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You searched for subject:(teacher observation). Showing records 1 – 30 of 112 total matches.

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Vanderbilt University

1. Van Eaton, Grant Waller. Beyond Traditional Measures of Teacher Quality: Incorporating Cultural Competence to Measure Classroom Community.

Degree: PhD, Learning, Teaching and Diversity, 2017, Vanderbilt University

 This study explores the necessity and validity of including cultural competence as a dimension of the construct of quality teaching and classroom community. Through an… (more)

Subjects/Keywords: cultural competence; teacher observation; IRT; teacher quality

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APA (6th Edition):

Van Eaton, G. W. (2017). Beyond Traditional Measures of Teacher Quality: Incorporating Cultural Competence to Measure Classroom Community. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14410

Chicago Manual of Style (16th Edition):

Van Eaton, Grant Waller. “Beyond Traditional Measures of Teacher Quality: Incorporating Cultural Competence to Measure Classroom Community.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed November 27, 2020. http://hdl.handle.net/1803/14410.

MLA Handbook (7th Edition):

Van Eaton, Grant Waller. “Beyond Traditional Measures of Teacher Quality: Incorporating Cultural Competence to Measure Classroom Community.” 2017. Web. 27 Nov 2020.

Vancouver:

Van Eaton GW. Beyond Traditional Measures of Teacher Quality: Incorporating Cultural Competence to Measure Classroom Community. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/1803/14410.

Council of Science Editors:

Van Eaton GW. Beyond Traditional Measures of Teacher Quality: Incorporating Cultural Competence to Measure Classroom Community. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/14410


University of Exeter

2. Sanif, Sazuliana. Implementation of peer observation of teaching in ELT tertiary education system in Malaysia : a social-constructionism view.

Degree: PhD, 2015, University of Exeter

 The present study primarily aims to explore the English language (EL) teachers’ current practices and their experiences of teacher evaluation, and how these are related… (more)

Subjects/Keywords: 428.0071; teacher evaluation; peer observation; classroom observation; teacher assessment; professional development

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APA (6th Edition):

Sanif, S. (2015). Implementation of peer observation of teaching in ELT tertiary education system in Malaysia : a social-constructionism view. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/21049

Chicago Manual of Style (16th Edition):

Sanif, Sazuliana. “Implementation of peer observation of teaching in ELT tertiary education system in Malaysia : a social-constructionism view.” 2015. Doctoral Dissertation, University of Exeter. Accessed November 27, 2020. http://hdl.handle.net/10871/21049.

MLA Handbook (7th Edition):

Sanif, Sazuliana. “Implementation of peer observation of teaching in ELT tertiary education system in Malaysia : a social-constructionism view.” 2015. Web. 27 Nov 2020.

Vancouver:

Sanif S. Implementation of peer observation of teaching in ELT tertiary education system in Malaysia : a social-constructionism view. [Internet] [Doctoral dissertation]. University of Exeter; 2015. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10871/21049.

Council of Science Editors:

Sanif S. Implementation of peer observation of teaching in ELT tertiary education system in Malaysia : a social-constructionism view. [Doctoral Dissertation]. University of Exeter; 2015. Available from: http://hdl.handle.net/10871/21049


Liberty University

3. Fisicaro, Robert J. Teacher Evaluation: Assessing Principals’ Perceptions in the State of New Jersey.

Degree: 2010, Liberty University

 This dissertation describes a study assessing New Jersey school principals' attitudes towards various characteristics of teacher evaluation and compares perceptions among sub groups. Four-hundred sixty-two… (more)

Subjects/Keywords: Evaluation; Observation; Teacher; Education, Curriculum and Instruction

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APA (6th Edition):

Fisicaro, R. J. (2010). Teacher Evaluation: Assessing Principals’ Perceptions in the State of New Jersey. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/300

Chicago Manual of Style (16th Edition):

Fisicaro, Robert J. “Teacher Evaluation: Assessing Principals’ Perceptions in the State of New Jersey.” 2010. Doctoral Dissertation, Liberty University. Accessed November 27, 2020. http://digitalcommons.liberty.edu/doctoral/300.

MLA Handbook (7th Edition):

Fisicaro, Robert J. “Teacher Evaluation: Assessing Principals’ Perceptions in the State of New Jersey.” 2010. Web. 27 Nov 2020.

Vancouver:

Fisicaro RJ. Teacher Evaluation: Assessing Principals’ Perceptions in the State of New Jersey. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2020 Nov 27]. Available from: http://digitalcommons.liberty.edu/doctoral/300.

