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You searched for subject:(teacher learning). Showing records 1 – 30 of 2022 total matches.

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

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 22, 2019. 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. 22 Sep 2019.

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 2019 Sep 22]. 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


Eastern Michigan University

2. 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 http://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 22, 2019. http://commons.emich.edu/theses/781.

MLA Handbook (7th Edition):

Light, Barbara J. “Why and how teachers transform their instruction.” 2016. Web. 22 Sep 2019.

Vancouver:

Light BJ. Why and how teachers transform their instruction. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2016. [cited 2019 Sep 22]. Available from: http://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: http://commons.emich.edu/theses/781


University of Georgia

3. Calkin, Jamie B. An arts-based narrative inquiry into co-planning and teaching elementary science using the visual arts.

Degree: PhD, Science Education, 2005, University of Georgia

 Educational researchers are frequently called upon as “experts” to improve instruction in school-university partnerships. With new methodologies and more hands-on approaches, researchers are able to… (more)

Subjects/Keywords: teacher learning

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APA (6th Edition):

Calkin, J. B. (2005). An arts-based narrative inquiry into co-planning and teaching elementary science using the visual arts. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/calkin_james_b_200505_phd

Chicago Manual of Style (16th Edition):

Calkin, Jamie B. “An arts-based narrative inquiry into co-planning and teaching elementary science using the visual arts.” 2005. Doctoral Dissertation, University of Georgia. Accessed September 22, 2019. http://purl.galileo.usg.edu/uga_etd/calkin_james_b_200505_phd.

MLA Handbook (7th Edition):

Calkin, Jamie B. “An arts-based narrative inquiry into co-planning and teaching elementary science using the visual arts.” 2005. Web. 22 Sep 2019.

Vancouver:

Calkin JB. An arts-based narrative inquiry into co-planning and teaching elementary science using the visual arts. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2019 Sep 22]. Available from: http://purl.galileo.usg.edu/uga_etd/calkin_james_b_200505_phd.

Council of Science Editors:

Calkin JB. An arts-based narrative inquiry into co-planning and teaching elementary science using the visual arts. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/calkin_james_b_200505_phd


University of Zambia

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

Degree: 2011, University of Zambia

 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 Zambia. Retrieved from http://hdl.handle.net/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 Zambia. Accessed September 22, 2019. http://hdl.handle.net/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. 22 Sep 2019.

Vancouver:

Chatora E. Factors contributing to the poor socialization of beginning teachers in selected schools of Lusaka District . [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/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 Zambia; 2011. Available from: http://hdl.handle.net/123456789/339

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


University of Southern California

5. Zamor, Eliza. Standards based reflection as a means of enabling teacher learning.

Degree: EdD, Education, 2009, University of Southern California

 The purpose of this study was to investigate the impact of a standards based reflective process on the learning of four teachers with varying years… (more)

Subjects/Keywords: reflection; standards; teacher learning

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APA (6th Edition):

Zamor, E. (2009). Standards based reflection as a means of enabling teacher learning. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252521/rec/6028

Chicago Manual of Style (16th Edition):

Zamor, Eliza. “Standards based reflection as a means of enabling teacher learning.” 2009. Doctoral Dissertation, University of Southern California. Accessed September 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252521/rec/6028.

MLA Handbook (7th Edition):

Zamor, Eliza. “Standards based reflection as a means of enabling teacher learning.” 2009. Web. 22 Sep 2019.

Vancouver:

Zamor E. Standards based reflection as a means of enabling teacher learning. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Sep 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252521/rec/6028.

Council of Science Editors:

Zamor E. Standards based reflection as a means of enabling teacher learning. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/252521/rec/6028


Virginia Tech

6. Wines, Debra Rae. Professional Learning Communities: The Impact on Teacher Practice.

Degree: EdD, Counselor Education, 2019, Virginia Tech

 Professional Learning Communities: The Impact on Teacher Practice Debra Rae Wines Abstract The purpose of this research was to explore professional learning communities (PLCs) and… (more)

Subjects/Keywords: Professional Learning Communities; Organizational Learning; Teacher Practice

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

APA (6th Edition):

Wines, D. R. (2019). Professional Learning Communities: The Impact on Teacher Practice. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/88810

Chicago Manual of Style (16th Edition):

Wines, Debra Rae. “Professional Learning Communities: The Impact on Teacher Practice.” 2019. Doctoral Dissertation, Virginia Tech. Accessed September 22, 2019. http://hdl.handle.net/10919/88810.

