Performance Appraisal Instrument And The Validity Of Its Components.” 2013. Web. 29 Nov 2020.

Vancouver:

Mela C. An Analysis Of The School Board Of Brevard County Instructional Personnel Performance Appraisal Instrument And The Validity Of Its Components. [Internet] [Doctoral dissertation]. University of Central Florida; 2013. [cited 2020 Nov 29]. Available from: https://stars.library.ucf.edu/etd/2560.

Council of Science Editors:

Mela C. An Analysis Of The School Board Of Brevard County Instructional Personnel Performance Appraisal Instrument And The Validity Of Its Components. [Doctoral Dissertation]. University of Central Florida; 2013. Available from: https://stars.library.ucf.edu/etd/2560


Indiana State University

22. Sargent, Michael Steven. An investigation of research-based teaching practices through the teacher evaluations in Indiana public schools .

Degree: Indiana State University

 The purpose of this study was to identify if a rela tionship existed between the implementation of professional evaluation processes and the use of re… (more)

Subjects/Keywords: Teacher evaluations; Research-based teaching practices

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

APA (6th Edition):

Sargent, M. S. (n.d.). An investigation of research-based teaching practices through the teacher evaluations in Indiana public schools . (Thesis). Indiana State University. Retrieved from http://hdl.handle.net/10484/8149

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

Chicago Manual of Style (16th Edition):

Sargent, Michael Steven. “An investigation of research-based teaching practices through the teacher evaluations in Indiana public schools .” Thesis, Indiana State University. Accessed November 29, 2020. http://hdl.handle.net/10484/8149.

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

MLA Handbook (7th Edition):

Sargent, Michael Steven. “An investigation of research-based teaching practices through the teacher evaluations in Indiana public schools .” Web. 29 Nov 2020.

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

Vancouver:

Sargent MS. An investigation of research-based teaching practices through the teacher evaluations in Indiana public schools . [Internet] [Thesis]. Indiana State University; [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10484/8149.

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

Council of Science Editors:

Sargent MS. An investigation of research-based teaching practices through the teacher evaluations in Indiana public schools . [Thesis]. Indiana State University; Available from: http://hdl.handle.net/10484/8149

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


East Tennessee State University

23. Morris, Nichole R. The Tennessee Educator Acceleration Model and the Teacher Instructional Growth for Effectiveness and Results Model on Measures of Teacher Effectiveness: A Comparative Study.

Degree: EdD (Doctor of Education), Educational Leadership, 2017, East Tennessee State University

  The purpose of this quantitative study was to compare measures of teacher effectiveness between two different Tennessee teacher evaluation models. The two teacher evaluation… (more)

Subjects/Keywords: Teacher Evaluations; TEAM; TIGER; Teacher Effectiveness; Value-added; Observations; 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):

Morris, N. R. (2017). The Tennessee Educator Acceleration Model and the Teacher Instructional Growth for Effectiveness and Results Model on Measures of Teacher Effectiveness: A Comparative Study. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3282

Chicago Manual of Style (16th Edition):

Morris, Nichole R. “The Tennessee Educator Acceleration Model and the Teacher Instructional Growth for Effectiveness and Results Model on Measures of Teacher Effectiveness: A Comparative Study.” 2017. Doctoral Dissertation, East Tennessee State University. Accessed November 29, 2020. https://dc.etsu.edu/etd/3282.

MLA Handbook (7th Edition):

Morris, Nichole R. “The Tennessee Educator Acceleration Model and the Teacher Instructional Growth for Effectiveness and Results Model on Measures of Teacher Effectiveness: A Comparative Study.” 2017. Web. 29 Nov 2020.

Vancouver:

Morris NR. The Tennessee Educator Acceleration Model and the Teacher Instructional Growth for Effectiveness and Results Model on Measures of Teacher Effectiveness: A Comparative Study. [Internet] [Doctoral dissertation]. East Tennessee State University; 2017. [cited 2020 Nov 29]. Available from: https://dc.etsu.edu/etd/3282.

Council of Science Editors:

Morris NR. The Tennessee Educator Acceleration Model and the Teacher Instructional Growth for Effectiveness and Results Model on Measures of Teacher Effectiveness: A Comparative Study. [Doctoral Dissertation]. East Tennessee State University; 2017. Available from: https://dc.etsu.edu/etd/3282

24. Bridich, Sarah Melvoin. Perceptions Surrounding the Implementation of Colorado Senate Bill 10-191's New Teacher Evaluations.

Degree: PhD, Educational Administration and Policy Studies, 2013, U of Denver

  In 2013, many public education reform efforts in the United States of America center on testing and accountability. Recent data revealed that teachers have… (more)

Subjects/Keywords: Education reform; Explanatory sequential design; Teacher effectiveness; Teacher evaluations; Education; 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):

Bridich, S. M. (2013). Perceptions Surrounding the Implementation of Colorado Senate Bill 10-191's New Teacher Evaluations. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/965

Chicago Manual of Style (16th Edition):

Bridich, Sarah Melvoin. “Perceptions Surrounding the Implementation of Colorado Senate Bill 10-191's New Teacher Evaluations.” 2013. Doctoral Dissertation, U of Denver. Accessed November 29, 2020. https://digitalcommons.du.edu/etd/965.