Council of Science Editors:

Fisicaro RJ. Teacher Evaluation: Assessing Principals’ Perceptions in the State of New Jersey. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/300

4. Todd, Mark A. Peer Observation as a Tool for Professional Development.

Degree: MA, English, 2017, St. Cloud State University

  Peer observation of teaching represents an opportunity for colleagues to observe one another and gain insights into their professional practice (Richards and Farrell, 2005).… (more)

Subjects/Keywords: Peer observation; professional development; novice teacher; experienced teacher; self-efficacy

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APA (6th Edition):

Todd, M. A. (2017). Peer Observation as a Tool for Professional Development. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/84

Chicago Manual of Style (16th Edition):

Todd, Mark A. “Peer Observation as a Tool for Professional Development.” 2017. Masters Thesis, St. Cloud State University. Accessed November 27, 2020. https://repository.stcloudstate.edu/engl_etds/84.

MLA Handbook (7th Edition):

Todd, Mark A. “Peer Observation as a Tool for Professional Development.” 2017. Web. 27 Nov 2020.

Vancouver:

Todd MA. Peer Observation as a Tool for Professional Development. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2020 Nov 27]. Available from: https://repository.stcloudstate.edu/engl_etds/84.

Council of Science Editors:

Todd MA. Peer Observation as a Tool for Professional Development. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/84

5. Sarfraz, Shazre. Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices .

Degree: 2019, University of Waikato

 Peer observation can be applied to assess teachers’ performance. Despite an ever-growing corpus of literature on peer observation of teaching in education, very little research… (more)

Subjects/Keywords: peer observation; teacher cognition; teacher assessment; professional learning; language lecturers

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APA (6th Edition):

Sarfraz, S. (2019). Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/12364

Chicago Manual of Style (16th Edition):

Sarfraz, Shazre. “Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices .” 2019. Doctoral Dissertation, University of Waikato. Accessed November 27, 2020. http://hdl.handle.net/10289/12364.

MLA Handbook (7th Edition):

Sarfraz, Shazre. “Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices .” 2019. Web. 27 Nov 2020.

Vancouver:

Sarfraz S. Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices . [Internet] [Doctoral dissertation]. University of Waikato; 2019. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10289/12364.

Council of Science Editors:

Sarfraz S. Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices . [Doctoral Dissertation]. University of Waikato; 2019. Available from: http://hdl.handle.net/10289/12364


Utah State University

6. Garner, Christopher B. A Qualitative Exploration of the Current State of Observation and Feedback in the Seminaries and Institutes of Religion of the Church of Jesus Christ of Latter-day Saints.

Degree: Doctor of Education (EdD), School of Teacher Education and Leadership, 2018, Utah State University

  While the Seminaries and Institutes of Religion (S&I) of The Church of Jesus Christ of Latter-day Saints expect supervisors of teachers to observe teachers… (more)

Subjects/Keywords: Teacher observation; Seminaries and Institutes; feedback; observation instrument; Education; Educational Leadership; Religion

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APA (6th Edition):

Garner, C. B. (2018). A Qualitative Exploration of the Current State of Observation and Feedback in the Seminaries and Institutes of Religion of the Church of Jesus Christ of Latter-day Saints. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7112

Chicago Manual of Style (16th Edition):

Garner, Christopher B. “A Qualitative Exploration of the Current State of Observation and Feedback in the Seminaries and Institutes of Religion of the Church of Jesus Christ of Latter-day Saints.” 2018. Doctoral Dissertation, Utah State University. Accessed November 27, 2020. https://digitalcommons.usu.edu/etd/7112.

MLA Handbook (7th Edition):

Garner, Christopher B. “A Qualitative Exploration of the Current State of Observation and Feedback in the Seminaries and Institutes of Religion of the Church of Jesus Christ of Latter-day Saints.” 2018. Web. 27 Nov 2020.

Vancouver:

Garner CB. A Qualitative Exploration of the Current State of Observation and Feedback in the Seminaries and Institutes of Religion of the Church of Jesus Christ of Latter-day Saints. [Internet] [Doctoral dissertation]. Utah State University; 2018. [cited 2020 Nov 27]. Available from: https://digitalcommons.usu.edu/etd/7112.

Council of Science Editors:

Garner CB. A Qualitative Exploration of the Current State of Observation and Feedback in the Seminaries and Institutes of Religion of the Church of Jesus Christ of Latter-day Saints. [Doctoral Dissertation]. Utah State University; 2018. Available from: https://digitalcommons.usu.edu/etd/7112

7. Hyland, Lynda. The Incredible Years Teacher Classroom Management Programme in Ireland: A process evaluation and observational assessment of teacher-pupil outcomes.

