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You searched for subject:(teacher leadership model). Showing records 1 – 28 of 28 total matches.

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1. Minney, Tony. A Case Study Of Teachers’ Perceptions On Teacher Leadership As A Model For School Improvement In SIG Schools.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  Developing teacher leadership in a rural, geographical isolated SIG school is a difficult task toward school turnaround. This research explored the impact of teacher(more)

Subjects/Keywords: Teacher leadership model; School improvement; turnaround model; teacher leadership model; SIG school improvement model; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Minney, T. (2016). A Case Study Of Teachers’ Perceptions On Teacher Leadership As A Model For School Improvement In SIG Schools. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/96

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):

Minney, Tony. “A Case Study Of Teachers’ Perceptions On Teacher Leadership As A Model For School Improvement In SIG Schools.” 2016. Thesis, University of New England. Accessed September 23, 2019. https://dune.une.edu/theses/96.

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

MLA Handbook (7th Edition):

Minney, Tony. “A Case Study Of Teachers’ Perceptions On Teacher Leadership As A Model For School Improvement In SIG Schools.” 2016. Web. 23 Sep 2019.

Vancouver:

Minney T. A Case Study Of Teachers’ Perceptions On Teacher Leadership As A Model For School Improvement In SIG Schools. [Internet] [Thesis]. University of New England; 2016. [cited 2019 Sep 23]. Available from: https://dune.une.edu/theses/96.

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

Council of Science Editors:

Minney T. A Case Study Of Teachers’ Perceptions On Teacher Leadership As A Model For School Improvement In SIG Schools. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/96

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

2. Crafton, Corinna. Leaders All: Teacher-Led Participatory Action Research At The Middle School Level.

Degree: Doctor of Education (EdD), Educational Leadership, 2015, University of New England

  Classroom teachers who wish to have voice in decisions that influence their daily practice often confront barriers, causing some to leave the classroom altogether… (more)

Subjects/Keywords: barriers to leadership; teacher marginalization; distributed leadership model; teachers as change agents; Educational Leadership; Teacher Education and Professional Development

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APA (6th Edition):

Crafton, C. (2015). Leaders All: Teacher-Led Participatory Action Research At The Middle School Level. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/22

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):

Crafton, Corinna. “Leaders All: Teacher-Led Participatory Action Research At The Middle School Level.” 2015. Thesis, University of New England. Accessed September 23, 2019. https://dune.une.edu/theses/22.

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

MLA Handbook (7th Edition):

Crafton, Corinna. “Leaders All: Teacher-Led Participatory Action Research At The Middle School Level.” 2015. Web. 23 Sep 2019.

Vancouver:

Crafton C. Leaders All: Teacher-Led Participatory Action Research At The Middle School Level. [Internet] [Thesis]. University of New England; 2015. [cited 2019 Sep 23]. Available from: https://dune.une.edu/theses/22.

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

Council of Science Editors:

Crafton C. Leaders All: Teacher-Led Participatory Action Research At The Middle School Level. [Thesis]. University of New England; 2015. Available from: https://dune.une.edu/theses/22

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


Brigham Young University

3. Chou, Po N. The Asher and Dane School Districts' Mentoring Models: The Relationship Between Mentoring and Retention of Beginning Teachers.

Degree: PhD, 2010, Brigham Young University

 Diverse mentoring models have been implemented by educational organizations to address teacher retention, but debate continues over which mentoring model is most beneficial. Two school… (more)

Subjects/Keywords: mentoring; mentoring relationship; mentoring model; mentor; teacher retention; teacher attrition; new teacher; beginning teacher; Educational Leadership

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APA (6th Edition):

Chou, P. N. (2010). The Asher and Dane School Districts' Mentoring Models: The Relationship Between Mentoring and Retention of Beginning Teachers. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3369&context=etd

Chicago Manual of Style (16th Edition):

Chou, Po N. “The Asher and Dane School Districts' Mentoring Models: The Relationship Between Mentoring and Retention of Beginning Teachers.” 2010. Doctoral Dissertation, Brigham Young University. Accessed September 23, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3369&context=etd.

MLA Handbook (7th Edition):

Chou, Po N. “The Asher and Dane School Districts' Mentoring Models: The Relationship Between Mentoring and Retention of Beginning Teachers.” 2010. Web. 23 Sep 2019.

Vancouver:

Chou PN. The Asher and Dane School Districts' Mentoring Models: The Relationship Between Mentoring and Retention of Beginning Teachers. [Internet] [Doctoral dissertation]. Brigham Young University; 2010. [cited 2019 Sep 23]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3369&context=etd.

Council of Science Editors:

Chou PN. The Asher and Dane School Districts' Mentoring Models: The Relationship Between Mentoring and Retention of Beginning Teachers. [Doctoral Dissertation]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3369&context=etd

4. Tetzlaff, Todd. Teacher Evaluation–Study of Minnesota Secondary School Principals Related to the Amount of Time Necessary to Implement Common Teacher Evaluation Models.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2018, St. Cloud State University

  The study measured perceptions of select secondary school principals in Minnesota regarding the teacher evaluation model utilized in their schools and the amount of… (more)

Subjects/Keywords: Teacher Evaluation; Model; Framework; Principal; Time; Educational Leadership

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APA (6th Edition):

Tetzlaff, T. (2018). Teacher Evaluation–Study of Minnesota Secondary School Principals Related to the Amount of Time Necessary to Implement Common Teacher Evaluation Models. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/42

Chicago Manual of Style (16th Edition):

Tetzlaff, Todd. “Teacher Evaluation–Study of Minnesota Secondary School Principals Related to the Amount of Time Necessary to Implement Common Teacher Evaluation Models.” 2018. Doctoral Dissertation, St. Cloud State University. Accessed September 23, 2019. https://repository.stcloudstate.edu/edad_etds/42.

MLA Handbook (7th Edition):

Tetzlaff, Todd. “Teacher Evaluation–Study of Minnesota Secondary School Principals Related to the Amount of Time Necessary to Implement Common Teacher Evaluation Models.” 2018. Web. 23 Sep 2019.