MLA Handbook (7th Edition):

Wines, Debra Rae. “Professional Learning Communities: The Impact on Teacher Practice.” 2019. Web. 22 Sep 2019.

Vancouver:

Wines DR. Professional Learning Communities: The Impact on Teacher Practice. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10919/88810.

Council of Science Editors:

Wines DR. Professional Learning Communities: The Impact on Teacher Practice. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/88810


University of Alberta

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

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 22, 2019. 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. 22 Sep 2019.

Vancouver:

Timanson PD. Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture. [Internet] [Doctoral dissertation]. University of Alberta; 2016. [cited 2019 Sep 22]. 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


University of California – Irvine

8. 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 22, 2019. 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. 22 Sep 2019.

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 2019 Sep 22]. 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


Penn State University

9. Flarend, Alice. 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. (2017). Identifying and Supporting Productive Collaborative Teacher Talk. (Thesis). Penn State University. Retrieved from https://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. “Identifying and Supporting Productive Collaborative Teacher Talk.” 2017. Thesis, Penn State University. Accessed September 22, 2019. https://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. “Identifying and Supporting Productive Collaborative Teacher Talk.” 2017. Web. 22 Sep 2019.

Vancouver:

Flarend A. Identifying and Supporting Productive Collaborative Teacher Talk. [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Sep 22]. Available from: https://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 A. Identifying and Supporting Productive Collaborative Teacher Talk. [Thesis]. Penn State University; 2017. Available from: https://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


Washington State University

10. [No author]. THE DEVELOPMENT OF NOVICE TEACHERS’ CAPACITY TO ELICIT AND RESPOND TO STUDENT THINKING IN AN ELEMENTARY MATHEMATICS METHODS COURSE .

Degree: 2018, Washington State University

 Preparing teachers to enact practice that is responsive to the demands of contemporary classrooms requires a re-examination of traditional approaches to teacher education. Practice-based approaches… (more)

Subjects/Keywords: Teacher education; pedagogies of practice; Practice-based teacher education; teacher learning

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APA (6th Edition):

author], [. (2018). THE DEVELOPMENT OF NOVICE TEACHERS’ CAPACITY TO ELICIT AND RESPOND TO STUDENT THINKING IN AN ELEMENTARY MATHEMATICS METHODS COURSE . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/16409

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. “THE DEVELOPMENT OF NOVICE TEACHERS’ CAPACITY TO ELICIT AND RESPOND TO STUDENT THINKING IN AN ELEMENTARY MATHEMATICS METHODS COURSE .” 2018. Thesis, Washington State University. Accessed September 22, 2019. http://hdl.handle.net/2376/16409.

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. “THE DEVELOPMENT OF NOVICE TEACHERS’ CAPACITY TO ELICIT AND RESPOND TO STUDENT THINKING IN AN ELEMENTARY MATHEMATICS METHODS COURSE .” 2018. Web. 22 Sep 2019.

Vancouver:

author] [. THE DEVELOPMENT OF NOVICE TEACHERS’ CAPACITY TO ELICIT AND RESPOND TO STUDENT THINKING IN AN ELEMENTARY MATHEMATICS METHODS COURSE . [Internet] [Thesis]. Washington State University; 2018. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2376/16409.

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

Council of Science Editors:

author] [. THE DEVELOPMENT OF NOVICE TEACHERS’ CAPACITY TO ELICIT AND RESPOND TO STUDENT THINKING IN AN ELEMENTARY MATHEMATICS METHODS COURSE . [Thesis]. Washington State University; 2018. Available from: http://hdl.handle.net/2376/16409

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

11. 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 22, 2019. 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. 22 Sep 2019.

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 2019 Sep 22]. 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 Exeter

12. Abdelhafez, Ahmed. An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning.

Degree: PhD, 2010, University of Exeter

 This study aimed to investigate what constituted the professional practical knowledge of EFL experienced teachers in the Egyptian context and what the sources of their… (more)

Subjects/Keywords: 370.711; Teacher Knowledge : Teacher Learning : Teacher Development : teacher education : Mixed Methodology : Professional Development

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

APA (6th Edition):

Abdelhafez, A. (2010). An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/119325

Chicago Manual of Style (16th Edition):

Abdelhafez, Ahmed. “An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning.” 2010. Doctoral Dissertation, University of Exeter. Accessed September 22, 2019. http://hdl.handle.net/10036/119325.

