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You searched for subject:(teacher learning). Showing records 1 – 30 of 2315 total matches.

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University of Toronto

1. Mosun, Matina Elizabeth. Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools.

Degree: 2018, University of Toronto

This qualitative study examines teacher learning during project based learning (PBL) in three elementary schools. This multiple case study involved an analysis of 10 participating… (more)

Subjects/Keywords: project based learning; student-centred learning; teacher beliefs; teacher collaboration; teacher leadership; teacher learning; 0515

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APA (6th Edition):

Mosun, M. E. (2018). Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/89840

Chicago Manual of Style (16th Edition):

Mosun, Matina Elizabeth. “Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools.” 2018. Doctoral Dissertation, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/89840.

MLA Handbook (7th Edition):

Mosun, Matina Elizabeth. “Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools.” 2018. Web. 26 Sep 2020.

Vancouver:

Mosun ME. Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/89840.

Council of Science Editors:

Mosun ME. Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89840


Vanderbilt University

2. Garrison, Anne Louisa. Understanding Teacher and Contextual Factors that Influence the Enactment of Cognitively Demanding Mathematics Tasks.

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

 The level of challenge, or cognitive demand, of the tasks students solve is the foundation for their learning opportunities in mathematics classrooms. Unfortunately, it is… (more)

Subjects/Keywords: teaching; teacher learning; teacher networks; math coach

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APA (6th Edition):

Garrison, A. L. (2013). Understanding Teacher and Contextual Factors that Influence the Enactment of Cognitively Demanding Mathematics Tasks. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12497

Chicago Manual of Style (16th Edition):

Garrison, Anne Louisa. “Understanding Teacher and Contextual Factors that Influence the Enactment of Cognitively Demanding Mathematics Tasks.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed September 26, 2020. http://hdl.handle.net/1803/12497.

MLA Handbook (7th Edition):

Garrison, Anne Louisa. “Understanding Teacher and Contextual Factors that Influence the Enactment of Cognitively Demanding Mathematics Tasks.” 2013. Web. 26 Sep 2020.

Vancouver:

Garrison AL. Understanding Teacher and Contextual Factors that Influence the Enactment of Cognitively Demanding Mathematics Tasks. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1803/12497.

Council of Science Editors:

Garrison AL. Understanding Teacher and Contextual Factors that Influence the Enactment of Cognitively Demanding Mathematics Tasks. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/12497


Eastern Michigan University

3. Light, Barbara J. Why and how teachers transform their instruction.

Degree: PhD, Leadership and Counseling, 2016, Eastern Michigan University

  In his 2011 book The highly qualified teacher: What is teacher quality and how do we measure it? Strong argues that as a profession,… (more)

Subjects/Keywords: instruction; teacher learning; teacher quality; Education

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APA (6th Edition):

Light, B. J. (2016). Why and how teachers transform their instruction. (Doctoral Dissertation). Eastern Michigan University. Retrieved from https://commons.emich.edu/theses/781

Chicago Manual of Style (16th Edition):

Light, Barbara J. “Why and how teachers transform their instruction.” 2016. Doctoral Dissertation, Eastern Michigan University. Accessed September 26, 2020. https://commons.emich.edu/theses/781.

MLA Handbook (7th Edition):

Light, Barbara J. “Why and how teachers transform their instruction.” 2016. Web. 26 Sep 2020.

Vancouver:

Light BJ. Why and how teachers transform their instruction. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2016. [cited 2020 Sep 26]. Available from: https://commons.emich.edu/theses/781.

Council of Science Editors:

Light BJ. Why and how teachers transform their instruction. [Doctoral Dissertation]. Eastern Michigan University; 2016. Available from: https://commons.emich.edu/theses/781

4. Cameron, Beth A. Teachers??? Experiences in Collaborative Settings: A Comparison of How Two Teacher Teams Develop Relationships .

Degree: 2014, California State University – San Marcos

 Teachers are central to student learning. Without improving teacher practice, it will be difficult for schools to meet the goals of the Common Core State… (more)

Subjects/Keywords: teacher collaboration; professional learning communities; teacher efficacy

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APA (6th Edition):

Cameron, B. A. (2014). Teachers??? Experiences in Collaborative Settings: A Comparison of How Two Teacher Teams Develop Relationships . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/119085

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):

Cameron, Beth A. “Teachers??? Experiences in Collaborative Settings: A Comparison of How Two Teacher Teams Develop Relationships .” 2014. Thesis, California State University – San Marcos. Accessed September 26, 2020. http://hdl.handle.net/10211.3/119085.

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

MLA Handbook (7th Edition):

Cameron, Beth A. “Teachers??? Experiences in Collaborative Settings: A Comparison of How Two Teacher Teams Develop Relationships .” 2014. Web. 26 Sep 2020.

Vancouver:

Cameron BA. Teachers??? Experiences in Collaborative Settings: A Comparison of How Two Teacher Teams Develop Relationships . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10211.3/119085.

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

Council of Science Editors:

Cameron BA. Teachers??? Experiences in Collaborative Settings: A Comparison of How Two Teacher Teams Develop Relationships . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/119085

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


University of KwaZulu-Natal

5. Thanduxolo, Rubela. Examining teacher Learning of Grade 12 Life Sciences Teachers in Professional Learning Community Located In The Harry Gwala District.

Degree: 2018, University of KwaZulu-Natal

 A professional learning community is one of the learning centres recommended by the department of education to provide teachers with skills, teaching strategies and solutions… (more)

Subjects/Keywords: Collaborative learning.; Teacher learning.; Teacher Learning Communities of Practice.