Degree: 2014, RIAN

 Background: Social, emotional, and behavioural difficulties in the classroom pose considerable challenges for teachers, and may impact the well-being of children and teachers alike. The… (more)

Subjects/Keywords: Psychology; Teacher Classroom Management Programme; Ireland; process evaluation; observation assessment; teacher-pupil outcomes

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APA (6th Edition):

Hyland, L. (2014). The Incredible Years Teacher Classroom Management Programme in Ireland: A process evaluation and observational assessment of teacher-pupil outcomes. (Thesis). RIAN. Retrieved from http://mural.maynoothuniversity.ie/4998/

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):

Hyland, Lynda. “The Incredible Years Teacher Classroom Management Programme in Ireland: A process evaluation and observational assessment of teacher-pupil outcomes.” 2014. Thesis, RIAN. Accessed November 27, 2020. http://mural.maynoothuniversity.ie/4998/.

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

MLA Handbook (7th Edition):

Hyland, Lynda. “The Incredible Years Teacher Classroom Management Programme in Ireland: A process evaluation and observational assessment of teacher-pupil outcomes.” 2014. Web. 27 Nov 2020.

Vancouver:

Hyland L. The Incredible Years Teacher Classroom Management Programme in Ireland: A process evaluation and observational assessment of teacher-pupil outcomes. [Internet] [Thesis]. RIAN; 2014. [cited 2020 Nov 27]. Available from: http://mural.maynoothuniversity.ie/4998/.

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

Council of Science Editors:

Hyland L. The Incredible Years Teacher Classroom Management Programme in Ireland: A process evaluation and observational assessment of teacher-pupil outcomes. [Thesis]. RIAN; 2014. Available from: http://mural.maynoothuniversity.ie/4998/

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


Texas A&M University

8. Weber, Nancy Dubinski. The Role of Teacher Education in the Development of First-Year Teachers’ Pedagogy and Self-Efficacy for Instructional Practices and Technology Integration.

Degree: PhD, Curriculum and Instruction, 2015, Texas A&M University

 This multiple-article dissertation explores how teacher candidates enrolled in a post-baccalaureate teacher education and Master of Education program perform during their first year in the… (more)

Subjects/Keywords: teacher education; classroom observation; self-efficacy; technology integration

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APA (6th Edition):

Weber, N. D. (2015). The Role of Teacher Education in the Development of First-Year Teachers’ Pedagogy and Self-Efficacy for Instructional Practices and Technology Integration. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/186995

Chicago Manual of Style (16th Edition):

Weber, Nancy Dubinski. “The Role of Teacher Education in the Development of First-Year Teachers’ Pedagogy and Self-Efficacy for Instructional Practices and Technology Integration.” 2015. Doctoral Dissertation, Texas A&M University. Accessed November 27, 2020. http://hdl.handle.net/1969.1/186995.

MLA Handbook (7th Edition):

Weber, Nancy Dubinski. “The Role of Teacher Education in the Development of First-Year Teachers’ Pedagogy and Self-Efficacy for Instructional Practices and Technology Integration.” 2015. Web. 27 Nov 2020.

Vancouver:

Weber ND. The Role of Teacher Education in the Development of First-Year Teachers’ Pedagogy and Self-Efficacy for Instructional Practices and Technology Integration. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/1969.1/186995.

Council of Science Editors:

Weber ND. The Role of Teacher Education in the Development of First-Year Teachers’ Pedagogy and Self-Efficacy for Instructional Practices and Technology Integration. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/186995

9. Salgado, Maria Helena. Relatório de atividade e de desenvolvimento profissional.

Degree: 2013, RCAAP

A Supervisão Pedagógica é atualmente um conceito multifuncional, pelo facto de abranger um vasto leque de funções inerentes aos cargos de chefia intermédia nas escolas.… (more)

Subjects/Keywords: Supervisão; Avaliação; Observação de aulas; Supervision; Teacher Assessment; Classroom Observation

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APA (6th Edition):

Salgado, M. H. (2013). Relatório de atividade e de desenvolvimento profissional. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9057

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):

Salgado, Maria Helena. “Relatório de atividade e de desenvolvimento profissional.” 2013. Thesis, RCAAP. Accessed November 27, 2020. https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9057.

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

MLA Handbook (7th Edition):

Salgado, Maria Helena. “Relatório de atividade e de desenvolvimento profissional.” 2013. Web. 27 Nov 2020.

Vancouver:

Salgado MH. Relatório de atividade e de desenvolvimento profissional. [Internet] [Thesis]. RCAAP; 2013. [cited 2020 Nov 27]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9057.

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

Council of Science Editors:

Salgado MH. Relatório de atividade e de desenvolvimento profissional. [Thesis]. RCAAP; 2013. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9057

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


University of Houston

10. Alaniz, Sarah Katelynn. Exploring the Potential of Video Observation for Enhancing Preservice Teachers’ Reflective Practices.