Vancouver:

Tetzlaff T. Teacher Evaluation–Study of Minnesota Secondary School Principals Related to the Amount of Time Necessary to Implement Common Teacher Evaluation Models. [Internet] [Doctoral dissertation]. St. Cloud State University; 2018. [cited 2019 Sep 23]. Available from: https://repository.stcloudstate.edu/edad_etds/42.

Council of Science Editors:

Tetzlaff T. Teacher Evaluation–Study of Minnesota Secondary School Principals Related to the Amount of Time Necessary to Implement Common Teacher Evaluation Models. [Doctoral Dissertation]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/edad_etds/42


East Tennessee State University

5. Carter, Ashley P. Teacher Leadership: A Content Analysis Assessing the Impact on District Policies and Practices.

Degree: EdD (Doctor of Education), Educational Leadership, 2016, East Tennessee State University

  The purpose of this qualitative study was to analyze teacher leader models developed and implemented by the Tennessee Teacher Leader Network in order to… (more)

Subjects/Keywords: shared leadership; teacher leadership; teacher leader model standards; Tennessee Teacher Leader Network; Curriculum and Instruction; Educational Leadership; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Carter, A. P. (2016). Teacher Leadership: A Content Analysis Assessing the Impact on District Policies and Practices. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3094

Chicago Manual of Style (16th Edition):

Carter, Ashley P. “Teacher Leadership: A Content Analysis Assessing the Impact on District Policies and Practices.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed September 23, 2019. https://dc.etsu.edu/etd/3094.

MLA Handbook (7th Edition):

Carter, Ashley P. “Teacher Leadership: A Content Analysis Assessing the Impact on District Policies and Practices.” 2016. Web. 23 Sep 2019.

Vancouver:

Carter AP. Teacher Leadership: A Content Analysis Assessing the Impact on District Policies and Practices. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2019 Sep 23]. Available from: https://dc.etsu.edu/etd/3094.

Council of Science Editors:

Carter AP. Teacher Leadership: A Content Analysis Assessing the Impact on District Policies and Practices. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/3094


University of Southern California

6. Hernandez, Laura. Co-constructing community, school, and university partnerships for urban school transformation.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 The primary purpose of this study is to examine the ways community, K-12 schools, and university partnerships can co-construct relationships within their first year of… (more)

Subjects/Keywords: partnerships; co-construction; school Reform; community; university; K-12 schools; leadership; dialogic; African-American; Latino; teacher education; cultural model; teacher quality

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APA (6th Edition):

Hernandez, L. (2009). Co-constructing community, school, and university partnerships for urban school transformation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/568624/rec/1409

Chicago Manual of Style (16th Edition):

Hernandez, Laura. “Co-constructing community, school, and university partnerships for urban school transformation.” 2009. Doctoral Dissertation, University of Southern California. Accessed September 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/568624/rec/1409.

MLA Handbook (7th Edition):

Hernandez, Laura. “Co-constructing community, school, and university partnerships for urban school transformation.” 2009. Web. 23 Sep 2019.

Vancouver:

Hernandez L. Co-constructing community, school, and university partnerships for urban school transformation. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Sep 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/568624/rec/1409.

Council of Science Editors:

Hernandez L. Co-constructing community, school, and university partnerships for urban school transformation. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/568624/rec/1409


University of Toledo

7. Doraiswamy, Nithya. A Case Study on Science Teacher Leadership to Address Diversity and Equity Through Professional Development.

Degree: PhD, Judith Herb College of Education, 2015, University of Toledo

 This qualitative case study focused on the multifaceted issue of exploring science teacher leaders’ understanding and addressing of issues of diversity and equity with peers… (more)

Subjects/Keywords: Education; Educational Leadership; Science Education; Teacher Education; Inservice Training; Multicultural Education; Diversity and equity; teacher leadership; teacher leaders; teacher education; science professional development; multicultural education; transformative learning; teacher leader model standards; equitable learning opportunities; opportunities and barriers

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APA (6th Edition):

Doraiswamy, N. (2015). A Case Study on Science Teacher Leadership to Address Diversity and Equity Through Professional Development. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1430534221

Chicago Manual of Style (16th Edition):

Doraiswamy, Nithya. “A Case Study on Science Teacher Leadership to Address Diversity and Equity Through Professional Development.” 2015. Doctoral Dissertation, University of Toledo. Accessed September 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1430534221.

MLA Handbook (7th Edition):

Doraiswamy, Nithya. “A Case Study on Science Teacher Leadership to Address Diversity and Equity Through Professional Development.” 2015. Web. 23 Sep 2019.

Vancouver:

Doraiswamy N. A Case Study on Science Teacher Leadership to Address Diversity and Equity Through Professional Development. [Internet] [Doctoral dissertation]. University of Toledo; 2015. [cited 2019 Sep 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1430534221.

Council of Science Editors:

Doraiswamy N. A Case Study on Science Teacher Leadership to Address Diversity and Equity Through Professional Development. [Doctoral Dissertation]. University of Toledo; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1430534221


Seton Hall University

8. Graziano, Susan Kathryn. An Exploration of Teacher Perception of the Marzano Causal Teacher Evaluation Model and Its Impact on Professional Practices.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2016, Seton Hall University

Teacher evaluation practices have been a common topic of discussion at the federal, state, and local levels in recent years. The literature asserts that… (more)

Subjects/Keywords: teacher evaluation; Marzano Causal Teacher Evaluation Model; Teacher Perception; New Jersey; AchieveNJ; Instructional Leadership; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Graziano, S. K. (2016). An Exploration of Teacher Perception of the Marzano Causal Teacher Evaluation Model and Its Impact on Professional Practices. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2234

Chicago Manual of Style (16th Edition):

Graziano, Susan Kathryn. “An Exploration of Teacher Perception of the Marzano Causal Teacher Evaluation Model and Its Impact on Professional Practices.” 2016. Doctoral Dissertation, Seton Hall University. Accessed September 23, 2019. http://scholarship.shu.edu/dissertations/2234.