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APA (6th Edition):

Thanduxolo, R. (2018). Examining teacher Learning of Grade 12 Life Sciences Teachers in Professional Learning Community Located In The Harry Gwala District. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17772

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):

Thanduxolo, Rubela. “Examining teacher Learning of Grade 12 Life Sciences Teachers in Professional Learning Community Located In The Harry Gwala District.” 2018. Thesis, University of KwaZulu-Natal. Accessed September 26, 2020. https://researchspace.ukzn.ac.za/handle/10413/17772.

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

MLA Handbook (7th Edition):

Thanduxolo, Rubela. “Examining teacher Learning of Grade 12 Life Sciences Teachers in Professional Learning Community Located In The Harry Gwala District.” 2018. Web. 26 Sep 2020.

Vancouver:

Thanduxolo R. Examining teacher Learning of Grade 12 Life Sciences Teachers in Professional Learning Community Located In The Harry Gwala District. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2020 Sep 26]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17772.

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

Council of Science Editors:

Thanduxolo R. Examining teacher Learning of Grade 12 Life Sciences Teachers in Professional Learning Community Located In The Harry Gwala District. [Thesis]. University of KwaZulu-Natal; 2018. Available from: https://researchspace.ukzn.ac.za/handle/10413/17772

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


University of KwaZulu-Natal

6. Shange, Lindokuhle Portia Penelope. An exploration of the role of Nizenande District Teacher Development Centre in supporting professional teacher learning.

Degree: 2018, University of KwaZulu-Natal

 In KwaZulu Natal, District Teacher Development Centres have been set up in order to support teacher learning. This study explored how Nizenande District Teacher Development… (more)

Subjects/Keywords: Nizenande district.; Teacher development.; Learning.

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APA (6th Edition):

Shange, L. P. P. (2018). An exploration of the role of Nizenande District Teacher Development Centre in supporting professional teacher learning. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17330

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):

Shange, Lindokuhle Portia Penelope. “An exploration of the role of Nizenande District Teacher Development Centre in supporting professional teacher learning.” 2018. Thesis, University of KwaZulu-Natal. Accessed September 26, 2020. https://researchspace.ukzn.ac.za/handle/10413/17330.

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

MLA Handbook (7th Edition):

Shange, Lindokuhle Portia Penelope. “An exploration of the role of Nizenande District Teacher Development Centre in supporting professional teacher learning.” 2018. Web. 26 Sep 2020.

Vancouver:

Shange LPP. An exploration of the role of Nizenande District Teacher Development Centre in supporting professional teacher learning. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2020 Sep 26]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17330.

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

Council of Science Editors:

Shange LPP. An exploration of the role of Nizenande District Teacher Development Centre in supporting professional teacher learning. [Thesis]. University of KwaZulu-Natal; 2018. Available from: https://researchspace.ukzn.ac.za/handle/10413/17330

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

7. Chatora, Elizabeth. Factors contributing to the poor socialization of beginning teachers in selected schools of Lusaka District.

Degree: 2011, University of Zimbabwe

 The purpose of this study was to establish the factors that contribute to poor socialization of beginning teachers into their new work environments and to… (more)

Subjects/Keywords: Teacher-Socialization; Social Learning

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APA (6th Edition):

Chatora, E. (2011). Factors contributing to the poor socialization of beginning teachers in selected schools of Lusaka District. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/339

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):

Chatora, Elizabeth. “Factors contributing to the poor socialization of beginning teachers in selected schools of Lusaka District.” 2011. Thesis, University of Zimbabwe. Accessed September 26, 2020. http://dspace.unza.zm/handle/123456789/339.

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

MLA Handbook (7th Edition):

Chatora, Elizabeth. “Factors contributing to the poor socialization of beginning teachers in selected schools of Lusaka District.” 2011. Web. 26 Sep 2020.

Vancouver:

Chatora E. Factors contributing to the poor socialization of beginning teachers in selected schools of Lusaka District. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2020 Sep 26]. Available from: http://dspace.unza.zm/handle/123456789/339.

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

Council of Science Editors:

Chatora E. Factors contributing to the poor socialization of beginning teachers in selected schools of Lusaka District. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/339

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


University of Georgia

8. Hung, Hsiu-Ting. A reflective practitioner approach to teacher preparation.

Degree: 2014, University of Georgia

 The present study examined a group of prospective second language teachers’ process of learning to teach in a curricular innovation featuring implementations of service-learning and… (more)

Subjects/Keywords: reflective practice; service-learning; teacher learning; WebCT

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APA (6th Edition):

Hung, H. (2014). A reflective practitioner approach to teacher preparation. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22687

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):

Hung, Hsiu-Ting. “A reflective practitioner approach to teacher preparation.” 2014. Thesis, University of Georgia. Accessed September 26, 2020. http://hdl.handle.net/10724/22687.

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

MLA Handbook (7th Edition):

Hung, Hsiu-Ting. “A reflective practitioner approach to teacher preparation.” 2014. Web. 26 Sep 2020.

Vancouver:

Hung H. A reflective practitioner approach to teacher preparation. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10724/22687.

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

Council of Science Editors:

Hung H. A reflective practitioner approach to teacher preparation. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22687

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


University of California – Irvine

9. Zinger, Doron. The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction.

Degree: Education, 2018, University of California – Irvine

 The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and InstructionByDoron ZingerDoctor of Philosophy in Education University… (more)

Subjects/Keywords: Teacher education; alternative certification; teacher learning; teacher preparation; urban instruction

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APA (6th Edition):

Zinger, D. (2018). The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction. (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/36h6w7ps

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):

Zinger, Doron. “The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction.” 2018. Thesis, University of California – Irvine. Accessed September 26, 2020. http://www.escholarship.org/uc/item/36h6w7ps.