Degree: EdD, Curriculum and Instruction, 2014, University of Houston

 Through this dissertation research study, I investigated and communicated the ways in which preservice educators’ stories about viewing videos of themselves teaching influence their ability… (more)

Subjects/Keywords: Preservice teacher education; Reflection; Video observation; Narrative inquiry

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APA (6th Edition):

Alaniz, S. K. (2014). Exploring the Potential of Video Observation for Enhancing Preservice Teachers’ Reflective Practices. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1390

Chicago Manual of Style (16th Edition):

Alaniz, Sarah Katelynn. “Exploring the Potential of Video Observation for Enhancing Preservice Teachers’ Reflective Practices.” 2014. Doctoral Dissertation, University of Houston. Accessed November 27, 2020. http://hdl.handle.net/10657/1390.

MLA Handbook (7th Edition):

Alaniz, Sarah Katelynn. “Exploring the Potential of Video Observation for Enhancing Preservice Teachers’ Reflective Practices.” 2014. Web. 27 Nov 2020.

Vancouver:

Alaniz SK. Exploring the Potential of Video Observation for Enhancing Preservice Teachers’ Reflective Practices. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10657/1390.

Council of Science Editors:

Alaniz SK. Exploring the Potential of Video Observation for Enhancing Preservice Teachers’ Reflective Practices. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1390


Boston College

11. Humez, Andrea Loren. Elementary School Principals’ Perceptions of Mathematics Instruction and its Role in their Teacher Evaluation Processes.

Degree: PhD, Educational Research, Measurement and Evaluation, 2015, Boston College

 This mixed-methods study analyses data from interviews with 29 principals in four school districts, to describe patterns in the principals’ values concerning high-quality mathematics instruction… (more)

Subjects/Keywords: Classroom Observation; Instructional Leadership; Mathematics; Principal; Teacher Evaluation

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APA (6th Edition):

Humez, A. L. (2015). Elementary School Principals’ Perceptions of Mathematics Instruction and its Role in their Teacher Evaluation Processes. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104761

Chicago Manual of Style (16th Edition):

Humez, Andrea Loren. “Elementary School Principals’ Perceptions of Mathematics Instruction and its Role in their Teacher Evaluation Processes.” 2015. Doctoral Dissertation, Boston College. Accessed November 27, 2020. http://dlib.bc.edu/islandora/object/bc-ir:104761.

MLA Handbook (7th Edition):

Humez, Andrea Loren. “Elementary School Principals’ Perceptions of Mathematics Instruction and its Role in their Teacher Evaluation Processes.” 2015. Web. 27 Nov 2020.

Vancouver:

Humez AL. Elementary School Principals’ Perceptions of Mathematics Instruction and its Role in their Teacher Evaluation Processes. [Internet] [Doctoral dissertation]. Boston College; 2015. [cited 2020 Nov 27]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104761.

Council of Science Editors:

Humez AL. Elementary School Principals’ Perceptions of Mathematics Instruction and its Role in their Teacher Evaluation Processes. [Doctoral Dissertation]. Boston College; 2015. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104761


East Tennessee State University

12. Wohlford, Gina Joe. The Effects of an Observation and Interpretation Intervention (COI/PALS) on Teachers’ Productive and Nonproductive Conversations with Preschool Children.

Degree: PhD, Early Childhood Education, 2018, East Tennessee State University

  This multiple baseline single-case design study explored the influence that training in observation and interpretation had on teachers’ meaningful conversations with children. Three preschool… (more)

Subjects/Keywords: Observation; Documentation; Interpretation; Conversation; Teacher Beliefs; Early Childhood Education; Education

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APA (6th Edition):

Wohlford, G. J. (2018). The Effects of an Observation and Interpretation Intervention (COI/PALS) on Teachers’ Productive and Nonproductive Conversations with Preschool Children. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3352

Chicago Manual of Style (16th Edition):

Wohlford, Gina Joe. “The Effects of an Observation and Interpretation Intervention (COI/PALS) on Teachers’ Productive and Nonproductive Conversations with Preschool Children.” 2018. Doctoral Dissertation, East Tennessee State University. Accessed November 27, 2020. https://dc.etsu.edu/etd/3352.

MLA Handbook (7th Edition):

Wohlford, Gina Joe. “The Effects of an Observation and Interpretation Intervention (COI/PALS) on Teachers’ Productive and Nonproductive Conversations with Preschool Children.” 2018. Web. 27 Nov 2020.

Vancouver:

Wohlford GJ. The Effects of an Observation and Interpretation Intervention (COI/PALS) on Teachers’ Productive and Nonproductive Conversations with Preschool Children. [Internet] [Doctoral dissertation]. East Tennessee State University; 2018. [cited 2020 Nov 27]. Available from: https://dc.etsu.edu/etd/3352.