MLA Handbook (7th Edition):

Graziano, Susan Kathryn. “An Exploration of Teacher Perception of the Marzano Causal Teacher Evaluation Model and Its Impact on Professional Practices.” 2016. Web. 23 Sep 2019.

Vancouver:

Graziano SK. An Exploration of Teacher Perception of the Marzano Causal Teacher Evaluation Model and Its Impact on Professional Practices. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2019 Sep 23]. Available from: http://scholarship.shu.edu/dissertations/2234.

Council of Science Editors:

Graziano SK. An Exploration of Teacher Perception of the Marzano Causal Teacher Evaluation Model and Its Impact on Professional Practices. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2234


Liberty University

9. Rogers, Linda Marie. The Influence of Teacher Effectiveness on Student Achievement: A Case Study.

Degree: 2019, Liberty University

 The purpose of this qualitative case study was to explore the perceptions and professional practices of 15 middle school teachers regarding teacher effectiveness and the… (more)

Subjects/Keywords: Race to the Top; Teacher Keys Effectiveness System; Teacher Effectiveness Measure; Teacher Assessment on Performance Standards; Student Growth Model; Student Perception Survey; Education; Educational Leadership; Educational Methods

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APA (6th Edition):

Rogers, L. M. (2019). The Influence of Teacher Effectiveness on Student Achievement: A Case Study. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1964

Chicago Manual of Style (16th Edition):

Rogers, Linda Marie. “The Influence of Teacher Effectiveness on Student Achievement: A Case Study.” 2019. Doctoral Dissertation, Liberty University. Accessed September 23, 2019. https://digitalcommons.liberty.edu/doctoral/1964.

MLA Handbook (7th Edition):

Rogers, Linda Marie. “The Influence of Teacher Effectiveness on Student Achievement: A Case Study.” 2019. Web. 23 Sep 2019.

Vancouver:

Rogers LM. The Influence of Teacher Effectiveness on Student Achievement: A Case Study. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Sep 23]. Available from: https://digitalcommons.liberty.edu/doctoral/1964.

Council of Science Editors:

Rogers LM. The Influence of Teacher Effectiveness on Student Achievement: A Case Study. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/1964


Northeastern University

10. Costa, Suzanne. Leadership in the Barrington Public Schools professional learning community.

Degree: EdD, School of Education, 2013, Northeastern University

 Working within the collegial model and relying on Hord's (2004) Five Dimensions of a Professional Learning Community as a thematic schema, this phenomenological research study… (more)

Subjects/Keywords: collegial model; loose-tigh leadership; phenomenologicall study; professional learning community; shared decision making; supportive leadership; Educational Leadership; Teacher Education and Professional Development

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APA (6th Edition):

Costa, S. (2013). Leadership in the Barrington Public Schools professional learning community. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20003318

Chicago Manual of Style (16th Edition):

Costa, Suzanne. “Leadership in the Barrington Public Schools professional learning community.” 2013. Doctoral Dissertation, Northeastern University. Accessed September 23, 2019. http://hdl.handle.net/2047/d20003318.

MLA Handbook (7th Edition):

Costa, Suzanne. “Leadership in the Barrington Public Schools professional learning community.” 2013. Web. 23 Sep 2019.

Vancouver:

Costa S. Leadership in the Barrington Public Schools professional learning community. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2047/d20003318.

Council of Science Editors:

Costa S. Leadership in the Barrington Public Schools professional learning community. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20003318


Louisiana State University

11. Griffin, Candace Michelle. Formal Change Processes and Informal Teacher-Initiated Change Processes: A Longitudinal Case Study of Technology Integration at an Elementary School.

Degree: PhD, Education, 2014, Louisiana State University

 Although teachers and students in nearly every classroom have access to technology, for various reasons many teachers are unable to integrate technology successfully into their… (more)

Subjects/Keywords: Job-embedded Professional Development; Elementary Education; Concerns-based Adoption Model (CBAM); Professional Development; Teacher Leadership; Communities of Practice; Educational Technology

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APA (6th Edition):

Griffin, C. M. (2014). Formal Change Processes and Informal Teacher-Initiated Change Processes: A Longitudinal Case Study of Technology Integration at an Elementary School. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-10272014-093343 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1275

Chicago Manual of Style (16th Edition):

Griffin, Candace Michelle. “Formal Change Processes and Informal Teacher-Initiated Change Processes: A Longitudinal Case Study of Technology Integration at an Elementary School.” 2014. Doctoral Dissertation, Louisiana State University. Accessed September 23, 2019. etd-10272014-093343 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1275.

MLA Handbook (7th Edition):

Griffin, Candace Michelle. “Formal Change Processes and Informal Teacher-Initiated Change Processes: A Longitudinal Case Study of Technology Integration at an Elementary School.” 2014. Web. 23 Sep 2019.

Vancouver:

Griffin CM. Formal Change Processes and Informal Teacher-Initiated Change Processes: A Longitudinal Case Study of Technology Integration at an Elementary School. [Internet] [Doctoral dissertation]. Louisiana State University; 2014. [cited 2019 Sep 23]. Available from: etd-10272014-093343 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1275.

Council of Science Editors:

Griffin CM. Formal Change Processes and Informal Teacher-Initiated Change Processes: A Longitudinal Case Study of Technology Integration at an Elementary School. [Doctoral Dissertation]. Louisiana State University; 2014. Available from: etd-10272014-093343 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1275

12. Martins, Maria Júlia Gonçalves Fernandes. A liderança do professor bibliotecário à luz do modelo de auto-avaliação das bibliotecas escolares .

