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You searched for subject:(teacher leadership). Showing records 1 – 30 of 1452 total matches.

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University of Georgia

1. Willis, Robert Clayton. Conceptualizing science teacher leadership: an autoethnography.

Degree: EdD, Science Education, 2010, University of Georgia

 Though abundant evidence suggests that effective science teacher leaders in schools have the potential to positively impact current school reform efforts, additional research into the… (more)

Subjects/Keywords: Teacher leadership

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APA (6th Edition):

Willis, R. C. (2010). Conceptualizing science teacher leadership: an autoethnography. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/willis_robert_c_201008_edd

Chicago Manual of Style (16th Edition):

Willis, Robert Clayton. “Conceptualizing science teacher leadership: an autoethnography.” 2010. Doctoral Dissertation, University of Georgia. Accessed April 26, 2019. http://purl.galileo.usg.edu/uga_etd/willis_robert_c_201008_edd.

MLA Handbook (7th Edition):

Willis, Robert Clayton. “Conceptualizing science teacher leadership: an autoethnography.” 2010. Web. 26 Apr 2019.

Vancouver:

Willis RC. Conceptualizing science teacher leadership: an autoethnography. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Apr 26]. Available from: http://purl.galileo.usg.edu/uga_etd/willis_robert_c_201008_edd.

Council of Science Editors:

Willis RC. Conceptualizing science teacher leadership: an autoethnography. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/willis_robert_c_201008_edd


University of Georgia

2. Isaac, Susan. Teachers' leadership styles and students' academic performance in mathematics courses.

Degree: EdD, Workforce Education, 2011, University of Georgia

 Colleges and accreditation agencies across America share the common goal of wanting to improve student performance. In this era of accountability, the pressure for teachers… (more)

Subjects/Keywords: Teacher leadership

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APA (6th Edition):

Isaac, S. (2011). Teachers' leadership styles and students' academic performance in mathematics courses. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/isaac_susan_201105_edd

Chicago Manual of Style (16th Edition):

Isaac, Susan. “Teachers' leadership styles and students' academic performance in mathematics courses.” 2011. Doctoral Dissertation, University of Georgia. Accessed April 26, 2019. http://purl.galileo.usg.edu/uga_etd/isaac_susan_201105_edd.

MLA Handbook (7th Edition):

Isaac, Susan. “Teachers' leadership styles and students' academic performance in mathematics courses.” 2011. Web. 26 Apr 2019.

Vancouver:

Isaac S. Teachers' leadership styles and students' academic performance in mathematics courses. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Apr 26]. Available from: http://purl.galileo.usg.edu/uga_etd/isaac_susan_201105_edd.

Council of Science Editors:

Isaac S. Teachers' leadership styles and students' academic performance in mathematics courses. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/isaac_susan_201105_edd


University of Georgia

3. White, Tedra Haynes. Leadership attributes of female secondary career and technical education teachers in Georgia.

Degree: EdD, Workforce Education, 2011, University of Georgia

 Transformational leadership recognizes that those not in formal administrative positions have authority and influence. Distributed leadership is transformational leadership in education and is defined by… (more)

Subjects/Keywords: Teacher Leadership

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APA (6th Edition):

White, T. H. (2011). Leadership attributes of female secondary career and technical education teachers in Georgia. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/white_tedra_h_201112_edd

Chicago Manual of Style (16th Edition):

White, Tedra Haynes. “Leadership attributes of female secondary career and technical education teachers in Georgia.” 2011. Doctoral Dissertation, University of Georgia. Accessed April 26, 2019. http://purl.galileo.usg.edu/uga_etd/white_tedra_h_201112_edd.

MLA Handbook (7th Edition):

White, Tedra Haynes. “Leadership attributes of female secondary career and technical education teachers in Georgia.” 2011. Web. 26 Apr 2019.

Vancouver:

White TH. Leadership attributes of female secondary career and technical education teachers in Georgia. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Apr 26]. Available from: http://purl.galileo.usg.edu/uga_etd/white_tedra_h_201112_edd.

Council of Science Editors:

White TH. Leadership attributes of female secondary career and technical education teachers in Georgia. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/white_tedra_h_201112_edd


Northeastern University

4. Nkem, Bernard. Teacher perspective of distributed leadership during disruptive change: the case of a university in Cameroon.

Degree: EdD, School of Education, 2018, Northeastern University

 Current literature on school leadership has shifted away from the traditional and hierarchical top-down model of leadership to a form of leadership that is collaborative… (more)

Subjects/Keywords: collaboration; distributed leadership; teacher leadership

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APA (6th Edition):

Nkem, B. (2018). Teacher perspective of distributed leadership during disruptive change: the case of a university in Cameroon. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20282326

Chicago Manual of Style (16th Edition):

Nkem, Bernard. “Teacher perspective of distributed leadership during disruptive change: the case of a university in Cameroon.” 2018. Doctoral Dissertation, Northeastern University. Accessed April 26, 2019. http://hdl.handle.net/2047/D20282326.

MLA Handbook (7th Edition):

Nkem, Bernard. “Teacher perspective of distributed leadership during disruptive change: the case of a university in Cameroon.” 2018. Web. 26 Apr 2019.