Council of Science Editors:

Wohlford GJ. The Effects of an Observation and Interpretation Intervention (COI/PALS) on Teachers’ Productive and Nonproductive Conversations with Preschool Children. [Doctoral Dissertation]. East Tennessee State University; 2018. Available from: https://dc.etsu.edu/etd/3352


University of South Carolina

13. Dixon-Houston, Monica Irene. Collegiality and Instructional Supervision: A Case Study of Relationships In the Context of Walkthrough Observations In Six Rural South Carolina Schools.

Degree: PhD, Educational Leadership and Policies, 2012, University of South Carolina

  This study explores principal-teacher collegiality in the context of walkthrough observations. Collegiality may enhance a positive school culture and thus support the development and… (more)

Subjects/Keywords: Education; Educational Administration and Supervision; administrator; collegial; observation; relationships; teacher; walkthrough

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APA (6th Edition):

Dixon-Houston, M. I. (2012). Collegiality and Instructional Supervision: A Case Study of Relationships In the Context of Walkthrough Observations In Six Rural South Carolina Schools. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/960

Chicago Manual of Style (16th Edition):

Dixon-Houston, Monica Irene. “Collegiality and Instructional Supervision: A Case Study of Relationships In the Context of Walkthrough Observations In Six Rural South Carolina Schools.” 2012. Doctoral Dissertation, University of South Carolina. Accessed November 27, 2020. https://scholarcommons.sc.edu/etd/960.

MLA Handbook (7th Edition):

Dixon-Houston, Monica Irene. “Collegiality and Instructional Supervision: A Case Study of Relationships In the Context of Walkthrough Observations In Six Rural South Carolina Schools.” 2012. Web. 27 Nov 2020.

Vancouver:

Dixon-Houston MI. Collegiality and Instructional Supervision: A Case Study of Relationships In the Context of Walkthrough Observations In Six Rural South Carolina Schools. [Internet] [Doctoral dissertation]. University of South Carolina; 2012. [cited 2020 Nov 27]. Available from: https://scholarcommons.sc.edu/etd/960.

Council of Science Editors:

Dixon-Houston MI. Collegiality and Instructional Supervision: A Case Study of Relationships In the Context of Walkthrough Observations In Six Rural South Carolina Schools. [Doctoral Dissertation]. University of South Carolina; 2012. Available from: https://scholarcommons.sc.edu/etd/960


California State University – Sacramento

14. Sanders, Stephan. Uncovering what effective teaching means for African American students: the creation of the Equitable Learning Environment (ELE) rubric.

Degree: 2016, California State University – Sacramento

 A macro-level solution to closing the Achievement Gap for African American students has evaded district administrators and state officials for decades. There have been new… (more)

Subjects/Keywords: Teacher of observation; Culturally responsive teaching; Effective teachers

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APA (6th Edition):

Sanders, S. (2016). Uncovering what effective teaching means for African American students: the creation of the Equitable Learning Environment (ELE) rubric. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/171328

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):

Sanders, Stephan. “Uncovering what effective teaching means for African American students: the creation of the Equitable Learning Environment (ELE) rubric.” 2016. Thesis, California State University – Sacramento. Accessed November 27, 2020. http://hdl.handle.net/10211.3/171328.

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

MLA Handbook (7th Edition):

Sanders, Stephan. “Uncovering what effective teaching means for African American students: the creation of the Equitable Learning Environment (ELE) rubric.” 2016. Web. 27 Nov 2020.

Vancouver:

Sanders S. Uncovering what effective teaching means for African American students: the creation of the Equitable Learning Environment (ELE) rubric. [Internet] [Thesis]. California State University – Sacramento; 2016. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10211.3/171328.

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

Council of Science Editors:

Sanders S. Uncovering what effective teaching means for African American students: the creation of the Equitable Learning Environment (ELE) rubric. [Thesis]. California State University – Sacramento; 2016. Available from: http://hdl.handle.net/10211.3/171328

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


University of Georgia

15. Boswell, Sarah Anitria. Exploring the creation of a collaborative learning culture for teachers through the lens of action research.

Degree: 2015, University of Georgia

 Great schools begin with great teachers. The professional development of teachers has been addressed by a variety of theories and numerous approaches (Brown-Easton, 2008; Joyce… (more)

Subjects/Keywords: Action Research; Teacher Talent; Learning Organization in Schools; Peer Observation

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APA (6th Edition):

Boswell, S. A. (2015). Exploring the creation of a collaborative learning culture for teachers through the lens of action research. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/32525

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):

Boswell, Sarah Anitria. “Exploring the creation of a collaborative learning culture for teachers through the lens of action research.” 2015. Thesis, University of Georgia. Accessed November 27, 2020. http://hdl.handle.net/10724/32525.

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

MLA Handbook (7th Edition):

Boswell, Sarah Anitria. “Exploring the creation of a collaborative learning culture for teachers through the lens of action research.” 2015. Web. 27 Nov 2020.