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

MLA Handbook (7th Edition):

Zinger, Doron. “The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction.” 2018. Web. 26 Sep 2020.

Vancouver:

Zinger D. The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction. [Internet] [Thesis]. University of California – Irvine; 2018. [cited 2020 Sep 26]. Available from: http://www.escholarship.org/uc/item/36h6w7ps.

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

Council of Science Editors:

Zinger D. The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction. [Thesis]. University of California – Irvine; 2018. Available from: http://www.escholarship.org/uc/item/36h6w7ps

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


University of Alberta

10. Timanson, Pamela D. Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture.

Degree: PhD, Department of Educational Policy Studies, 2016, University of Alberta

 In this study, the author utilized a conceptual framework of knowledge cultures to investigate how teachers experienced informal learning. This study explored the interdependence between… (more)

Subjects/Keywords: teacher informal learning; teacher professional development; knowledge culture; teacher knowledge

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APA (6th Edition):

Timanson, P. D. (2016). Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/c79407x38m

Chicago Manual of Style (16th Edition):

Timanson, Pamela D. “Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture.” 2016. Doctoral Dissertation, University of Alberta. Accessed September 26, 2020. https://era.library.ualberta.ca/files/c79407x38m.

MLA Handbook (7th Edition):

Timanson, Pamela D. “Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture.” 2016. Web. 26 Sep 2020.

Vancouver:

Timanson PD. Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture. [Internet] [Doctoral dissertation]. University of Alberta; 2016. [cited 2020 Sep 26]. Available from: https://era.library.ualberta.ca/files/c79407x38m.

Council of Science Editors:

Timanson PD. Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture. [Doctoral Dissertation]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/c79407x38m


Penn State University

11. Flarend, Alice Marie. Identifying and Supporting Productive Collaborative Teacher Talk.

Degree: 2017, Penn State University

 As improvements and changes in science education are promulgated, science teachers must be educated about these changes. Professional development programs are central to promoting teacher(more)

Subjects/Keywords: science teaching; teacher professional development; teacher learning; teacher discourse

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APA (6th Edition):

Flarend, A. M. (2017). Identifying and Supporting Productive Collaborative Teacher Talk. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/13718ama177

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):

Flarend, Alice Marie. “Identifying and Supporting Productive Collaborative Teacher Talk.” 2017. Thesis, Penn State University. Accessed September 26, 2020. https://submit-etda.libraries.psu.edu/catalog/13718ama177.

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

MLA Handbook (7th Edition):

Flarend, Alice Marie. “Identifying and Supporting Productive Collaborative Teacher Talk.” 2017. Web. 26 Sep 2020.

Vancouver:

Flarend AM. Identifying and Supporting Productive Collaborative Teacher Talk. [Internet] [Thesis]. Penn State University; 2017. [cited 2020 Sep 26]. Available from: https://submit-etda.libraries.psu.edu/catalog/13718ama177.

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

Council of Science Editors:

Flarend AM. Identifying and Supporting Productive Collaborative Teacher Talk. [Thesis]. Penn State University; 2017. Available from: https://submit-etda.libraries.psu.edu/catalog/13718ama177

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


University of KwaZulu-Natal

12. Hlabisa, Sifiso Praisegod. Exploring the role of Ngotsha District Teacher Development Centre in supporting teachers’ professional learning.

Degree: 2018, University of KwaZulu-Natal

 In KwaZulu-Natal DTDCs have been established to support teacher professional development. The study explored Ngotsha DTDC as a space to support teacher professional development. The… (more)

Subjects/Keywords: Teacher learning.; Teacher learning activities.; Professional development.; Education resources.

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APA (6th Edition):

Hlabisa, S. P. (2018). Exploring the role of Ngotsha District Teacher Development Centre in supporting teachers’ professional learning. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17738

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):

Hlabisa, Sifiso Praisegod. “Exploring the role of Ngotsha District Teacher Development Centre in supporting teachers’ professional learning.” 2018. Thesis, University of KwaZulu-Natal. Accessed September 26, 2020. https://researchspace.ukzn.ac.za/handle/10413/17738.

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

MLA Handbook (7th Edition):

Hlabisa, Sifiso Praisegod. “Exploring the role of Ngotsha District Teacher Development Centre in supporting teachers’ professional learning.” 2018. Web. 26 Sep 2020.

Vancouver:

Hlabisa SP. Exploring the role of Ngotsha District Teacher Development Centre in supporting teachers’ professional learning. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2020 Sep 26]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17738.

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

Council of Science Editors:

Hlabisa SP. Exploring the role of Ngotsha District Teacher Development Centre in supporting teachers’ professional learning. [Thesis]. University of KwaZulu-Natal; 2018. Available from: https://researchspace.ukzn.ac.za/handle/10413/17738

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


University of KwaZulu-Natal

13. Mbatha, Zeblon Sylvester. Exploring the collaborative learning of senior phase mathematics teachers in a 1+ 9 mathematics cluster in the Maphumulo Circuit.

Degree: 2018, University of KwaZulu-Natal

Teacher learning and teacher development require that teachers work collaboratively in professional learning communities in order to enhance their classroom practices and expertise. However, different… (more)

Subjects/Keywords: Teacher learning.; Teacher development.; Professional learning communities.; Senior phase mathematics teachers.