Vancouver:

Nkem B. Teacher perspective of distributed leadership during disruptive change: the case of a university in Cameroon. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/2047/D20282326.

Council of Science Editors:

Nkem B. Teacher perspective of distributed leadership during disruptive change: the case of a university in Cameroon. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20282326

5. Landers, Matheno. Assessing the Potential for Teacher Leadership within Alternative Education .

Degree: 2013, California State University – San Marcos

 The purpose of this evaluative research study was to assess the potential of teacher leadership within alternative education. The review of literature found that schools… (more)

Subjects/Keywords: alternative education; leadership; teacher leadership

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APA (6th Edition):

Landers, M. (2013). Assessing the Potential for Teacher Leadership within Alternative Education . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/381

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):

Landers, Matheno. “Assessing the Potential for Teacher Leadership within Alternative Education .” 2013. Thesis, California State University – San Marcos. Accessed April 26, 2019. http://hdl.handle.net/10211.8/381.

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

MLA Handbook (7th Edition):

Landers, Matheno. “Assessing the Potential for Teacher Leadership within Alternative Education .” 2013. Web. 26 Apr 2019.

Vancouver:

Landers M. Assessing the Potential for Teacher Leadership within Alternative Education . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10211.8/381.

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

Council of Science Editors:

Landers M. Assessing the Potential for Teacher Leadership within Alternative Education . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/381

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


University of Arizona

6. Judkins, Maryann M. Narrating Teacher Leader Identities: Voices From the Field .

Degree: 2014, University of Arizona

 Over the years, the landscape of educational leadership has evolved, but with a continued focus on leadership in relation to an official title or role.… (more)

Subjects/Keywords: Teacher Leadership; Educational Leadership; Narrative

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APA (6th Edition):

Judkins, M. M. (2014). Narrating Teacher Leader Identities: Voices From the Field . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/325229

Chicago Manual of Style (16th Edition):

Judkins, Maryann M. “Narrating Teacher Leader Identities: Voices From the Field .” 2014. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/325229.

MLA Handbook (7th Edition):

Judkins, Maryann M. “Narrating Teacher Leader Identities: Voices From the Field .” 2014. Web. 26 Apr 2019.

Vancouver:

Judkins MM. Narrating Teacher Leader Identities: Voices From the Field . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/325229.

Council of Science Editors:

Judkins MM. Narrating Teacher Leader Identities: Voices From the Field . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/325229


University of Zambia

7. Kapaya, Given. Teachers perceptions of Primary School Head Teachers' instructional leadership behaviour: The case of selected Primary Schools of Mufumbwe District .

Degree: 2014, University of Zambia

 The focus of this study was to explore primary school teachers’ perceptions of their head teachers’ instructional leadership and how these perceptions may be affected… (more)

Subjects/Keywords: Leadership; Teacher effectiveness

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APA (6th Edition):

Kapaya, G. (2014). Teachers perceptions of Primary School Head Teachers' instructional leadership behaviour: The case of selected Primary Schools of Mufumbwe District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3205

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):

Kapaya, Given. “Teachers perceptions of Primary School Head Teachers' instructional leadership behaviour: The case of selected Primary Schools of Mufumbwe District .” 2014. Thesis, University of Zambia. Accessed April 26, 2019. http://hdl.handle.net/123456789/3205.

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

MLA Handbook (7th Edition):

Kapaya, Given. “Teachers perceptions of Primary School Head Teachers' instructional leadership behaviour: The case of selected Primary Schools of Mufumbwe District .” 2014. Web. 26 Apr 2019.

Vancouver:

Kapaya G. Teachers perceptions of Primary School Head Teachers' instructional leadership behaviour: The case of selected Primary Schools of Mufumbwe District . [Internet] [Thesis]. University of Zambia; 2014. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/123456789/3205.

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

Council of Science Editors:

Kapaya G. Teachers perceptions of Primary School Head Teachers' instructional leadership behaviour: The case of selected Primary Schools of Mufumbwe District . [Thesis]. University of Zambia; 2014. Available from: http://hdl.handle.net/123456789/3205

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


University of Exeter

8. Alsalahi, Saud Mossa A. Saudi English-language teachers' perceptions and reported practices of teacher leadership.

Degree: Thesis (EdD), 2016, University of Exeter

 This interpretive study explored how Saudi Arabian nationals employed as English-language teachers within intermediate and secondary Saudi schools understand the concept of teacher leadership, and… (more)

Subjects/Keywords: 371.1; Teacher Leadership

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APA (6th Edition):

Alsalahi, S. M. A. (2016). Saudi English-language teachers' perceptions and reported practices of teacher leadership. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/27785

Chicago Manual of Style (16th Edition):

Alsalahi, Saud Mossa A. “Saudi English-language teachers' perceptions and reported practices of teacher leadership.” 2016. Doctoral Dissertation, University of Exeter. Accessed April 26, 2019. http://hdl.handle.net/10871/27785.

MLA Handbook (7th Edition):

Alsalahi, Saud Mossa A. “Saudi English-language teachers' perceptions and reported practices of teacher leadership.” 2016. Web. 26 Apr 2019.

Vancouver:

Alsalahi SMA. Saudi English-language teachers' perceptions and reported practices of teacher leadership. [Internet] [Doctoral dissertation]. University of Exeter; 2016. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10871/27785.