MLA Handbook (7th Edition):

Abdelhafez, Ahmed. “An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning.” 2010. Web. 22 Sep 2019.

Vancouver:

Abdelhafez A. An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning. [Internet] [Doctoral dissertation]. University of Exeter; 2010. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10036/119325.

Council of Science Editors:

Abdelhafez A. An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning. [Doctoral Dissertation]. University of Exeter; 2010. Available from: http://hdl.handle.net/10036/119325


University of Alberta

13. 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 (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 22, 2019. 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. 22 Sep 2019.

Vancouver:

Durksen TL. Promoting Professional Growth: A Developmental and Motivational Approach to Teachers’ Professional Learning. [Internet] [Doctoral dissertation]. University of Alberta; 2015. [cited 2019 Sep 22]. 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

14. 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: 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 (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 . (Thesis). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/294217

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):

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. Thesis, University of Cambridge. Accessed September 22, 2019. https://www.repository.cam.ac.uk/handle/1810/294217.

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

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. 22 Sep 2019.

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] [Thesis]. University of Cambridge; 2019. [cited 2019 Sep 22]. Available from: https://www.repository.cam.ac.uk/handle/1810/294217.

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

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 . [Thesis]. University of Cambridge; 2019. Available from: https://www.repository.cam.ac.uk/handle/1810/294217

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


University of Toronto

15. 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 (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 22, 2019. http://hdl.handle.net/1807/69743.

MLA Handbook (7th Edition):

Sheptytsky, Svitlana. “Role and Potential Benefit of Teacher Collaboration in Elementary School.” 2015. Web. 22 Sep 2019.

Vancouver:

Sheptytsky S. Role and Potential Benefit of Teacher Collaboration in Elementary School. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Sep 22]. 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

16. 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 22, 2019. 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. 22 Sep 2019.

Vancouver:

Hood NE. Internet-mediated teacher-to-teacher knowledge mobilisation. [Internet] [Doctoral dissertation]. University of Oxford; 2014. [cited 2019 Sep 22]. 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 Limerick

17. Prastyo, Yanuar. Effects of cooperative learning on student teachers’ communicative competence in Indonesia.

Degree: 2017, University of Limerick

peer-reviewed

Cooperative learning is one of the instructional methodologies which have gained international attention in the globalization era. The approach has been found to be… (more)

Subjects/Keywords: co-operative learning; Indonesia; student; teacher

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

APA (6th Edition):

Prastyo, Y. (2017). Effects of cooperative learning on student teachers’ communicative competence in Indonesia. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/6533

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):

Prastyo, Yanuar. “Effects of cooperative learning on student teachers’ communicative competence in Indonesia.” 2017. Thesis, University of Limerick. Accessed September 22, 2019. http://hdl.handle.net/10344/6533.

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

MLA Handbook (7th Edition):

Prastyo, Yanuar. “Effects of cooperative learning on student teachers’ communicative competence in Indonesia.” 2017. Web. 22 Sep 2019.

Vancouver:

Prastyo Y. Effects of cooperative learning on student teachers’ communicative competence in Indonesia. [Internet] [Thesis]. University of Limerick; 2017. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10344/6533.

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

Council of Science Editors:

Prastyo Y. Effects of cooperative learning on student teachers’ communicative competence in Indonesia. [Thesis]. University of Limerick; 2017. Available from: http://hdl.handle.net/10344/6533

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


Leiden University

18. 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 22, 2019. 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. 22 Sep 2019.

Vancouver:

Noort Rv. Matching teacher feedback and student perceptions in a collaborative learning environment. [Internet] [Masters thesis]. Leiden University; 2012. [cited 2019 Sep 22]. 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 Aberdeen

19. Darling, Kirsten Amy. A self-study of participatory and enactivist approaches to teaching and learning.

Degree: PhD, 2014, University of Aberdeen

 'Self-study' is a methodological approach that sets out to improve learner and teacher interactions by engaging with problems faced by educators on a daily basis.… (more)

Subjects/Keywords: 370; Teacher-student relationships; Learning strategies

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APA (6th Edition):

Darling, K. A. (2014). A self-study of participatory and enactivist approaches to teaching and learning. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=227571 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668966

Chicago Manual of Style (16th Edition):

Darling, Kirsten Amy. “A self-study of participatory and enactivist approaches to teaching and learning.” 2014. Doctoral Dissertation, University of Aberdeen. Accessed September 22, 2019. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=227571 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668966.