Vancouver:

Boswell SA. Exploring the creation of a collaborative learning culture for teachers through the lens of action research. [Internet] [Thesis]. University of Georgia; 2015. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10724/32525.

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

Council of Science Editors:

Boswell SA. Exploring the creation of a collaborative learning culture for teachers through the lens of action research. [Thesis]. University of Georgia; 2015. Available from: http://hdl.handle.net/10724/32525

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


University of Louisville

16. Gómez-García, Maria. Validation of an instructional observation instrument for teaching English as a foreign language in Spain.

Degree: PhD, College of Education and Human Development, 2011, University of Louisville

  The design and validation of a classroom observation instrument to provide formative feedback for teachers of EFL in Spain is the overarching purpose of… (more)

Subjects/Keywords: Teacher training; Bilingual education; Instruction; Multicultural; Spain; Observation

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APA (6th Edition):

Gómez-García, M. (2011). Validation of an instructional observation instrument for teaching English as a foreign language in Spain. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/514 ; https://ir.library.louisville.edu/etd/514

Chicago Manual of Style (16th Edition):

Gómez-García, Maria. “Validation of an instructional observation instrument for teaching English as a foreign language in Spain.” 2011. Doctoral Dissertation, University of Louisville. Accessed November 27, 2020. 10.18297/etd/514 ; https://ir.library.louisville.edu/etd/514.

MLA Handbook (7th Edition):

Gómez-García, Maria. “Validation of an instructional observation instrument for teaching English as a foreign language in Spain.” 2011. Web. 27 Nov 2020.

Vancouver:

Gómez-García M. Validation of an instructional observation instrument for teaching English as a foreign language in Spain. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2020 Nov 27]. Available from: 10.18297/etd/514 ; https://ir.library.louisville.edu/etd/514.

Council of Science Editors:

Gómez-García M. Validation of an instructional observation instrument for teaching English as a foreign language in Spain. [Doctoral Dissertation]. University of Louisville; 2011. Available from: 10.18297/etd/514 ; https://ir.library.louisville.edu/etd/514

17. Ferchen, Megan Hollingsworth. Teacher (In)Competence: An Analysis and Comparison of the Educational, Legal, and Practical Definitions.

Degree: EdD, Educational Leadership and Policy Studies, 2012, University of Kansas

Teacher incompetence and the identification of incompetent teachers have become major educational issues. With the implementation of No Child Left Behind (NCLB), every student is… (more)

Subjects/Keywords: Educational evaluation; Educational administration; Competence; Evaluation; Incompetence; Observation; Teacher

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Ferchen, M. H. (2012). Teacher (In)Competence: An Analysis and Comparison of the Educational, Legal, and Practical Definitions. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/10004

Chicago Manual of Style (16th Edition):

Ferchen, Megan Hollingsworth. “Teacher (In)Competence: An Analysis and Comparison of the Educational, Legal, and Practical Definitions.” 2012. Doctoral Dissertation, University of Kansas. Accessed November 27, 2020. http://hdl.handle.net/1808/10004.

MLA Handbook (7th Edition):

Ferchen, Megan Hollingsworth. “Teacher (In)Competence: An Analysis and Comparison of the Educational, Legal, and Practical Definitions.” 2012. Web. 27 Nov 2020.

Vancouver:

Ferchen MH. Teacher (In)Competence: An Analysis and Comparison of the Educational, Legal, and Practical Definitions. [Internet] [Doctoral dissertation]. University of Kansas; 2012. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/1808/10004.

Council of Science Editors:

Ferchen MH. Teacher (In)Competence: An Analysis and Comparison of the Educational, Legal, and Practical Definitions. [Doctoral Dissertation]. University of Kansas; 2012. Available from: http://hdl.handle.net/1808/10004

18. Guignard, Marc. Devenir enseignant de mathématique : étude des modalités du transfert didactique : vers une prise en compte d'une parentalité psychique interne : Becoming a mathematics teacher : a study of the "transfert didactique"'s modalities.

Degree: Docteur es, Sciences de l'éducation, 2017, Sorbonne Paris Cité

Cette thèse, qui s'inscrit dans une démarche clinique d'orientation psychanalytique en sciences de l'éducation, porte sur le devenir enseignant de mathématiques. Des recherches antérieures ont… (more)

Subjects/Keywords: Transfert didactique; Démarche clinique; Formation des enseignants; Psychanalyse; Observation; Mathématiques; Clinical approach; Teacher training; Psychoanalysis; Observation; Mathematics; 510.71

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APA (6th Edition):

Guignard, M. (2017). Devenir enseignant de mathématique : étude des modalités du transfert didactique : vers une prise en compte d'une parentalité psychique interne : Becoming a mathematics teacher : a study of the "transfert didactique"'s modalities. (Doctoral Dissertation). Sorbonne Paris Cité. Retrieved from http://www.theses.fr/2017USPCB251

Chicago Manual of Style (16th Edition):

Guignard, Marc. “Devenir enseignant de mathématique : étude des modalités du transfert didactique : vers une prise en compte d'une parentalité psychique interne : Becoming a mathematics teacher : a study of the "transfert didactique"'s modalities.” 2017. Doctoral Dissertation, Sorbonne Paris Cité. Accessed November 27, 2020. http://www.theses.fr/2017USPCB251.