Degree: 2011, Universidade Aberta

 A biblioteca escolar assume-se, cada vez mais, como uma estrutura imprescindível às aprendizagens em pleno séc. XXI e é neste no novo paradigma que o… (more)

Subjects/Keywords: Bibliotecas escolares; Gestão; Professor bibliotecário; Autoavaliação; Liderança; Leadership; School library; Management; Change; Self-evaluation model; Teacher-librarian

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APA (6th Edition):

Martins, M. J. G. F. (2011). A liderança do professor bibliotecário à luz do modelo de auto-avaliação das bibliotecas escolares . (Masters Thesis). Universidade Aberta. Retrieved from http://hdl.handle.net/10400.2/1844

Chicago Manual of Style (16th Edition):

Martins, Maria Júlia Gonçalves Fernandes. “A liderança do professor bibliotecário à luz do modelo de auto-avaliação das bibliotecas escolares .” 2011. Masters Thesis, Universidade Aberta. Accessed September 23, 2019. http://hdl.handle.net/10400.2/1844.

MLA Handbook (7th Edition):

Martins, Maria Júlia Gonçalves Fernandes. “A liderança do professor bibliotecário à luz do modelo de auto-avaliação das bibliotecas escolares .” 2011. Web. 23 Sep 2019.

Vancouver:

Martins MJGF. A liderança do professor bibliotecário à luz do modelo de auto-avaliação das bibliotecas escolares . [Internet] [Masters thesis]. Universidade Aberta; 2011. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10400.2/1844.

Council of Science Editors:

Martins MJGF. A liderança do professor bibliotecário à luz do modelo de auto-avaliação das bibliotecas escolares . [Masters Thesis]. Universidade Aberta; 2011. Available from: http://hdl.handle.net/10400.2/1844


University of South Africa

13. Hugo, Jean-Pierre. Support strategies by principals to enhance job satisfaction amongst male teachers in the Ehlanzeni School District, Mpumalanga.

Degree: 2015, University of South Africa

 The researcher became interested in the topic regarding job satisfaction amongst male teachers when he attended his university reunion, more than 40% of the male… (more)

Subjects/Keywords: Communication; Former Model-C schools; Job dissatisfaction; Job satisfaction; Rural school; School leadership; School management; Support; Teacher empowerment and work environment

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APA (6th Edition):

Hugo, J. (2015). Support strategies by principals to enhance job satisfaction amongst male teachers in the Ehlanzeni School District, Mpumalanga. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19902

Chicago Manual of Style (16th Edition):

Hugo, Jean-Pierre. “Support strategies by principals to enhance job satisfaction amongst male teachers in the Ehlanzeni School District, Mpumalanga.” 2015. Masters Thesis, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/19902.

MLA Handbook (7th Edition):

Hugo, Jean-Pierre. “Support strategies by principals to enhance job satisfaction amongst male teachers in the Ehlanzeni School District, Mpumalanga.” 2015. Web. 23 Sep 2019.

Vancouver:

Hugo J. Support strategies by principals to enhance job satisfaction amongst male teachers in the Ehlanzeni School District, Mpumalanga. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/19902.

Council of Science Editors:

Hugo J. Support strategies by principals to enhance job satisfaction amongst male teachers in the Ehlanzeni School District, Mpumalanga. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19902


East Tennessee State University

14. Vance, Jason W. Elementary Principal Perceptions of the Tennessee Educator Acceleration Model.

Degree: EdD (Doctor of Education), Educational Leadership, 2016, East Tennessee State University

  The Tennessee Educator Acceleration Model (TEAM) had been in a state of reform since being awarded the Race to the Top Grant. Few teachers… (more)

Subjects/Keywords: Tennessee Educator Acceleration Model; teacher; evaluation; Educational Leadership; Educational Methods; Elementary Education and Teaching; Other Educational Administration and Supervision; Other Teacher Education and Professional Development

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APA (6th Edition):

Vance, J. W. (2016). Elementary Principal Perceptions of the Tennessee Educator Acceleration Model. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3146

Chicago Manual of Style (16th Edition):

Vance, Jason W. “Elementary Principal Perceptions of the Tennessee Educator Acceleration Model.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed September 23, 2019. https://dc.etsu.edu/etd/3146.

MLA Handbook (7th Edition):

Vance, Jason W. “Elementary Principal Perceptions of the Tennessee Educator Acceleration Model.” 2016. Web. 23 Sep 2019.

Vancouver:

Vance JW. Elementary Principal Perceptions of the Tennessee Educator Acceleration Model. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2019 Sep 23]. Available from: https://dc.etsu.edu/etd/3146.

Council of Science Editors:

Vance JW. Elementary Principal Perceptions of the Tennessee Educator Acceleration Model. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/3146


University of Southern California

15. Sburlan, Aura Felicia. Globalization of a teacher education program at a comprehensive state university campus: a case study.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 Globalization affects all the areas of the world economy, nations, countries, institutions and people (Armstrong, 2007; Suarez-Orozco & Qin-Hilliard, 2004). Meaning of this complex phenomenon… (more)

Subjects/Keywords: globalization; leadership; Chinese teacher education program; Bolman and Deal (2003) leadership frames; Armstrong (2007) multi-national model; multi-campus public university system; international programs

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APA (6th Edition):

Sburlan, A. F. (2009). Globalization of a teacher education program at a comprehensive state university campus: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/260217/rec/3064

Chicago Manual of Style (16th Edition):

Sburlan, Aura Felicia. “Globalization of a teacher education program at a comprehensive state university campus: a case study.” 2009. Doctoral Dissertation, University of Southern California. Accessed September 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/260217/rec/3064.

MLA Handbook (7th Edition):

Sburlan, Aura Felicia. “Globalization of a teacher education program at a comprehensive state university campus: a case study.” 2009. Web. 23 Sep 2019.

Vancouver:

Sburlan AF. Globalization of a teacher education program at a comprehensive state university campus: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Sep 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/260217/rec/3064.

Council of Science Editors:

Sburlan AF. Globalization of a teacher education program at a comprehensive state university campus: a case study. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/260217/rec/3064


Bowling Green State University

16. Fults, Justin R. Identifying Teacher Emotional-Social Competencies That Predict Positive & Negative Relationships With Students.