MLA Handbook (7th Edition):

Bridich, Sarah Melvoin. “Perceptions Surrounding the Implementation of Colorado Senate Bill 10-191's New Teacher Evaluations.” 2013. Web. 29 Nov 2020.

Vancouver:

Bridich SM. Perceptions Surrounding the Implementation of Colorado Senate Bill 10-191's New Teacher Evaluations. [Internet] [Doctoral dissertation]. U of Denver; 2013. [cited 2020 Nov 29]. Available from: https://digitalcommons.du.edu/etd/965.

Council of Science Editors:

Bridich SM. Perceptions Surrounding the Implementation of Colorado Senate Bill 10-191's New Teacher Evaluations. [Doctoral Dissertation]. U of Denver; 2013. Available from: https://digitalcommons.du.edu/etd/965

25. Faust, Deborah Isabell. Mixed-Methods Exploration of Teacher Perceptions: Background, Practices, and Attitudes Related to Student Achievement.

Degree: PhD, Quantitative Research Methods, 2012, U of Denver

  Education policy has focused on teacher quality and student achievement since the implementation of the No Child Left Behind Act, which defined teacher quality… (more)

Subjects/Keywords: Case study; Instructional practices; Structural equation modeling; Student achievement; Teacher attitudes; Teacher background characteristics; Education; Educational Assessment, Evaluation, and Research; Educational Psychology

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

APA (6th Edition):

Faust, D. I. (2012). Mixed-Methods Exploration of Teacher Perceptions: Background, Practices, and Attitudes Related to Student Achievement. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/808

Chicago Manual of Style (16th Edition):

Faust, Deborah Isabell. “Mixed-Methods Exploration of Teacher Perceptions: Background, Practices, and Attitudes Related to Student Achievement.” 2012. Doctoral Dissertation, U of Denver. Accessed November 29, 2020. https://digitalcommons.du.edu/etd/808.

MLA Handbook (7th Edition):

Faust, Deborah Isabell. “Mixed-Methods Exploration of Teacher Perceptions: Background, Practices, and Attitudes Related to Student Achievement.” 2012. Web. 29 Nov 2020.

Vancouver:

Faust DI. Mixed-Methods Exploration of Teacher Perceptions: Background, Practices, and Attitudes Related to Student Achievement. [Internet] [Doctoral dissertation]. U of Denver; 2012. [cited 2020 Nov 29]. Available from: https://digitalcommons.du.edu/etd/808.

Council of Science Editors:

Faust DI. Mixed-Methods Exploration of Teacher Perceptions: Background, Practices, and Attitudes Related to Student Achievement. [Doctoral Dissertation]. U of Denver; 2012. Available from: https://digitalcommons.du.edu/etd/808


East Carolina University

26. Catalano, Christine Hallmark. OPENING DOORS THROUGH INSTRUCTIONAL COACHING: EXPLORING HOW SOCIAL CAPITAL THEORY ENHANCES COLLEGIAL FOCUS AND INTENTIONAL STRUCTURES IN AN INSTRUCTIONAL COACHING MODEL.

Degree: EdD, EDD-Educational Leadership, 2018, East Carolina University

 Teachers working in silos and in isolation from their colleagues characterize how we have always done business in education. Closed classroom doors are the norm.… (more)

Subjects/Keywords: peer instructional coaching; Teachers – In-service training; Teacher effectiveness; Peer teaching

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

APA (6th Edition):

Catalano, C. H. (2018). OPENING DOORS THROUGH INSTRUCTIONAL COACHING: EXPLORING HOW SOCIAL CAPITAL THEORY ENHANCES COLLEGIAL FOCUS AND INTENTIONAL STRUCTURES IN AN INSTRUCTIONAL COACHING MODEL. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/6742

Chicago Manual of Style (16th Edition):

Catalano, Christine Hallmark. “OPENING DOORS THROUGH INSTRUCTIONAL COACHING: EXPLORING HOW SOCIAL CAPITAL THEORY ENHANCES COLLEGIAL FOCUS AND INTENTIONAL STRUCTURES IN AN INSTRUCTIONAL COACHING MODEL.” 2018. Doctoral Dissertation, East Carolina University. Accessed November 29, 2020. http://hdl.handle.net/10342/6742.

MLA Handbook (7th Edition):

Catalano, Christine Hallmark. “OPENING DOORS THROUGH INSTRUCTIONAL COACHING: EXPLORING HOW SOCIAL CAPITAL THEORY ENHANCES COLLEGIAL FOCUS AND INTENTIONAL STRUCTURES IN AN INSTRUCTIONAL COACHING MODEL.” 2018. Web. 29 Nov 2020.