MLA Handbook (7th Edition):

Darling, Kirsten Amy. “A self-study of participatory and enactivist approaches to teaching and learning.” 2014. Web. 22 Sep 2019.

Vancouver:

Darling KA. A self-study of participatory and enactivist approaches to teaching and learning. [Internet] [Doctoral dissertation]. University of Aberdeen; 2014. [cited 2019 Sep 22]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=227571 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668966.

Council of Science Editors:

Darling KA. A self-study of participatory and enactivist approaches to teaching and learning. [Doctoral Dissertation]. University of Aberdeen; 2014. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=227571 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668966


NSYSU

20. Chen, Yi-chun. The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students.

Degree: Master, Education, 2012, NSYSU

 The study was to investigate the relationship among the studentsâ perception of teacher caring, caring needs, learning motivation and self-concept for elementary school students. Survey… (more)

Subjects/Keywords: learning motivation; teacher caring; self-concept

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

APA (6th Edition):

Chen, Y. (2012). The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0913112-002800

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):

Chen, Yi-chun. “The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students.” 2012. Thesis, NSYSU. Accessed September 22, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0913112-002800.

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

MLA Handbook (7th Edition):

Chen, Yi-chun. “The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students.” 2012. Web. 22 Sep 2019.

Vancouver:

Chen Y. The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students. [Internet] [Thesis]. NSYSU; 2012. [cited 2019 Sep 22]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0913112-002800.

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

Council of Science Editors:

Chen Y. The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students. [Thesis]. NSYSU; 2012. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0913112-002800

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


Universiteit Utrecht

21. Bovenlander, S.C. Research Plan: Teacher Learning For CLIL Teachers.

Degree: 2010, Universiteit Utrecht

 The proposed research questions of the participating schools in the embedded research of the U-Teach programme demonstrate a notion of a lack of teacher learning(more)

Subjects/Keywords: IVLOS; bilingual education, teacher learning, CLIL, TTO

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

APA (6th Edition):

Bovenlander, S. C. (2010). Research Plan: Teacher Learning For CLIL Teachers. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/188611

Chicago Manual of Style (16th Edition):

Bovenlander, S C. “Research Plan: Teacher Learning For CLIL Teachers.” 2010. Masters Thesis, Universiteit Utrecht. Accessed September 22, 2019. http://dspace.library.uu.nl:8080/handle/1874/188611.

MLA Handbook (7th Edition):

Bovenlander, S C. “Research Plan: Teacher Learning For CLIL Teachers.” 2010. Web. 22 Sep 2019.

Vancouver:

Bovenlander SC. Research Plan: Teacher Learning For CLIL Teachers. [Internet] [Masters thesis]. Universiteit Utrecht; 2010. [cited 2019 Sep 22]. Available from: http://dspace.library.uu.nl:8080/handle/1874/188611.

Council of Science Editors:

Bovenlander SC. Research Plan: Teacher Learning For CLIL Teachers. [Masters Thesis]. Universiteit Utrecht; 2010. Available from: http://dspace.library.uu.nl:8080/handle/1874/188611


University of Hong Kong

22. Msonde, Charles Enock. Enhancing teachers' competencies on learner-centred approaches throughlearning study in Tanzanian schools.

Degree: PhD, 2011, University of Hong Kong

 Despite being exposed to the Learner-Centred Approach (LCA) through traditional teacher professional development since 2000, teachers in Tanzania have generally failed to implement LCA in… (more)

Subjects/Keywords: Teacher effectiveness - Tanzania.; Student-centered learning - Tanzania.