Degree: Doctor of Education (EdD), Leadership Studies, 2019, Bowling Green State University

Teacher emotional-social competencies may bare some connection to student perceptions of the quality of relationships with their teachers. Student perceptions of these relationships with teachers… (more)

Subjects/Keywords: Behavioral Psychology; Educational Evaluation; Educational Leadership; Educational Psychology; Educational Sociology; teacher-student relationships; emotional intelligence; EQ; teacher behavior; student perspectives; Model for Interpersonal Teacher Behavior; EQi; social-emotional learning; teacher development; interpersonal relationships; empathy; social responsibility

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

APA (6th Edition):

Fults, J. R. (2019). Identifying Teacher Emotional-Social Competencies That Predict Positive & Negative Relationships With Students. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555620765498101

Chicago Manual of Style (16th Edition):

Fults, Justin R. “Identifying Teacher Emotional-Social Competencies That Predict Positive & Negative Relationships With Students.” 2019. Doctoral Dissertation, Bowling Green State University. Accessed September 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555620765498101.

MLA Handbook (7th Edition):

Fults, Justin R. “Identifying Teacher Emotional-Social Competencies That Predict Positive & Negative Relationships With Students.” 2019. Web. 23 Sep 2019.

Vancouver:

Fults JR. Identifying Teacher Emotional-Social Competencies That Predict Positive & Negative Relationships With Students. [Internet] [Doctoral dissertation]. Bowling Green State University; 2019. [cited 2019 Sep 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555620765498101.

Council of Science Editors:

Fults JR. Identifying Teacher Emotional-Social Competencies That Predict Positive & Negative Relationships With Students. [Doctoral Dissertation]. Bowling Green State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555620765498101

17. Keegan, Julia. Teacher Preferences On Technology Use Using the iTEaCH Implementation Model: A Case Study In A Tanzanian Private School.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  To advance both transformative school leadership skills and the use of ICT integration in this school, while aiming to enhance positive school change, this… (more)

Subjects/Keywords: ICT integration; iTEaCH Implentation Model; 21-st century learning; Tanzania; transformative school leadership; teacher preferences; professional development; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Teacher Education and Professional Development

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APA (6th Edition):

Keegan, J. (2016). Teacher Preferences On Technology Use Using the iTEaCH Implementation Model: A Case Study In A Tanzanian Private School. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/75

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):

Keegan, Julia. “Teacher Preferences On Technology Use Using the iTEaCH Implementation Model: A Case Study In A Tanzanian Private School.” 2016. Thesis, University of New England. Accessed September 23, 2019. https://dune.une.edu/theses/75.

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

MLA Handbook (7th Edition):

Keegan, Julia. “Teacher Preferences On Technology Use Using the iTEaCH Implementation Model: A Case Study In A Tanzanian Private School.” 2016. Web. 23 Sep 2019.

Vancouver:

Keegan J. Teacher Preferences On Technology Use Using the iTEaCH Implementation Model: A Case Study In A Tanzanian Private School. [Internet] [Thesis]. University of New England; 2016. [cited 2019 Sep 23]. Available from: https://dune.une.edu/theses/75.

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

Council of Science Editors:

Keegan J. Teacher Preferences On Technology Use Using the iTEaCH Implementation Model: A Case Study In A Tanzanian Private School. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/75

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


University of Southern California

18. Luna, Anabel. Embracing the challenge of growing the “T” in STEM and its role in teaching and learning: a case study.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 Education is constantly evolving, facing new demands from changing standards in a competitive global society. California K‐12 schools are now navigating greater demands for technology… (more)

Subjects/Keywords: TPACK; role of technology; transforming education; role of district; teacher and student interactions; teacher facilitator; collaboration; growing teaching and learning; student impact; impact; technology specialist; PD; technology professional development; integrating technology; technology resources; class environment; classroom management; student learning; teaching and learning; teacher efficacy; implementation model; STEM; PLTW; project‐based; intervention; differentiation; school culture; leadership role; evolving; replacement; transformative; motivation; integration; teacher capacity; 21st century skills

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APA (6th Edition):

Luna, A. (2015). Embracing the challenge of growing the “T” in STEM and its role in teaching and learning: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/545827/rec/2296

Chicago Manual of Style (16th Edition):

Luna, Anabel. “Embracing the challenge of growing the “T” in STEM and its role in teaching and learning: a case study.” 2015. Doctoral Dissertation, University of Southern California. Accessed September 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/545827/rec/2296.

MLA Handbook (7th Edition):

Luna, Anabel. “Embracing the challenge of growing the “T” in STEM and its role in teaching and learning: a case study.” 2015. Web. 23 Sep 2019.

Vancouver:

Luna A. Embracing the challenge of growing the “T” in STEM and its role in teaching and learning: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Sep 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/545827/rec/2296.

Council of Science Editors:

Luna A. Embracing the challenge of growing the “T” in STEM and its role in teaching and learning: a case study. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/545827/rec/2296

19. Iarussi, Ronald J. The Effectiveness of the Teacher-Leader Professional Development Model for Common Core State Standards Implementation.

Degree: Doctor of Education (Educational Leadership), Department of Educational Foundations, Research, Technology and Leadership, 2014, Youngstown State University

 AbstractNo Child Left Behind, hereafter referred to as NCLB, has given us an age of accountability for America's schools that includes high stakes tests for… (more)

Subjects/Keywords: Educational Leadership; professional development, teacher-leader model, Ohio Achievement Assessments, Common Core State Standards

leadership roles envisioned in the concept of the teacher-leader model for professional development… …determine the effects on student achievement of the teacher-leader model for professional… …effectiveness of ESCs. The teacher-leader model is the chosen model used by the MCESC to train… …analyze the impact of the teacher-leader model of professional development for Common Core State… …study is designed to determine the effect on student achievement of the teacher-leader model… 

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APA (6th Edition):

Iarussi, R. J. (2014). The Effectiveness of the Teacher-Leader Professional Development Model for Common Core State Standards Implementation. (Doctoral Dissertation). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1401788812

Chicago Manual of Style (16th Edition):

Iarussi, Ronald J. “The Effectiveness of the Teacher-Leader Professional Development Model for Common Core State Standards Implementation.” 2014. Doctoral Dissertation, Youngstown State University. Accessed September 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1401788812.