MLA Handbook (7th Edition):

Guignard, Marc. “Devenir enseignant de mathématique : étude des modalités du transfert didactique : vers une prise en compte d'une parentalité psychique interne : Becoming a mathematics teacher : a study of the "transfert didactique"'s modalities.” 2017. Web. 27 Nov 2020.

Vancouver:

Guignard M. Devenir enseignant de mathématique : étude des modalités du transfert didactique : vers une prise en compte d'une parentalité psychique interne : Becoming a mathematics teacher : a study of the "transfert didactique"'s modalities. [Internet] [Doctoral dissertation]. Sorbonne Paris Cité; 2017. [cited 2020 Nov 27]. Available from: http://www.theses.fr/2017USPCB251.

Council of Science Editors:

Guignard M. Devenir enseignant de mathématique : étude des modalités du transfert didactique : vers une prise en compte d'une parentalité psychique interne : Becoming a mathematics teacher : a study of the "transfert didactique"'s modalities. [Doctoral Dissertation]. Sorbonne Paris Cité; 2017. Available from: http://www.theses.fr/2017USPCB251


Northeastern University

19. Campbell, Thomas Francis. Teacher supervision and evaluation: a case study of administrators' and teachers' perceptions of mini observations.

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

 This case study will investigate teachers' and administrators' perceptions of the relationship between mini observations and teacher performance to understand what effect, if any, a… (more)

Subjects/Keywords: Mini observations; Observation; Reflective conversations; Teacher growth; Teacher supervision and evaluation; Education; Educational Administration and Supervision; Teacher Education and Professional Development

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APA (6th Edition):

Campbell, T. F. (2013). Teacher supervision and evaluation: a case study of administrators' and teachers' perceptions of mini observations. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20003016

Chicago Manual of Style (16th Edition):

Campbell, Thomas Francis. “Teacher supervision and evaluation: a case study of administrators' and teachers' perceptions of mini observations.” 2013. Doctoral Dissertation, Northeastern University. Accessed November 27, 2020. http://hdl.handle.net/2047/d20003016.

MLA Handbook (7th Edition):

Campbell, Thomas Francis. “Teacher supervision and evaluation: a case study of administrators' and teachers' perceptions of mini observations.” 2013. Web. 27 Nov 2020.

Vancouver:

Campbell TF. Teacher supervision and evaluation: a case study of administrators' and teachers' perceptions of mini observations. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/2047/d20003016.

Council of Science Editors:

Campbell TF. Teacher supervision and evaluation: a case study of administrators' and teachers' perceptions of mini observations. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20003016


East Carolina University

20. Breedlove, Pamela H. TEACHER EVALUATION IN NORTH CAROLINA : TEACHER PERCEPTIONS DURING A TIME OF CHANGE.

Degree: EdD, Educational Leadership, 2011, East Carolina University

Teacher evaluation has the potential to lead to improved instruction and professional growth, but, in practice, this potential is often unrealized. North Carolina has revised… (more)

Subjects/Keywords: Educational leadership; North Carolina; Observation; Teacher evaluations; Teacher perceptions; Teacher performances; Teachers – Rating of – North Carolina

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APA (6th Edition):

Breedlove, P. H. (2011). TEACHER EVALUATION IN NORTH CAROLINA : TEACHER PERCEPTIONS DURING A TIME OF CHANGE. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/3549

Chicago Manual of Style (16th Edition):

Breedlove, Pamela H. “TEACHER EVALUATION IN NORTH CAROLINA : TEACHER PERCEPTIONS DURING A TIME OF CHANGE.” 2011. Doctoral Dissertation, East Carolina University. Accessed November 27, 2020. http://hdl.handle.net/10342/3549.

MLA Handbook (7th Edition):

Breedlove, Pamela H. “TEACHER EVALUATION IN NORTH CAROLINA : TEACHER PERCEPTIONS DURING A TIME OF CHANGE.” 2011. Web. 27 Nov 2020.

Vancouver:

Breedlove PH. TEACHER EVALUATION IN NORTH CAROLINA : TEACHER PERCEPTIONS DURING A TIME OF CHANGE. [Internet] [Doctoral dissertation]. East Carolina University; 2011. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10342/3549.