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APA (6th Edition):

Mbatha, Z. S. (2018). Exploring the collaborative learning of senior phase mathematics teachers in a 1+ 9 mathematics cluster in the Maphumulo Circuit. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/16931

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):

Mbatha, Zeblon Sylvester. “Exploring the collaborative learning of senior phase mathematics teachers in a 1+ 9 mathematics cluster in the Maphumulo Circuit.” 2018. Thesis, University of KwaZulu-Natal. Accessed September 26, 2020. https://researchspace.ukzn.ac.za/handle/10413/16931.

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

MLA Handbook (7th Edition):

Mbatha, Zeblon Sylvester. “Exploring the collaborative learning of senior phase mathematics teachers in a 1+ 9 mathematics cluster in the Maphumulo Circuit.” 2018. Web. 26 Sep 2020.

Vancouver:

Mbatha ZS. Exploring the collaborative learning of senior phase mathematics teachers in a 1+ 9 mathematics cluster in the Maphumulo Circuit. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2020 Sep 26]. Available from: https://researchspace.ukzn.ac.za/handle/10413/16931.

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

Council of Science Editors:

Mbatha ZS. Exploring the collaborative learning of senior phase mathematics teachers in a 1+ 9 mathematics cluster in the Maphumulo Circuit. [Thesis]. University of KwaZulu-Natal; 2018. Available from: https://researchspace.ukzn.ac.za/handle/10413/16931

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

14. Sutton, Paul. Mapping teacher-structured collaborative learning in a context of problem-based learning curriculum redesign.

Degree: PhD, 2015, University of Washington

 This dissertation uses a single and comparative case study to examine the work of several teacher-led and driven collaboration groups, known as design teams, as… (more)

Subjects/Keywords: Collaboration; Problem based learning; Teacher learning; Teacher education; Education; education - seattle

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APA (6th Edition):

Sutton, P. (2015). Mapping teacher-structured collaborative learning in a context of problem-based learning curriculum redesign. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/27460

Chicago Manual of Style (16th Edition):

Sutton, Paul. “Mapping teacher-structured collaborative learning in a context of problem-based learning curriculum redesign.” 2015. Doctoral Dissertation, University of Washington. Accessed September 26, 2020. http://hdl.handle.net/1773/27460.

MLA Handbook (7th Edition):

Sutton, Paul. “Mapping teacher-structured collaborative learning in a context of problem-based learning curriculum redesign.” 2015. Web. 26 Sep 2020.

Vancouver:

Sutton P. Mapping teacher-structured collaborative learning in a context of problem-based learning curriculum redesign. [Internet] [Doctoral dissertation]. University of Washington; 2015. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1773/27460.

Council of Science Editors:

Sutton P. Mapping teacher-structured collaborative learning in a context of problem-based learning curriculum redesign. [Doctoral Dissertation]. University of Washington; 2015. Available from: http://hdl.handle.net/1773/27460


University of Georgia

15. Lofgran, Janet. Factors that facilitate and hinder service-learning implementation.

Degree: 2014, University of Georgia

 This qualitative study investigated factors that facilitate and hinder service-learning implementation for novice and veteran teachers. It also investigated a service-learning course designed to teach… (more)

Subjects/Keywords: Service learning; Implementation; Novice teacher; Veteran teacher; Facilitate; Hinder; Experiential learning

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

APA (6th Edition):

Lofgran, J. (2014). Factors that facilitate and hinder service-learning implementation. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21567

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):

Lofgran, Janet. “Factors that facilitate and hinder service-learning implementation.” 2014. Thesis, University of Georgia. Accessed September 26, 2020. http://hdl.handle.net/10724/21567.

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

MLA Handbook (7th Edition):

Lofgran, Janet. “Factors that facilitate and hinder service-learning implementation.” 2014. Web. 26 Sep 2020.

Vancouver:

Lofgran J. Factors that facilitate and hinder service-learning implementation. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10724/21567.

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

Council of Science Editors:

Lofgran J. Factors that facilitate and hinder service-learning implementation. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21567

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


University of KwaZulu-Natal

16. Khuboni, Thabi Reinette. Exploring teacher learning in Business Studies through the professional learning communities.

Degree: 2019, University of KwaZulu-Natal

 The objective of the study was to explore the teacher learning of Business Studies teachers through their subject cluster in the uMgungundlovu District. This study… (more)

Subjects/Keywords: Business studies teachers.; Teacher learning.; Teacher knowledge.; Professional learning communities.; Teacher professional development.

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

APA (6th Edition):

Khuboni, T. R. (2019). Exploring teacher learning in Business Studies through the professional learning communities. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17735

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):

Khuboni, Thabi Reinette. “Exploring teacher learning in Business Studies through the professional learning communities.” 2019. Thesis, University of KwaZulu-Natal. Accessed September 26, 2020. https://researchspace.ukzn.ac.za/handle/10413/17735.

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

MLA Handbook (7th Edition):

Khuboni, Thabi Reinette. “Exploring teacher learning in Business Studies through the professional learning communities.” 2019. Web. 26 Sep 2020.

Vancouver:

Khuboni TR. Exploring teacher learning in Business Studies through the professional learning communities. [Internet] [Thesis]. University of KwaZulu-Natal; 2019. [cited 2020 Sep 26]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17735.