MLA Handbook (7th Edition):

Iarussi, Ronald J. “The Effectiveness of the Teacher-Leader Professional Development Model for Common Core State Standards Implementation.” 2014. Web. 23 Sep 2019.

Vancouver:

Iarussi RJ. The Effectiveness of the Teacher-Leader Professional Development Model for Common Core State Standards Implementation. [Internet] [Doctoral dissertation]. Youngstown State University; 2014. [cited 2019 Sep 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1401788812.

Council of Science Editors:

Iarussi RJ. The Effectiveness of the Teacher-Leader Professional Development Model for Common Core State Standards Implementation. [Doctoral Dissertation]. Youngstown State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1401788812


University of South Africa

20. Hugo, Jean-Pierre. The development and implementation of an effective mentoring programme to improve job satisfaction among beginner teachers at primary schools in the Mpumalanga Province of South Africa.

Degree: 2018, University of South Africa

 Teachers leaving the profession is an ongoing problem; fewer teachers enter the profession each year and the number of teachers leaving the profession has increased.… (more)

Subjects/Keywords: Mentoring; Job satisfaction; Job dissatisfaction; Private primary schools; Rural primary schools; Quintile 4 and 5 primary schools; School leadership; School management; Support; Teacher empowerment; Work environment; Role of the mentee; Role of the mentor; Role of the school; Hugo mentoring model

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APA (6th Edition):

Hugo, J. (2018). The development and implementation of an effective mentoring programme to improve job satisfaction among beginner teachers at primary schools in the Mpumalanga Province of South Africa. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/24842

Chicago Manual of Style (16th Edition):

Hugo, Jean-Pierre. “The development and implementation of an effective mentoring programme to improve job satisfaction among beginner teachers at primary schools in the Mpumalanga Province of South Africa.” 2018. Doctoral Dissertation, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/24842.

MLA Handbook (7th Edition):

Hugo, Jean-Pierre. “The development and implementation of an effective mentoring programme to improve job satisfaction among beginner teachers at primary schools in the Mpumalanga Province of South Africa.” 2018. Web. 23 Sep 2019.

Vancouver:

Hugo J. The development and implementation of an effective mentoring programme to improve job satisfaction among beginner teachers at primary schools in the Mpumalanga Province of South Africa. [Internet] [Doctoral dissertation]. University of South Africa; 2018. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/24842.

Council of Science Editors:

Hugo J. The development and implementation of an effective mentoring programme to improve job satisfaction among beginner teachers at primary schools in the Mpumalanga Province of South Africa. [Doctoral Dissertation]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/24842

21. Jones, Nicole Morgan. The Role of Personality and Professional Learning Community Quality in Predicting Teacher Effectiveness .

Degree: 2014, George Mason University

 This study's main purpose is to illuminate how teacher personality and Professional Learning Community (PLC) quality contribute to teacher effectiveness. Fifty-seven (N = 57) K-3… (more)

Subjects/Keywords: Educational psychology; Educational leadership; Five Factor Model (FFM); personality; professional learning community (PLC); teacher effectiveness

…isolation and norms of privacy have given way to new norms of teacher instructional leadership and… …study’s model of PLC quality is multifaceted and includes not only a measure of teacher… …222 Distributed Leadership… …142 Table 5 Multiple Regression Results for Predictors of Teacher Effectiveness in Pilot… …145 Table 6 Means and Standard Deviations of Teacher Effectiveness Domains… 

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APA (6th Edition):

Jones, N. M. (2014). The Role of Personality and Professional Learning Community Quality in Predicting Teacher Effectiveness . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/9170

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):

Jones, Nicole Morgan. “The Role of Personality and Professional Learning Community Quality in Predicting Teacher Effectiveness .” 2014. Thesis, George Mason University. Accessed September 23, 2019. http://hdl.handle.net/1920/9170.

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

MLA Handbook (7th Edition):

Jones, Nicole Morgan. “The Role of Personality and Professional Learning Community Quality in Predicting Teacher Effectiveness .” 2014. Web. 23 Sep 2019.

Vancouver:

Jones NM. The Role of Personality and Professional Learning Community Quality in Predicting Teacher Effectiveness . [Internet] [Thesis]. George Mason University; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1920/9170.

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

Council of Science Editors:

Jones NM. The Role of Personality and Professional Learning Community Quality in Predicting Teacher Effectiveness . [Thesis]. George Mason University; 2014. Available from: http://hdl.handle.net/1920/9170

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

22. Knipp, Stephanie Ann. A Case Study of Communities of Practice in Schools.

Degree: 2019, Seattle Pacific University

 Abstract This research is an examination of a community of practice, how it generates teacher social capital, and the implications for school leadership. Grounded in… (more)

Subjects/Keywords: situated learning; social capital; communities of practice; legitimate peripheral participation; social learning model; Community-Based Learning; Education; Educational Leadership; Educational Sociology; Other Teacher Education and Professional Development; Work, Economy and Organizations

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

APA (6th Edition):

Knipp, S. A. (2019). A Case Study of Communities of Practice in Schools. (Thesis). Seattle Pacific University. Retrieved from https://digitalcommons.spu.edu/soe_etd/43

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):

Knipp, Stephanie Ann. “A Case Study of Communities of Practice in Schools.” 2019. Thesis, Seattle Pacific University. Accessed September 23, 2019. https://digitalcommons.spu.edu/soe_etd/43.

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

MLA Handbook (7th Edition):

Knipp, Stephanie Ann. “A Case Study of Communities of Practice in Schools.” 2019. Web. 23 Sep 2019.

Vancouver:

Knipp SA. A Case Study of Communities of Practice in Schools. [Internet] [Thesis]. Seattle Pacific University; 2019. [cited 2019 Sep 23]. Available from: https://digitalcommons.spu.edu/soe_etd/43.