Council of Science Editors:

Alsalahi SMA. Saudi English-language teachers' perceptions and reported practices of teacher leadership. [Doctoral Dissertation]. University of Exeter; 2016. Available from: http://hdl.handle.net/10871/27785


California State University – Sacramento

9. Strong-Rhoads, Kelley-Jean. Transformational classroom leadership: adding a new piece of fabric to the educational leadership quilt.

Degree: 2011, California State University – Sacramento

 Educational leadership is at the forefront of school improvement and reform. Too often, only formal leadership is studied with regard to improving teaching and learning.… (more)

Subjects/Keywords: Teacher leadership; Classroom leadership; Classroom organizational leadership

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APA (6th Edition):

Strong-Rhoads, K. (2011). Transformational classroom leadership: adding a new piece of fabric to the educational leadership quilt. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1238

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):

Strong-Rhoads, Kelley-Jean. “Transformational classroom leadership: adding a new piece of fabric to the educational leadership quilt.” 2011. Thesis, California State University – Sacramento. Accessed April 26, 2019. http://hdl.handle.net/10211.9/1238.

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

MLA Handbook (7th Edition):

Strong-Rhoads, Kelley-Jean. “Transformational classroom leadership: adding a new piece of fabric to the educational leadership quilt.” 2011. Web. 26 Apr 2019.

Vancouver:

Strong-Rhoads K. Transformational classroom leadership: adding a new piece of fabric to the educational leadership quilt. [Internet] [Thesis]. California State University – Sacramento; 2011. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10211.9/1238.

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

Council of Science Editors:

Strong-Rhoads K. Transformational classroom leadership: adding a new piece of fabric to the educational leadership quilt. [Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1238

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


Washington State University

10. [No author]. Engaging Staff in the Development of Distributed Leadership .

Degree: 2011, Washington State University

 During the 2010-11 school-year at Scootney Springs Elementary, an action research project with 8 teachers was initiated to create a culture of distributed leadership in… (more)

Subjects/Keywords: Educational leadership; Culture of Leadership; Distributed Leadership; Shared Leadership; Teacher Leadership

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APA (6th Edition):

author], [. (2011). Engaging Staff in the Development of Distributed Leadership . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/3503

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):

author], [No. “Engaging Staff in the Development of Distributed Leadership .” 2011. Thesis, Washington State University. Accessed April 26, 2019. http://hdl.handle.net/2376/3503.

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

MLA Handbook (7th Edition):

author], [No. “Engaging Staff in the Development of Distributed Leadership .” 2011. Web. 26 Apr 2019.

Vancouver:

author] [. Engaging Staff in the Development of Distributed Leadership . [Internet] [Thesis]. Washington State University; 2011. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/2376/3503.

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

Council of Science Editors:

author] [. Engaging Staff in the Development of Distributed Leadership . [Thesis]. Washington State University; 2011. Available from: http://hdl.handle.net/2376/3503

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


Washington State University

11. [No author]. Teachers Leading in Formal Roles: Positions, Responsibilities and Training .

Degree: 2012, Washington State University

 Scholars of educational leadership have long argued that in order for building and district leaders to meet the challenge of improving schools, the leadership capacity… (more)

Subjects/Keywords: Educational leadership; collaborative leadership; democratic leadership; distributed leadership; shared leadership; teacher leadership; transformational leadership

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APA (6th Edition):

author], [. (2012). Teachers Leading in Formal Roles: Positions, Responsibilities and Training . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/4260

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):

author], [No. “Teachers Leading in Formal Roles: Positions, Responsibilities and Training .” 2012. Thesis, Washington State University. Accessed April 26, 2019. http://hdl.handle.net/2376/4260.

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

MLA Handbook (7th Edition):

author], [No. “Teachers Leading in Formal Roles: Positions, Responsibilities and Training .” 2012. Web. 26 Apr 2019.

Vancouver:

author] [. Teachers Leading in Formal Roles: Positions, Responsibilities and Training . [Internet] [Thesis]. Washington State University; 2012. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/2376/4260.

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

Council of Science Editors:

author] [. Teachers Leading in Formal Roles: Positions, Responsibilities and Training . [Thesis]. Washington State University; 2012. Available from: http://hdl.handle.net/2376/4260

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


UCLA

12. Artim, Kristin. Teacher Leadership: Exploring What Supports and Sustains Elementary Teachers as Leaders.

Degree: Education, 2015, UCLA

 Teachers as leaders may provide additional leadership to build school capacity, but there is minimal understanding of how to cultivate teacher leadership. Twenty-seven elementary teacher(more)

Subjects/Keywords: Educational leadership; Education; elementary teachers; teacher leaders; teacher leadership; teacher supports

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APA (6th Edition):

Artim, K. (2015). Teacher Leadership: Exploring What Supports and Sustains Elementary Teachers as Leaders. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/9pf9k55h

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):

Artim, Kristin. “Teacher Leadership: Exploring What Supports and Sustains Elementary Teachers as Leaders.” 2015. Thesis, UCLA. Accessed April 26, 2019. http://www.escholarship.org/uc/item/9pf9k55h.