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

Council of Science Editors:

Khuboni TR. Exploring teacher learning in Business Studies through the professional learning communities. [Thesis]. University of KwaZulu-Natal; 2019. Available from: https://researchspace.ukzn.ac.za/handle/10413/17735

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


University of Melbourne

17. Elliott, Kerry Louise. Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development.

Degree: 2019, University of Melbourne

 Despite policies and guidelines introducing teacher performance and development systems at a local, national and international level, current findings would suggest there is limited evidence… (more)

Subjects/Keywords: teacher performance and development; professional learning; professional development; performance appraisal; professional teacher standards; teacher learning

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

APA (6th Edition):

Elliott, K. L. (2019). Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/228901

Chicago Manual of Style (16th Edition):

Elliott, Kerry Louise. “Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development.” 2019. Doctoral Dissertation, University of Melbourne. Accessed September 26, 2020. http://hdl.handle.net/11343/228901.

MLA Handbook (7th Edition):

Elliott, Kerry Louise. “Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development.” 2019. Web. 26 Sep 2020.

Vancouver:

Elliott KL. Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development. [Internet] [Doctoral dissertation]. University of Melbourne; 2019. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/11343/228901.

Council of Science Editors:

Elliott KL. Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development. [Doctoral Dissertation]. University of Melbourne; 2019. Available from: http://hdl.handle.net/11343/228901


University of Toronto

18. McGrath, Jennifer Isabel. The People and the Policy: The Possibilities and Limitations of Current Supervisory Appraisal Practices for Experienced Secondary Teachers in Ontario.

Degree: PhD, 2016, University of Toronto

 Many Ontarians have lost faith in their teachers. In the court of public opinion, teachers are greedy, entitled, and highly fallible. Quality of teaching is… (more)

Subjects/Keywords: Educational Policy; Supervision; Teacher Appraisal; Teacher Development; Teacher Evaluation; Teacher Learning; 0458

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

APA (6th Edition):

McGrath, J. I. (2016). The People and the Policy: The Possibilities and Limitations of Current Supervisory Appraisal Practices for Experienced Secondary Teachers in Ontario. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/73070

Chicago Manual of Style (16th Edition):

McGrath, Jennifer Isabel. “The People and the Policy: The Possibilities and Limitations of Current Supervisory Appraisal Practices for Experienced Secondary Teachers in Ontario.” 2016. Doctoral Dissertation, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/73070.

MLA Handbook (7th Edition):

McGrath, Jennifer Isabel. “The People and the Policy: The Possibilities and Limitations of Current Supervisory Appraisal Practices for Experienced Secondary Teachers in Ontario.” 2016. Web. 26 Sep 2020.

Vancouver:

McGrath JI. The People and the Policy: The Possibilities and Limitations of Current Supervisory Appraisal Practices for Experienced Secondary Teachers in Ontario. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/73070.

Council of Science Editors:

McGrath JI. The People and the Policy: The Possibilities and Limitations of Current Supervisory Appraisal Practices for Experienced Secondary Teachers in Ontario. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/73070


University of Alberta

19. Durksen, Tracy L. Promoting Professional Growth: A Developmental and Motivational Approach to Teachers’ Professional Learning.

Degree: PhD, Department of Educational Psychology, 2015, University of Alberta

 Teachers, with an inherent commitment to life-long learning, sow the seeds for their students to become life-long learners. Using motivational theories, I conducted a three-study… (more)

Subjects/Keywords: teacher motivation; teacher self-efficacy; teacher professional learning; teacher engagement; teacher career stages; teacher education; professional commitment

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

APA (6th Edition):

Durksen, T. L. (2015). Promoting Professional Growth: A Developmental and Motivational Approach to Teachers’ Professional Learning. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/zw12z804q

Chicago Manual of Style (16th Edition):

Durksen, Tracy L. “Promoting Professional Growth: A Developmental and Motivational Approach to Teachers’ Professional Learning.” 2015. Doctoral Dissertation, University of Alberta. Accessed September 26, 2020. https://era.library.ualberta.ca/files/zw12z804q.

MLA Handbook (7th Edition):

Durksen, Tracy L. “Promoting Professional Growth: A Developmental and Motivational Approach to Teachers’ Professional Learning.” 2015. Web. 26 Sep 2020.

Vancouver:

Durksen TL. Promoting Professional Growth: A Developmental and Motivational Approach to Teachers’ Professional Learning. [Internet] [Doctoral dissertation]. University of Alberta; 2015. [cited 2020 Sep 26]. Available from: https://era.library.ualberta.ca/files/zw12z804q.

Council of Science Editors:

Durksen TL. Promoting Professional Growth: A Developmental and Motivational Approach to Teachers’ Professional Learning. [Doctoral Dissertation]. University of Alberta; 2015. Available from: https://era.library.ualberta.ca/files/zw12z804q


University of Cambridge

20. Haidi, Hamizah. An exploration of how models of teacher development and reflectivity interact: a multiple case study of secondary PGCE biology and chemistry beginning-teachers.

Degree: PhD, 2019, University of Cambridge

 This study explores two existing models of teacher development and learning: the teacher learning continuum of Wilson and Demetriou (2007) and the characteristics of reflective… (more)

Subjects/Keywords: teacher education; teacher development; teacher learning; science teacher education; reflectivity; teacher reflectivity; reflective practice; secondary teacher education

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

APA (6th Edition):

Haidi, H. (2019). An exploration of how models of teacher development and reflectivity interact: a multiple case study of secondary PGCE biology and chemistry beginning-teachers. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/294217

Chicago Manual of Style (16th Edition):

Haidi, Hamizah. “An exploration of how models of teacher development and reflectivity interact: a multiple case study of secondary PGCE biology and chemistry beginning-teachers.” 2019. Doctoral Dissertation, University of Cambridge. Accessed September 26, 2020. https://www.repository.cam.ac.uk/handle/1810/294217.