Vancouver:

Catalano CH. OPENING DOORS THROUGH INSTRUCTIONAL COACHING: EXPLORING HOW SOCIAL CAPITAL THEORY ENHANCES COLLEGIAL FOCUS AND INTENTIONAL STRUCTURES IN AN INSTRUCTIONAL COACHING MODEL. [Internet] [Doctoral dissertation]. East Carolina University; 2018. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10342/6742.

Council of Science Editors:

Catalano CH. OPENING DOORS THROUGH INSTRUCTIONAL COACHING: EXPLORING HOW SOCIAL CAPITAL THEORY ENHANCES COLLEGIAL FOCUS AND INTENTIONAL STRUCTURES IN AN INSTRUCTIONAL COACHING MODEL. [Doctoral Dissertation]. East Carolina University; 2018. Available from: http://hdl.handle.net/10342/6742


Georgia State University

27. 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

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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 November 29, 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. 29 Nov 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 Nov 29]. 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

28. Carlson, James Starr. Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science.

Degree: PhD, Curriculum and Instruction, 2017, Virginia Tech

 The purpose of this study was to characterize a methodological framework for preparing science educators to implement design-based engineering practices to intentionally teach targeted science… (more)

Subjects/Keywords: Teaching Competencies; Instructional Strategies; Design-Based Engineering Practices; Teacher Education; Delphi

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

APA (6th Edition):

Carlson, J. S. (2017). Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77938

Chicago Manual of Style (16th Edition):

Carlson, James Starr. “Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science.” 2017. Doctoral Dissertation, Virginia Tech. Accessed November 29, 2020. http://hdl.handle.net/10919/77938.

MLA Handbook (7th Edition):

Carlson, James Starr. “Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science.” 2017. Web. 29 Nov 2020.

Vancouver:

Carlson JS. Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10919/77938.

Council of Science Editors:

Carlson JS. Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/77938


University of Central Florida

29. Rafalski, Shana H. Policy Implications of a Teacher Evaluation System: The Relationship of Classroom Observations, Levels of Feedback, and Students Achievement Outcomes.

Degree: 2015, University of Central Florida

 The purpose of this study was two-fold: (a) to determine the relationship between the number of classroom observations and teacher VAM scores and (b) to… (more)

Subjects/Keywords: Feedback; teacher vam; teacher evaluation; teacher effectiveness; student achievement outcomes; classroom observations; instructional impact; evaluation systems; Education

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

APA (6th Edition):

Rafalski, S. H. (2015). Policy Implications of a Teacher Evaluation System: The Relationship of Classroom Observations, Levels of Feedback, and Students Achievement Outcomes. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/1171

Chicago Manual of Style (16th Edition):

Rafalski, Shana H. “Policy Implications of a Teacher Evaluation System: The Relationship of Classroom Observations, Levels of Feedback, and Students Achievement Outcomes.” 2015. Doctoral Dissertation, University of Central Florida. Accessed November 29, 2020. https://stars.library.ucf.edu/etd/1171.

MLA Handbook (7th Edition):

Rafalski, Shana H. “Policy Implications of a Teacher Evaluation System: The Relationship of Classroom Observations, Levels of Feedback, and Students Achievement Outcomes.” 2015. Web. 29 Nov 2020.

Vancouver:

Rafalski SH. Policy Implications of a Teacher Evaluation System: The Relationship of Classroom Observations, Levels of Feedback, and Students Achievement Outcomes. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2020 Nov 29]. Available from: https://stars.library.ucf.edu/etd/1171.

Council of Science Editors:

Rafalski SH. Policy Implications of a Teacher Evaluation System: The Relationship of Classroom Observations, Levels of Feedback, and Students Achievement Outcomes. [Doctoral Dissertation]. University of Central Florida; 2015. Available from: https://stars.library.ucf.edu/etd/1171


University of Georgia

30. Pendergrass, Emily. Navigating a rocky terrain.

Degree: 2014, University of Georgia

 This study explored what practices a teacher negotiates expectations from authority figures with her own philosophical beliefs. Through the methodology of a single case study(more)

Subjects/Keywords: teacher practices; teacher decision processes

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

APA (6th Edition):

Pendergrass, E. (2014). Navigating a rocky terrain. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27561

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):

Pendergrass, Emily. “Navigating a rocky terrain.” 2014. Thesis, University of Georgia. Accessed November 29, 2020. http://hdl.handle.net/10724/27561.

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

MLA Handbook (7th Edition):

Pendergrass, Emily. “Navigating a rocky terrain.” 2014. Web. 29 Nov 2020.

Vancouver:

Pendergrass E. Navigating a rocky terrain. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10724/27561.

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

Council of Science Editors:

Pendergrass E. Navigating a rocky terrain. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27561

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

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