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

APA (6th Edition):

Msonde, C. E. (2011). Enhancing teachers' competencies on learner-centred approaches throughlearning study in Tanzanian schools. (Doctoral Dissertation). University of Hong Kong. Retrieved from Msonde, C. E.. (2011). Enhancing teachers' competencies on learner-centred approaches through learning study in Tanzanian schools. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4722985 ; http://dx.doi.org/10.5353/th_b4722985 ; http://hdl.handle.net/10722/146125

Chicago Manual of Style (16th Edition):

Msonde, Charles Enock. “Enhancing teachers' competencies on learner-centred approaches throughlearning study in Tanzanian schools.” 2011. Doctoral Dissertation, University of Hong Kong. Accessed September 22, 2019. Msonde, C. E.. (2011). Enhancing teachers' competencies on learner-centred approaches through learning study in Tanzanian schools. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4722985 ; http://dx.doi.org/10.5353/th_b4722985 ; http://hdl.handle.net/10722/146125.

MLA Handbook (7th Edition):

Msonde, Charles Enock. “Enhancing teachers' competencies on learner-centred approaches throughlearning study in Tanzanian schools.” 2011. Web. 22 Sep 2019.

Vancouver:

Msonde CE. Enhancing teachers' competencies on learner-centred approaches throughlearning study in Tanzanian schools. [Internet] [Doctoral dissertation]. University of Hong Kong; 2011. [cited 2019 Sep 22]. Available from: Msonde, C. E.. (2011). Enhancing teachers' competencies on learner-centred approaches through learning study in Tanzanian schools. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4722985 ; http://dx.doi.org/10.5353/th_b4722985 ; http://hdl.handle.net/10722/146125.

Council of Science Editors:

Msonde CE. Enhancing teachers' competencies on learner-centred approaches throughlearning study in Tanzanian schools. [Doctoral Dissertation]. University of Hong Kong; 2011. Available from: Msonde, C. E.. (2011). Enhancing teachers' competencies on learner-centred approaches through learning study in Tanzanian schools. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4722985 ; http://dx.doi.org/10.5353/th_b4722985 ; http://hdl.handle.net/10722/146125


University of Manchester

23. De Stefani, Sofia Magdalena. Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning.

Degree: PhD, 2012, University of Manchester

 This action research study explores the role of blended learning as a tool for the professional empowerment of teachers of English as a foreign language… (more)

Subjects/Keywords: 370.71; Teacher Development; Blended Learning; TESOL

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APA (6th Edition):

De Stefani, S. M. (2012). Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584

Chicago Manual of Style (16th Edition):

De Stefani, Sofia Magdalena. “Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning.” 2012. Doctoral Dissertation, University of Manchester. Accessed September 22, 2019. https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584.

MLA Handbook (7th Edition):

De Stefani, Sofia Magdalena. “Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning.” 2012. Web. 22 Sep 2019.

Vancouver:

De Stefani SM. Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning. [Internet] [Doctoral dissertation]. University of Manchester; 2012. [cited 2019 Sep 22]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584.

Council of Science Editors:

De Stefani SM. Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning. [Doctoral Dissertation]. University of Manchester; 2012. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584

24. Vogel, Rebecca. Professional Learning Communities and Student Achievement .

Degree: 2012, California State University – San Marcos

 This purpose of this mixed-method case study was to investigate the affects of district mandated Professional Learning Community (PLC) forms on teacher collaboration and student… (more)

Subjects/Keywords: Professional Learning Community,; teacher collaboration; student achievement

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

APA (6th Edition):

Vogel, R. (2012). Professional Learning Communities and Student Achievement . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/235

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):

Vogel, Rebecca. “Professional Learning Communities and Student Achievement .” 2012. Thesis, California State University – San Marcos. Accessed September 22, 2019. http://hdl.handle.net/10211.8/235.

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

MLA Handbook (7th Edition):

Vogel, Rebecca. “Professional Learning Communities and Student Achievement .” 2012. Web. 22 Sep 2019.

Vancouver:

Vogel R. Professional Learning Communities and Student Achievement . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10211.8/235.

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

Council of Science Editors:

Vogel R. Professional Learning Communities and Student Achievement . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/235

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


University of California – San Diego

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

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 22, 2019. 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. 22 Sep 2019.