MLA Handbook (7th Edition):

Haidi, Hamizah. “An exploration of how models of teacher development and reflectivity interact: a multiple case study of secondary PGCE biology and chemistry beginning-teachers.” 2019. Web. 26 Sep 2020.

Vancouver:

Haidi H. An exploration of how models of teacher development and reflectivity interact: a multiple case study of secondary PGCE biology and chemistry beginning-teachers. [Internet] [Doctoral dissertation]. University of Cambridge; 2019. [cited 2020 Sep 26]. Available from: https://www.repository.cam.ac.uk/handle/1810/294217.

Council of Science Editors:

Haidi H. An exploration of how models of teacher development and reflectivity interact: a multiple case study of secondary PGCE biology and chemistry beginning-teachers. [Doctoral Dissertation]. University of Cambridge; 2019. Available from: https://www.repository.cam.ac.uk/handle/1810/294217


University of Toronto

21. Sheptytsky, Svitlana. Role and Potential Benefit of Teacher Collaboration in Elementary School.

Degree: 2015, University of Toronto

This research examines teacher collaboration in elementary school, its role, and potential benefit. Creating a collaborative educational environment can build a community of people who… (more)

Subjects/Keywords: collaborative learning opportunities; goals and benefits of teacher collaboration; school culture; teacher collaboration; teacher learning opportunities; teacher professional development; 0515

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

APA (6th Edition):

Sheptytsky, S. (2015). Role and Potential Benefit of Teacher Collaboration in Elementary School. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/69743

Chicago Manual of Style (16th Edition):

Sheptytsky, Svitlana. “Role and Potential Benefit of Teacher Collaboration in Elementary School.” 2015. Masters Thesis, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/69743.

MLA Handbook (7th Edition):

Sheptytsky, Svitlana. “Role and Potential Benefit of Teacher Collaboration in Elementary School.” 2015. Web. 26 Sep 2020.

Vancouver:

Sheptytsky S. Role and Potential Benefit of Teacher Collaboration in Elementary School. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/69743.

Council of Science Editors:

Sheptytsky S. Role and Potential Benefit of Teacher Collaboration in Elementary School. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/69743


University of Oxford

22. Hood, Nina E. Internet-mediated teacher-to-teacher knowledge mobilisation.

Degree: PhD, 2014, University of Oxford

 The study investigates the rise of online platforms that support teacher-to-teacher knowledge mobilisation. The adoption of the interpretative approach focuses the investigation on how the… (more)

Subjects/Keywords: 370.7; e-Learning; Teaching and teacher education; Education; Vocational and professional learning; knowledge mobilisation; teacher learning; online platforms; teacher knowledge

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

APA (6th Edition):

Hood, N. E. (2014). Internet-mediated teacher-to-teacher knowledge mobilisation. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:27ccff52-746b-4b9b-8715-2e85813680a9 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647615

Chicago Manual of Style (16th Edition):

Hood, Nina E. “Internet-mediated teacher-to-teacher knowledge mobilisation.” 2014. Doctoral Dissertation, University of Oxford. Accessed September 26, 2020. http://ora.ox.ac.uk/objects/uuid:27ccff52-746b-4b9b-8715-2e85813680a9 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647615.

MLA Handbook (7th Edition):

Hood, Nina E. “Internet-mediated teacher-to-teacher knowledge mobilisation.” 2014. Web. 26 Sep 2020.

Vancouver:

Hood NE. Internet-mediated teacher-to-teacher knowledge mobilisation. [Internet] [Doctoral dissertation]. University of Oxford; 2014. [cited 2020 Sep 26]. Available from: http://ora.ox.ac.uk/objects/uuid:27ccff52-746b-4b9b-8715-2e85813680a9 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647615.

Council of Science Editors:

Hood NE. Internet-mediated teacher-to-teacher knowledge mobilisation. [Doctoral Dissertation]. University of Oxford; 2014. Available from: http://ora.ox.ac.uk/objects/uuid:27ccff52-746b-4b9b-8715-2e85813680a9 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647615


University of Maryland

23. Yazan, Bedrettin. HOW ESOL TEACHER CANDIDATES CONSTRUCT THEIR TEACHER IDENTITIES: A CASE STUDY OF AN MATESOL PROGRAM.

Degree: Curriculum and Instruction, 2014, University of Maryland

 This study examined the contributions of teacher education courses and the teaching practicum to three ESOL teacher candidates' (TCs) teacher identity construction in a thirteen… (more)

Subjects/Keywords: Teacher education; ESOL teacher candidates; Sociocultural theory; Teacher education courses; Teacher identity; Teacher learning; Teaching practicum

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

APA (6th Edition):

Yazan, B. (2014). HOW ESOL TEACHER CANDIDATES CONSTRUCT THEIR TEACHER IDENTITIES: A CASE STUDY OF AN MATESOL PROGRAM. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/15789

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):

Yazan, Bedrettin. “HOW ESOL TEACHER CANDIDATES CONSTRUCT THEIR TEACHER IDENTITIES: A CASE STUDY OF AN MATESOL PROGRAM.” 2014. Thesis, University of Maryland. Accessed September 26, 2020. http://hdl.handle.net/1903/15789.

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

MLA Handbook (7th Edition):

Yazan, Bedrettin. “HOW ESOL TEACHER CANDIDATES CONSTRUCT THEIR TEACHER IDENTITIES: A CASE STUDY OF AN MATESOL PROGRAM.” 2014. Web. 26 Sep 2020.