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

MLA Handbook (7th Edition):

Artim, Kristin. “Teacher Leadership: Exploring What Supports and Sustains Elementary Teachers as Leaders.” 2015. Web. 26 Apr 2019.

Vancouver:

Artim K. Teacher Leadership: Exploring What Supports and Sustains Elementary Teachers as Leaders. [Internet] [Thesis]. UCLA; 2015. [cited 2019 Apr 26]. Available from: http://www.escholarship.org/uc/item/9pf9k55h.

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

Council of Science Editors:

Artim K. Teacher Leadership: Exploring What Supports and Sustains Elementary Teachers as Leaders. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/9pf9k55h

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


Georgia State University

13. Kelley, Jerry D. Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership.

Degree: PhD, Educational Policy Studies, 2011, Georgia State University

 ABSTRACT TEACHERS’ AND TEACHER LEADERS’ PERCEPTIONS OF THE FORMAL ROLE OF TEACHER LEADERSHIP by Jerry Kelley The accountability and responsibilities of schools have intensified greatly… (more)

Subjects/Keywords: Teacher Leadership; Formal Teacher Leadership; Perceptions of Teacher Leadership; Education; Education Policy

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APA (6th Edition):

Kelley, J. D. (2011). Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/70

Chicago Manual of Style (16th Edition):

Kelley, Jerry D. “Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership.” 2011. Doctoral Dissertation, Georgia State University. Accessed April 26, 2019. https://scholarworks.gsu.edu/eps_diss/70.

MLA Handbook (7th Edition):

Kelley, Jerry D. “Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership.” 2011. Web. 26 Apr 2019.

Vancouver:

Kelley JD. Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 Apr 26]. Available from: https://scholarworks.gsu.edu/eps_diss/70.

Council of Science Editors:

Kelley JD. Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/eps_diss/70


Penn State University

14. Barros Gavilanes, Maria. THE RELATIONSHIP BETWEEN PRINCIPALS' DISTRIBUTED LEADERSHIP AND TEACHER TURNOVER IN NORTH CAROLINA SCHOOLS.

Degree: 2017, Penn State University

 The three-fold purpose of this quantitative data study was to explore the relationship between teachers' perceptions of distributed leadership and teacher turnover in public schools… (more)

Subjects/Keywords: distributed leadership; teacher turnover; teacher attrition; operationalization of distributed leadership; teacher perception of leadership

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APA (6th Edition):

Barros Gavilanes, M. (2017). THE RELATIONSHIP BETWEEN PRINCIPALS' DISTRIBUTED LEADERSHIP AND TEACHER TURNOVER IN NORTH CAROLINA SCHOOLS. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/14400mjb625

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):

Barros Gavilanes, Maria. “THE RELATIONSHIP BETWEEN PRINCIPALS' DISTRIBUTED LEADERSHIP AND TEACHER TURNOVER IN NORTH CAROLINA SCHOOLS.” 2017. Thesis, Penn State University. Accessed April 26, 2019. https://etda.libraries.psu.edu/catalog/14400mjb625.

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

MLA Handbook (7th Edition):

Barros Gavilanes, Maria. “THE RELATIONSHIP BETWEEN PRINCIPALS' DISTRIBUTED LEADERSHIP AND TEACHER TURNOVER IN NORTH CAROLINA SCHOOLS.” 2017. Web. 26 Apr 2019.

Vancouver:

Barros Gavilanes M. THE RELATIONSHIP BETWEEN PRINCIPALS' DISTRIBUTED LEADERSHIP AND TEACHER TURNOVER IN NORTH CAROLINA SCHOOLS. [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Apr 26]. Available from: https://etda.libraries.psu.edu/catalog/14400mjb625.

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

Council of Science Editors:

Barros Gavilanes M. THE RELATIONSHIP BETWEEN PRINCIPALS' DISTRIBUTED LEADERSHIP AND TEACHER TURNOVER IN NORTH CAROLINA SCHOOLS. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/14400mjb625

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


University of Toronto

15. Lambersky, John Joseph. Understanding the Human Side of School Leadership: Improving Teacher Morale, Efiicacy, Motivation and Commitment.

Degree: PhD, 2014, University of Toronto

 Finding a clear connection between principal actions and student achievement has proved remarkably difficult for educational researchers. Recently, a strong base of evidence has emerged… (more)

Subjects/Keywords: school leadership; teacher burnout; teacher commitment; teacher morale; teacher performance; 0514

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APA (6th Edition):

Lambersky, J. J. (2014). Understanding the Human Side of School Leadership: Improving Teacher Morale, Efiicacy, Motivation and Commitment. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/68219

Chicago Manual of Style (16th Edition):

Lambersky, John Joseph. “Understanding the Human Side of School Leadership: Improving Teacher Morale, Efiicacy, Motivation and Commitment.” 2014. Doctoral Dissertation, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/68219.

MLA Handbook (7th Edition):

Lambersky, John Joseph. “Understanding the Human Side of School Leadership: Improving Teacher Morale, Efiicacy, Motivation and Commitment.” 2014. Web. 26 Apr 2019.

Vancouver:

Lambersky JJ. Understanding the Human Side of School Leadership: Improving Teacher Morale, Efiicacy, Motivation and Commitment. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/68219.