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

Council of Science Editors:

Knipp SA. A Case Study of Communities of Practice in Schools. [Thesis]. Seattle Pacific University; 2019. Available from: https://digitalcommons.spu.edu/soe_etd/43

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

23. DeHart, Corey Alan. A Comparison of Four Frameworks of Teacher Leadership for Model Fit.

Degree: 2011, University of Tennessee – Knoxville

 Research has shown that effective school leadership has a positive influence on school effectiveness and student achievement. Current reform efforts include teachers, both formally and… (more)

Subjects/Keywords: teacher leadership; theoretical model; educational leadership; quantitative study; goodness of fit; factor analysis; Educational Administration and Supervision; Other Teacher Education and Professional Development

…78 Table 9 Factor Loadings for the Two-Factor Model of Teacher Leadership… …80 Table 10 Factor Loadings for the Three-Factor Model of Teacher Leadership… …81 Table 11 Factor Loadings for the Four-Factor Model of Teacher Leadership… …82 Table 12 Factor Loadings for the Five-Factor Model of Teacher Leadership… …83 Table 13 Latent Factor Correlations of the Five-Factor Model of Teacher Leadership… 

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APA (6th Edition):

DeHart, C. A. (2011). A Comparison of Four Frameworks of Teacher Leadership for Model Fit. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/1072

Chicago Manual of Style (16th Edition):

DeHart, Corey Alan. “A Comparison of Four Frameworks of Teacher Leadership for Model Fit.” 2011. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed September 23, 2019. https://trace.tennessee.edu/utk_graddiss/1072.

MLA Handbook (7th Edition):

DeHart, Corey Alan. “A Comparison of Four Frameworks of Teacher Leadership for Model Fit.” 2011. Web. 23 Sep 2019.

Vancouver:

DeHart CA. A Comparison of Four Frameworks of Teacher Leadership for Model Fit. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2011. [cited 2019 Sep 23]. Available from: https://trace.tennessee.edu/utk_graddiss/1072.

Council of Science Editors:

DeHart CA. A Comparison of Four Frameworks of Teacher Leadership for Model Fit. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2011. Available from: https://trace.tennessee.edu/utk_graddiss/1072


Brigham Young University

24. Blair, Bryan W. Trust Me, I'm the Principal! A New Conceptual Model of Trust for Educational Leaders.

Degree: MEd, 2007, Brigham Young University

  The ultimate aim of this work is to contribute to the knowledge of how trust influences and relates to those practices that best support… (more)

Subjects/Keywords: trust; education; school; leader; predictability; risk; principal; teacher; grounded theory; trust model; trust process; components of trust; need for trust; modernity; comparative analysis; Educational Leadership

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APA (6th Edition):

Blair, B. W. (2007). Trust Me, I'm the Principal! A New Conceptual Model of Trust for Educational Leaders. (Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2439&context=etd

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):

Blair, Bryan W. “Trust Me, I'm the Principal! A New Conceptual Model of Trust for Educational Leaders.” 2007. Thesis, Brigham Young University. Accessed September 23, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2439&context=etd.

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

MLA Handbook (7th Edition):

Blair, Bryan W. “Trust Me, I'm the Principal! A New Conceptual Model of Trust for Educational Leaders.” 2007. Web. 23 Sep 2019.

Vancouver:

Blair BW. Trust Me, I'm the Principal! A New Conceptual Model of Trust for Educational Leaders. [Internet] [Thesis]. Brigham Young University; 2007. [cited 2019 Sep 23]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2439&context=etd.

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

Council of Science Editors:

Blair BW. Trust Me, I'm the Principal! A New Conceptual Model of Trust for Educational Leaders. [Thesis]. Brigham Young University; 2007. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2439&context=etd

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


University of New Mexico

25. Julienne, Marie Quiahuitl. Teacher Perceptions of Environmental Science in Rural Northwestern New Mexico Public Schools.

Degree: Organization, Information & Learning Sciences, 2019, University of New Mexico

  In this study, I explored what teachers perceive as the factors that impact their teaching of environmental science in rural secondary level schools in… (more)

Subjects/Keywords: teacher perceptions; environmental science; rural education; culturally responsive science; Indigenous science; ecological model; Community-Based Learning; Community-Based Research; Curriculum and Instruction; Educational Leadership; Education Law; Environmental Education; Environmental Law; Environmental Studies; Indian and Aboriginal Law; Indigenous Education; Inequality and Stratification; Natural Resources and Conservation; Oil, Gas, and Energy; Organization Development; Other Teacher Education and Professional Development; Place and Environment; Race and Ethnicity; Rural Sociology; Science and Technology Studies; Secondary Education; Secondary Education and Teaching; Sustainability; Theory, Knowledge and Science

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APA (6th Edition):

Julienne, M. Q. (2019). Teacher Perceptions of Environmental Science in Rural Northwestern New Mexico Public Schools. (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/oils_etds/54

Chicago Manual of Style (16th Edition):

Julienne, Marie Quiahuitl. “Teacher Perceptions of Environmental Science in Rural Northwestern New Mexico Public Schools.” 2019. Doctoral Dissertation, University of New Mexico. Accessed September 23, 2019. https://digitalrepository.unm.edu/oils_etds/54.

MLA Handbook (7th Edition):

Julienne, Marie Quiahuitl. “Teacher Perceptions of Environmental Science in Rural Northwestern New Mexico Public Schools.” 2019. Web. 23 Sep 2019.

Vancouver:

Julienne MQ. Teacher Perceptions of Environmental Science in Rural Northwestern New Mexico Public Schools. [Internet] [Doctoral dissertation]. University of New Mexico; 2019. [cited 2019 Sep 23]. Available from: https://digitalrepository.unm.edu/oils_etds/54.