Vancouver:

Weatherford B. The Preparation of Preservice Teachers for Integrative Technology Use. [Internet] [Thesis]. University of California – San Diego; 2015. [cited 2019 Sep 22]. 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


University of Debrecen

26. Diószegi, Lilla. The Role of Motivation in Second Language Learning .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

 This paper explores the importance of motivation in second language learning context. In my paper I am going to present the definitions and distinctions of… (more)

Subjects/Keywords: second language learning; student motivation; teacher motivation

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APA (6th Edition):

Diószegi, L. (2013). The Role of Motivation in Second Language Learning . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/160279

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):

Diószegi, Lilla. “The Role of Motivation in Second Language Learning .” 2013. Thesis, University of Debrecen. Accessed September 22, 2019. http://hdl.handle.net/2437/160279.

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

MLA Handbook (7th Edition):

Diószegi, Lilla. “The Role of Motivation in Second Language Learning .” 2013. Web. 22 Sep 2019.

Vancouver:

Diószegi L. The Role of Motivation in Second Language Learning . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2437/160279.

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

Council of Science Editors:

Diószegi L. The Role of Motivation in Second Language Learning . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/160279

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

27. Joyce, Craig. The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme.

Degree: 2016, University of Manchester

 Research indicates a significant rise in child and adolescent mental health difficulties over the past few decades (Mental Health Foundation, 2015). Evidence-based programmes are becoming… (more)

Subjects/Keywords: Implementation; Social and emotional learning; Teacher characteristics

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

APA (6th Edition):

Joyce, C. (2016). The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301869

Chicago Manual of Style (16th Edition):

Joyce, Craig. “The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme.” 2016. Doctoral Dissertation, University of Manchester. Accessed September 22, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301869.

MLA Handbook (7th Edition):

Joyce, Craig. “The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme.” 2016. Web. 22 Sep 2019.

Vancouver:

Joyce C. The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Sep 22]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301869.

Council of Science Editors:

Joyce C. The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301869


University of Cambridge

28. Ayubayeva, Nazipa. Teacher collaboration for professional learning : case studies of three schools in Kazakhstan.

Degree: PhD, 2018, University of Cambridge

 This thesis explores the nature of teacher collaboration for professional learning, key enabling and inhibiting factors, and their implication for the development of a culture… (more)

Subjects/Keywords: Teacher learning; Professional development; Education policy

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

APA (6th Edition):

Ayubayeva, N. (2018). Teacher collaboration for professional learning : case studies of three schools in Kazakhstan. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033

Chicago Manual of Style (16th Edition):

Ayubayeva, Nazipa. “Teacher collaboration for professional learning : case studies of three schools in Kazakhstan.” 2018. Doctoral Dissertation, University of Cambridge. Accessed September 22, 2019. https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033.

MLA Handbook (7th Edition):

Ayubayeva, Nazipa. “Teacher collaboration for professional learning : case studies of three schools in Kazakhstan.” 2018. Web. 22 Sep 2019.

Vancouver:

Ayubayeva N. Teacher collaboration for professional learning : case studies of three schools in Kazakhstan. [Internet] [Doctoral dissertation]. University of Cambridge; 2018. [cited 2019 Sep 22]. Available from: https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033.

Council of Science Editors:

Ayubayeva N. Teacher collaboration for professional learning : case studies of three schools in Kazakhstan. [Doctoral Dissertation]. University of Cambridge; 2018. Available from: https://www.repository.cam.ac.uk/handle/1810/273675 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745033


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

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 22, 2019. 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. 22 Sep 2019.

Vancouver:

MacFarlane G. Investigation into English grammar proficiency of teachers of English language. [Internet] [Thesis]. University of Tasmania; 2015. [cited 2019 Sep 22]. 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


Virginia Tech

30. Brenner, Aimee Michelle. Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers.

Degree: PhD, Teaching and Learning, 2012, Virginia Tech

 In an attempt to promote the transfer of technology integration knowledge and skills in preservice teachers, studies have attempted to identify effective instructional technology integration… (more)

Subjects/Keywords: learning transfer; technology integration; teacher education

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

APA (6th Edition):

Brenner, A. M. (2012). Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/39472

Chicago Manual of Style (16th Edition):

Brenner, Aimee Michelle. “Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers.” 2012. Doctoral Dissertation, Virginia Tech. Accessed September 22, 2019. http://hdl.handle.net/10919/39472.

MLA Handbook (7th Edition):

Brenner, Aimee Michelle. “Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers.” 2012. Web. 22 Sep 2019.

Vancouver:

Brenner AM. Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10919/39472.

Council of Science Editors:

Brenner AM. Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/39472

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