Council of Science Editors:

Lambersky JJ. Understanding the Human Side of School Leadership: Improving Teacher Morale, Efiicacy, Motivation and Commitment. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68219


University of Akron

16. DeVoe, Shawna. K-4 Teachers' Perceptions of Teacher Instructional Leadership Practices.

Degree: EdD, Educational Leadership, 2014, University of Akron

  This qualitative study sought to examine K-4 teacher perceptions of teacher instructional leadership practices as a result of increased statutory accountability demands in a… (more)

Subjects/Keywords: Educational Leadership; Teacher; instructional leadership; accountability

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

APA (6th Edition):

DeVoe, S. (2014). K-4 Teachers' Perceptions of Teacher Instructional Leadership Practices. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1395128452

Chicago Manual of Style (16th Edition):

DeVoe, Shawna. “K-4 Teachers' Perceptions of Teacher Instructional Leadership Practices.” 2014. Doctoral Dissertation, University of Akron. Accessed April 26, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1395128452.

MLA Handbook (7th Edition):

DeVoe, Shawna. “K-4 Teachers' Perceptions of Teacher Instructional Leadership Practices.” 2014. Web. 26 Apr 2019.

Vancouver:

DeVoe S. K-4 Teachers' Perceptions of Teacher Instructional Leadership Practices. [Internet] [Doctoral dissertation]. University of Akron; 2014. [cited 2019 Apr 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1395128452.

Council of Science Editors:

DeVoe S. K-4 Teachers' Perceptions of Teacher Instructional Leadership Practices. [Doctoral Dissertation]. University of Akron; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1395128452

17. Longwell-McKean, Paula Cheree. Restructuring Leadership for 21st Century Schools: How Transformational Leadership and Trust Cultivate Teacher Leadership .

Degree: 2012, California State University – San Marcos

 A growing body of literature on effective leadership styles has emerged as 21st century leaders face higher student expectations, more demands on teachers and lack… (more)

Subjects/Keywords: transformational leadership; trust theory; teacher leadership

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

APA (6th Edition):

Longwell-McKean, P. C. (2012). Restructuring Leadership for 21st Century Schools: How Transformational Leadership and Trust Cultivate Teacher Leadership . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/249

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):

Longwell-McKean, Paula Cheree. “Restructuring Leadership for 21st Century Schools: How Transformational Leadership and Trust Cultivate Teacher Leadership .” 2012. Thesis, California State University – San Marcos. Accessed April 26, 2019. http://hdl.handle.net/10211.8/249.

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

MLA Handbook (7th Edition):

Longwell-McKean, Paula Cheree. “Restructuring Leadership for 21st Century Schools: How Transformational Leadership and Trust Cultivate Teacher Leadership .” 2012. Web. 26 Apr 2019.

Vancouver:

Longwell-McKean PC. Restructuring Leadership for 21st Century Schools: How Transformational Leadership and Trust Cultivate Teacher Leadership . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10211.8/249.

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

Council of Science Editors:

Longwell-McKean PC. Restructuring Leadership for 21st Century Schools: How Transformational Leadership and Trust Cultivate Teacher Leadership . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/249

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


University of Saskatchewan

18. Norris, Colleen Marie. Living within reform : a phenomenological study of the lived experiences of teacher leaders in high schools.

Degree: 2010, University of Saskatchewan

 This is a phenomenological study of the experiences of three teacher leaders in the context of high school reform. It examines the essence of teacher(more)

Subjects/Keywords: teacher leadership; phenomenology; school reform; distributed leadership

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

APA (6th Edition):

Norris, C. M. (2010). Living within reform : a phenomenological study of the lived experiences of teacher leaders in high schools. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-09182010-220244

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):

Norris, Colleen Marie. “Living within reform : a phenomenological study of the lived experiences of teacher leaders in high schools.” 2010. Thesis, University of Saskatchewan. Accessed April 26, 2019. http://hdl.handle.net/10388/etd-09182010-220244.

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

MLA Handbook (7th Edition):

Norris, Colleen Marie. “Living within reform : a phenomenological study of the lived experiences of teacher leaders in high schools.” 2010. Web. 26 Apr 2019.

Vancouver:

Norris CM. Living within reform : a phenomenological study of the lived experiences of teacher leaders in high schools. [Internet] [Thesis]. University of Saskatchewan; 2010. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10388/etd-09182010-220244.

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

Council of Science Editors:

Norris CM. Living within reform : a phenomenological study of the lived experiences of teacher leaders in high schools. [Thesis]. University of Saskatchewan; 2010. Available from: http://hdl.handle.net/10388/etd-09182010-220244

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


University of Akron

19. Ryba, Cameron M. A Study of the Relationship between Transformational Leadership Practices and Collective Teacher Efficacy.

Degree: EdD, Educational Leadership, 2018, University of Akron

 School principals are continually searching for leadership practices that have the potential to directly enhance adult behavior and indirectly and positively influence student achievement. Previous… (more)

Subjects/Keywords: Educational Leadership; Transformational Leadership; Collective Teacher Efficacy

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

APA (6th Edition):

Ryba, C. M. (2018). A Study of the Relationship between Transformational Leadership Practices and Collective Teacher Efficacy. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron154194342290909

Chicago Manual of Style (16th Edition):

Ryba, Cameron M. “A Study of the Relationship between Transformational Leadership Practices and Collective Teacher Efficacy.” 2018. Doctoral Dissertation, University of Akron. Accessed April 26, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron154194342290909.