Vancouver:

Yazan B. HOW ESOL TEACHER CANDIDATES CONSTRUCT THEIR TEACHER IDENTITIES: A CASE STUDY OF AN MATESOL PROGRAM. [Internet] [Thesis]. University of Maryland; 2014. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1903/15789.

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

Council of Science Editors:

Yazan B. HOW ESOL TEACHER CANDIDATES CONSTRUCT THEIR TEACHER IDENTITIES: A CASE STUDY OF AN MATESOL PROGRAM. [Thesis]. University of Maryland; 2014. Available from: http://hdl.handle.net/1903/15789

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


University of Waikato

24. Phan, Thy Canh Minh. Professional learning in a Vietnamese university language teaching context: An inquiry-driven approach .

Degree: 2020, University of Waikato

 This study investigated the engagement in an inquiry process of six EFL (English as a foreign language) teachers from two Vietnamese universities, and how the… (more)

Subjects/Keywords: professional learning; teacher learning; teacher in-service learning; EFL teacher learning; English language teaching in Vietnam; inquiry-based teacher learning; English language teaching and learning; teacher practice-based learning; lifelong or ongoing professional learning; professional learning and development

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

APA (6th Edition):

Phan, T. C. M. (2020). Professional learning in a Vietnamese university language teaching context: An inquiry-driven approach . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/13756

Chicago Manual of Style (16th Edition):

Phan, Thy Canh Minh. “Professional learning in a Vietnamese university language teaching context: An inquiry-driven approach .” 2020. Doctoral Dissertation, University of Waikato. Accessed September 26, 2020. http://hdl.handle.net/10289/13756.

MLA Handbook (7th Edition):

Phan, Thy Canh Minh. “Professional learning in a Vietnamese university language teaching context: An inquiry-driven approach .” 2020. Web. 26 Sep 2020.

Vancouver:

Phan TCM. Professional learning in a Vietnamese university language teaching context: An inquiry-driven approach . [Internet] [Doctoral dissertation]. University of Waikato; 2020. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10289/13756.

Council of Science Editors:

Phan TCM. Professional learning in a Vietnamese university language teaching context: An inquiry-driven approach . [Doctoral Dissertation]. University of Waikato; 2020. Available from: http://hdl.handle.net/10289/13756


Vanderbilt University

25. Tenore, Frank Blake. Language as an Identification Resource in Secondary English Teacher Preparation: An Analysis of Discourses.

Degree: PhD, Teaching and Learning, 2014, Vanderbilt University

 Teaching, Learning, and Diversity Language as an Identification Resource in Secondary English Teacher Preparation: An Analysis of Discourses Frank Blake Tenore Dissertation under the direction… (more)

Subjects/Keywords: classroom discourse; teacher candidate identity; teacher candidate development; teacher candidate learning; preservice teachers; preservice English teachers; teacher learning; teacher development; secondary English; English education; secondary teacher education

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

APA (6th Edition):

Tenore, F. B. (2014). Language as an Identification Resource in Secondary English Teacher Preparation: An Analysis of Discourses. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12527

Chicago Manual of Style (16th Edition):

Tenore, Frank Blake. “Language as an Identification Resource in Secondary English Teacher Preparation: An Analysis of Discourses.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed September 26, 2020. http://hdl.handle.net/1803/12527.

MLA Handbook (7th Edition):

Tenore, Frank Blake. “Language as an Identification Resource in Secondary English Teacher Preparation: An Analysis of Discourses.” 2014. Web. 26 Sep 2020.

Vancouver:

Tenore FB. Language as an Identification Resource in Secondary English Teacher Preparation: An Analysis of Discourses. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1803/12527.

Council of Science Editors:

Tenore FB. Language as an Identification Resource in Secondary English Teacher Preparation: An Analysis of Discourses. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/12527


University of California – San Diego

26. Weatherford, Brieahna. The Preparation of Preservice Teachers for Integrative Technology Use.

Degree: EducLeadership (JtEdDoc CSUSM), 2015, University of California – San Diego

 Technology use continues to be an integral component of 21st century education. Educational leaders and teachers are tasked with using technology as an approach to… (more)

Subjects/Keywords: Teacher education; integration; learning; technology; TPACK

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APA (6th Edition):

Weatherford, B. (2015). The Preparation of Preservice Teachers for Integrative Technology Use. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/4xk1g64h

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):

Weatherford, Brieahna. “The Preparation of Preservice Teachers for Integrative Technology Use.” 2015. Thesis, University of California – San Diego. Accessed September 26, 2020. http://www.escholarship.org/uc/item/4xk1g64h.

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

MLA Handbook (7th Edition):

Weatherford, Brieahna. “The Preparation of Preservice Teachers for Integrative Technology Use.” 2015. Web. 26 Sep 2020.

Vancouver:

Weatherford B. The Preparation of Preservice Teachers for Integrative Technology Use. [Internet] [Thesis]. University of California – San Diego; 2015. [cited 2020 Sep 26]. Available from: http://www.escholarship.org/uc/item/4xk1g64h.

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

Council of Science Editors:

Weatherford B. The Preparation of Preservice Teachers for Integrative Technology Use. [Thesis]. University of California – San Diego; 2015. Available from: http://www.escholarship.org/uc/item/4xk1g64h

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


Vanderbilt University

27. Brasel, Jason Thomas. Supporting learning opportunities in teacher workgroups: facilitators’ orientations towards tool use.