Council of Science Editors:

Julienne MQ. Teacher Perceptions of Environmental Science in Rural Northwestern New Mexico Public Schools. [Doctoral Dissertation]. University of New Mexico; 2019. Available from: https://digitalrepository.unm.edu/oils_etds/54

26. Kennedy, Christopher S. Teacher Perceptions of Reading Intervention Conducted by Teacher Candidates in a Professional Development School (PDS) Partnership.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2018, Ohio University

 Recent trends in teacher preparation have been toward a clinical model that provides teacher candidates with more authentic classroom experiences that are connected with methods… (more)

Subjects/Keywords: Education; Educational Leadership; Reading Instruction; School Administration; Teacher Education; Early Childhood Education; Teaching; Professional Development School partnerships; PDS; reading intervention; clinical model of teacher preparation; Response to Intervention; mentor teacher perceptions; nine essential elements of a PDS

model, teacher candidates are in the classroom earlier in their college experience and are… …the RTI model. Tutoring conducted by teacher candidates provides them with a valuable… …be a model for an aspiring teacher helps mentor teachers analyze their own classroom… …the rate of teacher attrition (Latham & Vogt, 2007). The clinical model provides… …Panel, 2010) suggests that a clinical model of teacher education is the direction that… 

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

APA (6th Edition):

Kennedy, C. S. (2018). Teacher Perceptions of Reading Intervention Conducted by Teacher Candidates in a Professional Development School (PDS) Partnership. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533904399315434

Chicago Manual of Style (16th Edition):

Kennedy, Christopher S. “Teacher Perceptions of Reading Intervention Conducted by Teacher Candidates in a Professional Development School (PDS) Partnership.” 2018. Doctoral Dissertation, Ohio University. Accessed September 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533904399315434.

MLA Handbook (7th Edition):

Kennedy, Christopher S. “Teacher Perceptions of Reading Intervention Conducted by Teacher Candidates in a Professional Development School (PDS) Partnership.” 2018. Web. 23 Sep 2019.

Vancouver:

Kennedy CS. Teacher Perceptions of Reading Intervention Conducted by Teacher Candidates in a Professional Development School (PDS) Partnership. [Internet] [Doctoral dissertation]. Ohio University; 2018. [cited 2019 Sep 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533904399315434.

Council of Science Editors:

Kennedy CS. Teacher Perceptions of Reading Intervention Conducted by Teacher Candidates in a Professional Development School (PDS) Partnership. [Doctoral Dissertation]. Ohio University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533904399315434

27. Badynee, Casimer F. A Study of Online Professional Development for Principals as the Course for Statewide Change.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2015, Seton Hall University

  In America, local, state, and federal interventions have played a critical role in public education reform since the late 18th century. The reform efforts… (more)

Subjects/Keywords: Principal Training; Danielson Model; Online Training; State Mandates; Change; Change Process; Diffusion of Innovation; Teachscape; Professional Development; Educational Administration and Supervision; Educational Leadership; Online and Distance Education; Teacher Education and Professional Development

…standards for principal/assistant principal and teacher evaluations as well as “model” principal… …practices that reflect the Danielson (2007) model or similar frameworks. Teacher… …iii collaborator, teacher, and adventurer. His early death reminds me to appreciate the… …a model for me throughout the dissertation process. His optimism was infectious. I hope… …Question 3 ..199 Principal’s Perception to the Training Program and New Teacher… 

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

APA (6th Edition):

Badynee, C. F. (2015). A Study of Online Professional Development for Principals as the Course for Statewide Change. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2105

Chicago Manual of Style (16th Edition):

Badynee, Casimer F. “A Study of Online Professional Development for Principals as the Course for Statewide Change.” 2015. Doctoral Dissertation, Seton Hall University. Accessed September 23, 2019. http://scholarship.shu.edu/dissertations/2105.

MLA Handbook (7th Edition):

Badynee, Casimer F. “A Study of Online Professional Development for Principals as the Course for Statewide Change.” 2015. Web. 23 Sep 2019.

Vancouver:

Badynee CF. A Study of Online Professional Development for Principals as the Course for Statewide Change. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Sep 23]. Available from: http://scholarship.shu.edu/dissertations/2105.

Council of Science Editors:

Badynee CF. A Study of Online Professional Development for Principals as the Course for Statewide Change. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2105

28. Nelson, LIsa V. International Service Learning: Program Elements Linked to Learning Outcomes, and Six Participant Motivation Factors Revealed.

Degree: PhD, Higher Education (Education), 2015, Ohio University

 Qualitative research that involved the study of participants on a two-week international service learning (ISL) program in Honduras identified six foundational elements (guided critical processing,… (more)

Subjects/Keywords: Higher Education Administration; Higher Education; Teacher Education; Social Research; Ethnic Studies; Educational Leadership; Education; Educational Theory; African American Studies; School Administration; Recreation; Latin American Studies; international service learning; service learning; foundational elements; group dynamic; diversity; personalizing; diversity outcomes; ISL; model international service learning; program model; recruitment; recruiting; motivation; qualitative; connections

…List of Figures Page Figure 1: Kolb's Experiential Learning Theory Model… …experiential learning theory model, which begins by taking a new concrete experience, reflecting upon… …Theory Model on p. 24. Service learning concepts and doctrines emerged out of the experiential… …education movement, including the pervasive application of Kolb's model, and added another… …oriented theoretical model: the transformational learning process model. Kiely (2005)… 

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

APA (6th Edition):

Nelson, L. V. (2015). International Service Learning: Program Elements Linked to Learning Outcomes, and Six Participant Motivation Factors Revealed. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1418671274

Chicago Manual of Style (16th Edition):

Nelson, LIsa V. “International Service Learning: Program Elements Linked to Learning Outcomes, and Six Participant Motivation Factors Revealed.” 2015. Doctoral Dissertation, Ohio University. Accessed September 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1418671274.

MLA Handbook (7th Edition):

Nelson, LIsa V. “International Service Learning: Program Elements Linked to Learning Outcomes, and Six Participant Motivation Factors Revealed.” 2015. Web. 23 Sep 2019.

Vancouver:

Nelson LV. International Service Learning: Program Elements Linked to Learning Outcomes, and Six Participant Motivation Factors Revealed. [Internet] [Doctoral dissertation]. Ohio University; 2015. [cited 2019 Sep 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1418671274.

Council of Science Editors:

Nelson LV. International Service Learning: Program Elements Linked to Learning Outcomes, and Six Participant Motivation Factors Revealed. [Doctoral Dissertation]. Ohio University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1418671274

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