MLA Handbook (7th Edition):

Ryba, Cameron M. “A Study of the Relationship between Transformational Leadership Practices and Collective Teacher Efficacy.” 2018. Web. 26 Apr 2019.

Vancouver:

Ryba CM. A Study of the Relationship between Transformational Leadership Practices and Collective Teacher Efficacy. [Internet] [Doctoral dissertation]. University of Akron; 2018. [cited 2019 Apr 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron154194342290909.

Council of Science Editors:

Ryba CM. A Study of the Relationship between Transformational Leadership Practices and Collective Teacher Efficacy. [Doctoral Dissertation]. University of Akron; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron154194342290909

20. Hinz, Kathleen JoAnn Bevan. Teacher perceptions of being held accountable for student achievement| A phenomenological study.

Degree: 2011, University of Phoenix

  The purpose of this qualitative phenomenological study was to gain an understanding of elementary and middle schoolteachers' perceptions of being held accountable for student… (more)

Subjects/Keywords: Education, Leadership; Education, Teacher Training

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

APA (6th Edition):

Hinz, K. J. B. (2011). Teacher perceptions of being held accountable for student achievement| A phenomenological study. (Thesis). University of Phoenix. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3459307

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):

Hinz, Kathleen JoAnn Bevan. “Teacher perceptions of being held accountable for student achievement| A phenomenological study.” 2011. Thesis, University of Phoenix. Accessed April 26, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3459307.

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

MLA Handbook (7th Edition):

Hinz, Kathleen JoAnn Bevan. “Teacher perceptions of being held accountable for student achievement| A phenomenological study.” 2011. Web. 26 Apr 2019.

Vancouver:

Hinz KJB. Teacher perceptions of being held accountable for student achievement| A phenomenological study. [Internet] [Thesis]. University of Phoenix; 2011. [cited 2019 Apr 26]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3459307.

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

Council of Science Editors:

Hinz KJB. Teacher perceptions of being held accountable for student achievement| A phenomenological study. [Thesis]. University of Phoenix; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3459307

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

21. Harris, Nancy. The Impact of Professional Development in Data Based Decision Making on the Teaching Practices of Educators.

Degree: 2011, Walden University

  The utilization of educational data by teachers' at the classroom level to plan lessons and assessments is limited. Professional development is one tool that… (more)

Subjects/Keywords: Education, Leadership; Education, Teacher Training

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

APA (6th Edition):

Harris, N. (2011). The Impact of Professional Development in Data Based Decision Making on the Teaching Practices of Educators. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3466621

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, Nancy. “The Impact of Professional Development in Data Based Decision Making on the Teaching Practices of Educators.” 2011. Thesis, Walden University. Accessed April 26, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3466621.

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

MLA Handbook (7th Edition):

Harris, Nancy. “The Impact of Professional Development in Data Based Decision Making on the Teaching Practices of Educators.” 2011. Web. 26 Apr 2019.

Vancouver:

Harris N. The Impact of Professional Development in Data Based Decision Making on the Teaching Practices of Educators. [Internet] [Thesis]. Walden University; 2011. [cited 2019 Apr 26]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3466621.

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

Council of Science Editors:

Harris N. The Impact of Professional Development in Data Based Decision Making on the Teaching Practices of Educators. [Thesis]. Walden University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3466621

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

22. Barker, Nancy Teola. Systems change| A study of Response to Intervention model implementation at two elementary schools in Southern California.

Degree: 2011, Pepperdine University

  This qualitative comparative study examined three core components of RtI2 implementation at two purposefully selected elementary schools in one county in Southern California. The… (more)

Subjects/Keywords: Education, Leadership; Education, Teacher Training

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

APA (6th Edition):

Barker, N. T. (2011). Systems change| A study of Response to Intervention model implementation at two elementary schools in Southern California. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3475392

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):

Barker, Nancy Teola. “Systems change| A study of Response to Intervention model implementation at two elementary schools in Southern California.” 2011. Thesis, Pepperdine University. Accessed April 26, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3475392.

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

MLA Handbook (7th Edition):

Barker, Nancy Teola. “Systems change| A study of Response to Intervention model implementation at two elementary schools in Southern California.” 2011. Web. 26 Apr 2019.

Vancouver:

Barker NT. Systems change| A study of Response to Intervention model implementation at two elementary schools in Southern California. [Internet] [Thesis]. Pepperdine University; 2011. [cited 2019 Apr 26]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3475392.

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

Council of Science Editors:

Barker NT. Systems change| A study of Response to Intervention model implementation at two elementary schools in Southern California. [Thesis]. Pepperdine University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3475392

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


The George Washington University

23. Jenkins, Patti T. Teacher and Principal Experiences of Effective Professional Development.

Degree: 2012, The George Washington University

  Professional development practices have been in existence for generations; however, there have been concerns relative to the effectiveness of these programs for almost as… (more)

Subjects/Keywords: Education, Leadership; Education, Teacher Training

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

APA (6th Edition):

Jenkins, P. T. (2012). Teacher and Principal Experiences of Effective Professional Development. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3502620

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):

Jenkins, Patti T. “Teacher and Principal Experiences of Effective Professional Development.” 2012. Thesis, The George Washington University. Accessed April 26, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3502620.