Degree: MS, Learning, Teaching and Diversity, 2016, Vanderbilt University

 Given the difficulty in learning teaching that aims for the ambitious student learning goals prescribed in current standards documents, supports are needed in order to… (more)

Subjects/Keywords: teacher learning; situative theory; opportunities to learn

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APA (6th Edition):

Brasel, J. T. (2016). Supporting learning opportunities in teacher workgroups: facilitators’ orientations towards tool use. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13391

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):

Brasel, Jason Thomas. “Supporting learning opportunities in teacher workgroups: facilitators’ orientations towards tool use.” 2016. Thesis, Vanderbilt University. Accessed September 26, 2020. http://hdl.handle.net/1803/13391.

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

MLA Handbook (7th Edition):

Brasel, Jason Thomas. “Supporting learning opportunities in teacher workgroups: facilitators’ orientations towards tool use.” 2016. Web. 26 Sep 2020.

Vancouver:

Brasel JT. Supporting learning opportunities in teacher workgroups: facilitators’ orientations towards tool use. [Internet] [Thesis]. Vanderbilt University; 2016. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1803/13391.

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

Council of Science Editors:

Brasel JT. Supporting learning opportunities in teacher workgroups: facilitators’ orientations towards tool use. [Thesis]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/13391

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


Leiden University

28. Noort, Roxanne van. Matching teacher feedback and student perceptions in a collaborative learning environment.

Degree: 2012, Leiden University

Teacher feedback is an important aspect of social learning. However, the match between teacher feedback and students’ perceptions of this teacher feedback is scarcely studied.… (more)

Subjects/Keywords: teacher feedback; student perceptions; collaborative learning

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

APA (6th Edition):

Noort, R. v. (2012). Matching teacher feedback and student perceptions in a collaborative learning environment. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/18630

Chicago Manual of Style (16th Edition):

Noort, Roxanne van. “Matching teacher feedback and student perceptions in a collaborative learning environment.” 2012. Masters Thesis, Leiden University. Accessed September 26, 2020. http://hdl.handle.net/1887/18630.

MLA Handbook (7th Edition):

Noort, Roxanne van. “Matching teacher feedback and student perceptions in a collaborative learning environment.” 2012. Web. 26 Sep 2020.

Vancouver:

Noort Rv. Matching teacher feedback and student perceptions in a collaborative learning environment. [Internet] [Masters thesis]. Leiden University; 2012. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1887/18630.

Council of Science Editors:

Noort Rv. Matching teacher feedback and student perceptions in a collaborative learning environment. [Masters Thesis]. Leiden University; 2012. Available from: http://hdl.handle.net/1887/18630


University of Tasmania

29. MacFarlane, G. Investigation into English grammar proficiency of teachers of English language.

Degree: 2015, University of Tasmania

 There have been many studies that have supported the teaching of grammar and many that have not, mainly because grammar teaching did not seem to… (more)

Subjects/Keywords: language learning; English grammar; teacher grammar knowledge

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APA (6th Edition):

MacFarlane, G. (2015). Investigation into English grammar proficiency of teachers of English language. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/23217/1/MacFarlane_whole_thesis.pdf

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):

MacFarlane, G. “Investigation into English grammar proficiency of teachers of English language.” 2015. Thesis, University of Tasmania. Accessed September 26, 2020. https://eprints.utas.edu.au/23217/1/MacFarlane_whole_thesis.pdf.

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

MLA Handbook (7th Edition):

MacFarlane, G. “Investigation into English grammar proficiency of teachers of English language.” 2015. Web. 26 Sep 2020.

Vancouver:

MacFarlane G. Investigation into English grammar proficiency of teachers of English language. [Internet] [Thesis]. University of Tasmania; 2015. [cited 2020 Sep 26]. Available from: https://eprints.utas.edu.au/23217/1/MacFarlane_whole_thesis.pdf.

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

Council of Science Editors:

MacFarlane G. Investigation into English grammar proficiency of teachers of English language. [Thesis]. University of Tasmania; 2015. Available from: https://eprints.utas.edu.au/23217/1/MacFarlane_whole_thesis.pdf

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


University College Cork

30. Gorman, Alan. Learning in networks through enquiry: the design, implementation and evaluation of an online intervention to support student teachers on school placement.

Degree: 2017, University College Cork

 Initial teacher education (ITE) in Ireland has experienced accelerated transformation in recent years, resulting in extended periods of school placement on concurrent and consecutive programmes.… (more)

Subjects/Keywords: Practicum; Teacher education; Online learning; School placement

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

APA (6th Edition):

Gorman, A. (2017). Learning in networks through enquiry: the design, implementation and evaluation of an online intervention to support student teachers on school placement. (Thesis). University College Cork. Retrieved from http://hdl.handle.net/10468/3974

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):

Gorman, Alan. “Learning in networks through enquiry: the design, implementation and evaluation of an online intervention to support student teachers on school placement.” 2017. Thesis, University College Cork. Accessed September 26, 2020. http://hdl.handle.net/10468/3974.

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

MLA Handbook (7th Edition):

Gorman, Alan. “Learning in networks through enquiry: the design, implementation and evaluation of an online intervention to support student teachers on school placement.” 2017. Web. 26 Sep 2020.

Vancouver:

Gorman A. Learning in networks through enquiry: the design, implementation and evaluation of an online intervention to support student teachers on school placement. [Internet] [Thesis]. University College Cork; 2017. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10468/3974.

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

Council of Science Editors:

Gorman A. Learning in networks through enquiry: the design, implementation and evaluation of an online intervention to support student teachers on school placement. [Thesis]. University College Cork; 2017. Available from: http://hdl.handle.net/10468/3974

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

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