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

MLA Handbook (7th Edition):

Jenkins, Patti T. “Teacher and Principal Experiences of Effective Professional Development.” 2012. Web. 26 Apr 2019.

Vancouver:

Jenkins PT. Teacher and Principal Experiences of Effective Professional Development. [Internet] [Thesis]. The George Washington University; 2012. [cited 2019 Apr 26]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3502620.

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

Council of Science Editors:

Jenkins PT. Teacher and Principal Experiences of Effective Professional Development. [Thesis]. The George Washington University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3502620

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

24. Kennedy, Anne Maxine. Understanding the relationship between distributed leadership and collaborative teacher inquiry.

Degree: 2011, Lewis and Clark College

  Over the last decade, an increasing number of schools have adopted recommended strategies for implementing school wide professional learning communities (PLC). Development of strong… (more)

Subjects/Keywords: Education, Leadership; Education, Teacher Training

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

APA (6th Edition):

Kennedy, A. M. (2011). Understanding the relationship between distributed leadership and collaborative teacher inquiry. (Thesis). Lewis and Clark College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3443745

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):

Kennedy, Anne Maxine. “Understanding the relationship between distributed leadership and collaborative teacher inquiry.” 2011. Thesis, Lewis and Clark College. Accessed April 26, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3443745.

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

MLA Handbook (7th Edition):

Kennedy, Anne Maxine. “Understanding the relationship between distributed leadership and collaborative teacher inquiry.” 2011. Web. 26 Apr 2019.

Vancouver:

Kennedy AM. Understanding the relationship between distributed leadership and collaborative teacher inquiry. [Internet] [Thesis]. Lewis and Clark College; 2011. [cited 2019 Apr 26]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3443745.

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

Council of Science Editors:

Kennedy AM. Understanding the relationship between distributed leadership and collaborative teacher inquiry. [Thesis]. Lewis and Clark College; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3443745

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


University of Missouri – Columbia

25. Long, Kathy Lynn Sigler. Teachers learning together| The role of professional conference attendance.

Degree: 2012, University of Missouri – Columbia

  The purpose of this study was to explore the connections to professional development, professional conferences, professional learning communities, benefits associated with conversing and collaborating… (more)

Subjects/Keywords: Education, Leadership; Education, Teacher Training

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

APA (6th Edition):

Long, K. L. S. (2012). Teachers learning together| The role of professional conference attendance. (Thesis). University of Missouri – Columbia. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3515887

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):

Long, Kathy Lynn Sigler. “Teachers learning together| The role of professional conference attendance.” 2012. Thesis, University of Missouri – Columbia. Accessed April 26, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3515887.

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

MLA Handbook (7th Edition):

Long, Kathy Lynn Sigler. “Teachers learning together| The role of professional conference attendance.” 2012. Web. 26 Apr 2019.

Vancouver:

Long KLS. Teachers learning together| The role of professional conference attendance. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2019 Apr 26]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3515887.

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

Council of Science Editors:

Long KLS. Teachers learning together| The role of professional conference attendance. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3515887

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

26. Menegat, Gilan M. Mentor/protege interactions and the role of mentor training within a novice teacher mentoring program.

Degree: 2010, Lewis and Clark College

  Many individuals transition into teaching positions without the benefit of effective professional mentoring. This study was conducted to better understand the interactions in which… (more)

Subjects/Keywords: Education, Leadership; Education, Teacher Training

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

APA (6th Edition):

Menegat, G. M. (2010). Mentor/protege interactions and the role of mentor training within a novice teacher mentoring program. (Thesis). Lewis and Clark College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3403009

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):

Menegat, Gilan M. “Mentor/protege interactions and the role of mentor training within a novice teacher mentoring program.” 2010. Thesis, Lewis and Clark College. Accessed April 26, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3403009.

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

MLA Handbook (7th Edition):

Menegat, Gilan M. “Mentor/protege interactions and the role of mentor training within a novice teacher mentoring program.” 2010. Web. 26 Apr 2019.

Vancouver:

Menegat GM. Mentor/protege interactions and the role of mentor training within a novice teacher mentoring program. [Internet] [Thesis]. Lewis and Clark College; 2010. [cited 2019 Apr 26]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3403009.

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

Council of Science Editors:

Menegat GM. Mentor/protege interactions and the role of mentor training within a novice teacher mentoring program. [Thesis]. Lewis and Clark College; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3403009

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


University of Georgia

27. Halstead, Kimberly Anne. The role of the elementary instructional coordinator related to teacher leadership : a case study.

Degree: EdD, Educational Leadership, 2002, University of Georgia

 The purpose of this study was to examine the perspectives of the role and work of four instructional coordinators in four elementary schools in a… (more)

Subjects/Keywords: Teacher Leadership

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

APA (6th Edition):

Halstead, K. A. (2002). The role of the elementary instructional coordinator related to teacher leadership : a case study. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/halstead_kimberly_s_200212_edd

Chicago Manual of Style (16th Edition):

Halstead, Kimberly Anne. “The role of the elementary instructional coordinator related to teacher leadership : a case study.” 2002. Doctoral Dissertation, University of Georgia. Accessed April 26, 2019. http://purl.galileo.usg.edu/uga_etd/halstead_kimberly_s_200212_edd.

MLA Handbook (7th Edition):

Halstead, Kimberly Anne. “The role of the elementary instructional coordinator related to teacher leadership : a case study.” 2002. Web. 26 Apr 2019.

Vancouver:

Halstead KA. The role of the elementary instructional coordinator related to teacher leadership : a case study. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2019 Apr 26]. Available from: http://purl.galileo.usg.edu/uga_etd/halstead_kimberly_s_200212_edd.

Council of Science Editors:

Halstead KA. The role of the elementary instructional coordinator related to teacher leadership : a case study. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/halstead_kimberly_s_200212_edd


University of Georgia

28. Sabatini, Ellen Marie. Teachers' perspectives of emergent teacher leadership in an elementary school.

Degree: EdD, Educational Leadership, 2002, University of Georgia

 The purpose of this study was to describe teachers' perspectives of emergent teacher leadership in an elementary school. This study was guided by a symbolic… (more)

Subjects/Keywords: Teacher Leadership

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

APA (6th Edition):

Sabatini, E. M. (2002). Teachers' perspectives of emergent teacher leadership in an elementary school. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/sabatini_ellen_m_200212_edd

Chicago Manual of Style (16th Edition):

Sabatini, Ellen Marie. “Teachers' perspectives of emergent teacher leadership in an elementary school.” 2002. Doctoral Dissertation, University of Georgia. Accessed April 26, 2019. http://purl.galileo.usg.edu/uga_etd/sabatini_ellen_m_200212_edd.

MLA Handbook (7th Edition):

Sabatini, Ellen Marie. “Teachers' perspectives of emergent teacher leadership in an elementary school.” 2002. Web. 26 Apr 2019.

Vancouver:

Sabatini EM. Teachers' perspectives of emergent teacher leadership in an elementary school. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2019 Apr 26]. Available from: http://purl.galileo.usg.edu/uga_etd/sabatini_ellen_m_200212_edd.

Council of Science Editors:

Sabatini EM. Teachers' perspectives of emergent teacher leadership in an elementary school. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/sabatini_ellen_m_200212_edd


University of Georgia

29. Du, Fengning. The micropolitical perspectives of teacher leaders in an elementary school.

Degree: EdD, Educational Leadership, 2005, University of Georgia

 The purpose of this study was to describe the micropolitical perspectives of teacher leaders in a shared-governance elementary school. Symbolic interactionism guided the overall research… (more)

Subjects/Keywords: Teacher Leadership

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

APA (6th Edition):

Du, F. (2005). The micropolitical perspectives of teacher leaders in an elementary school. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/du_fengning_200508_edd

Chicago Manual of Style (16th Edition):

Du, Fengning. “The micropolitical perspectives of teacher leaders in an elementary school.” 2005. Doctoral Dissertation, University of Georgia. Accessed April 26, 2019. http://purl.galileo.usg.edu/uga_etd/du_fengning_200508_edd.

MLA Handbook (7th Edition):

Du, Fengning. “The micropolitical perspectives of teacher leaders in an elementary school.” 2005. Web. 26 Apr 2019.

Vancouver:

Du F. The micropolitical perspectives of teacher leaders in an elementary school. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2019 Apr 26]. Available from: http://purl.galileo.usg.edu/uga_etd/du_fengning_200508_edd.

Council of Science Editors:

Du F. The micropolitical perspectives of teacher leaders in an elementary school. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/du_fengning_200508_edd


University of Georgia

30. Goetze, Irene. The perspectives of National Board Certified Teachers on how leadership activities impacted job satisfaction.

Degree: EdD, Education (Educational Leadership), 2006, University of Georgia

 Given the increasing number of National Board Certified Teachers, the purpose of this study was to examine the perspectives of five National Board Certified Teachers… (more)

Subjects/Keywords: Teacher leadership

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APA (6th Edition):

Goetze, I. (2006). The perspectives of National Board Certified Teachers on how leadership activities impacted job satisfaction. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/goetze_irene_200605_edd

Chicago Manual of Style (16th Edition):

Goetze, Irene. “The perspectives of National Board Certified Teachers on how leadership activities impacted job satisfaction.” 2006. Doctoral Dissertation, University of Georgia. Accessed April 26, 2019. http://purl.galileo.usg.edu/uga_etd/goetze_irene_200605_edd.

MLA Handbook (7th Edition):

Goetze, Irene. “The perspectives of National Board Certified Teachers on how leadership activities impacted job satisfaction.” 2006. Web. 26 Apr 2019.

Vancouver:

Goetze I. The perspectives of National Board Certified Teachers on how leadership activities impacted job satisfaction. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2019 Apr 26]. Available from: http://purl.galileo.usg.edu/uga_etd/goetze_irene_200605_edd.

Council of Science Editors:

Goetze I. The perspectives of National Board Certified Teachers on how leadership activities impacted job satisfaction. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/goetze_irene_200605_edd

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