Council of Science Editors:

Breedlove PH. TEACHER EVALUATION IN NORTH CAROLINA : TEACHER PERCEPTIONS DURING A TIME OF CHANGE. [Doctoral Dissertation]. East Carolina University; 2011. Available from: http://hdl.handle.net/10342/3549


University of Georgia

21. Jimenez, Albert Manuel. Assessing the inter-rater reliability of a system-wide teacher evaluation observation instrument.

Degree: 2014, University of Georgia

 The purpose of this study was to investigate the processes and procedures impacting the validation and the establishment of inter-rater reliability of observation instruments used… (more)

Subjects/Keywords: Classroom Observation Instruments; Teacher Evaluation; Teacher Evaluation System Creation; Validity; Inter-rater Reliability; Gwet’s AC1 Statistic & Teacher Evaluation

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APA (6th Edition):

Jimenez, A. M. (2014). Assessing the inter-rater reliability of a system-wide teacher evaluation observation instrument. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/30489

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):

Jimenez, Albert Manuel. “Assessing the inter-rater reliability of a system-wide teacher evaluation observation instrument.” 2014. Thesis, University of Georgia. Accessed November 27, 2020. http://hdl.handle.net/10724/30489.

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

MLA Handbook (7th Edition):

Jimenez, Albert Manuel. “Assessing the inter-rater reliability of a system-wide teacher evaluation observation instrument.” 2014. Web. 27 Nov 2020.

Vancouver:

Jimenez AM. Assessing the inter-rater reliability of a system-wide teacher evaluation observation instrument. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10724/30489.

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

Council of Science Editors:

Jimenez AM. Assessing the inter-rater reliability of a system-wide teacher evaluation observation instrument. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/30489

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


Kent State University

22. Green, Jennifer J. If a Picture is Worth a Thousand Words, What is a Video Worth? The Impact of Video on Interaction and Reflection in the Post-Observation Conference.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Lifespan Development and Educational Sciences, 2018, Kent State University

 During the clinical semester, the post-observation conference is a pivotal interaction that occurs between the pre-service teacher and the cooperating teacher. However, there is often… (more)

Subjects/Keywords: Educational Technology; Teacher Education; Educational Technology; Video-Based Learning; Teacher Education; Reflection; Interaction; Post-Observation Conference; Pre-Service Teacher

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APA (6th Edition):

Green, J. J. (2018). If a Picture is Worth a Thousand Words, What is a Video Worth? The Impact of Video on Interaction and Reflection in the Post-Observation Conference. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent154240911458845

Chicago Manual of Style (16th Edition):

Green, Jennifer J. “If a Picture is Worth a Thousand Words, What is a Video Worth? The Impact of Video on Interaction and Reflection in the Post-Observation Conference.” 2018. Doctoral Dissertation, Kent State University. Accessed November 27, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent154240911458845.

MLA Handbook (7th Edition):

Green, Jennifer J. “If a Picture is Worth a Thousand Words, What is a Video Worth? The Impact of Video on Interaction and Reflection in the Post-Observation Conference.” 2018. Web. 27 Nov 2020.

Vancouver:

Green JJ. If a Picture is Worth a Thousand Words, What is a Video Worth? The Impact of Video on Interaction and Reflection in the Post-Observation Conference. [Internet] [Doctoral dissertation]. Kent State University; 2018. [cited 2020 Nov 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent154240911458845.

Council of Science Editors:

Green JJ. If a Picture is Worth a Thousand Words, What is a Video Worth? The Impact of Video on Interaction and Reflection in the Post-Observation Conference. [Doctoral Dissertation]. Kent State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent154240911458845


Boise State University

23. Beymer, Lisa Leigh. Special Education Teacher Candidate Evaluation & Evidence-Based Practices.

Degree: 2016, Boise State University

 This project implemented an adapted version of RESET (Johnson, Ford, Crawford, & Moylan, 2016), a special education teacher observation measure, to identify the use of… (more)

Subjects/Keywords: special education; teacher candidate; evidence-based practices; teacher observation; teacher evaluation; teacher education; Higher Education; Special Education and Teaching; Teacher Education and Professional Development

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

APA (6th Edition):

Beymer, L. L. (2016). Special Education Teacher Candidate Evaluation & Evidence-Based Practices. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1099

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):

Beymer, Lisa Leigh. “Special Education Teacher Candidate Evaluation & Evidence-Based Practices.” 2016. Thesis, Boise State University. Accessed November 27, 2020. https://scholarworks.boisestate.edu/td/1099.

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

MLA Handbook (7th Edition):

Beymer, Lisa Leigh. “Special Education Teacher Candidate Evaluation & Evidence-Based Practices.” 2016. Web. 27 Nov 2020.

Vancouver:

Beymer LL. Special Education Teacher Candidate Evaluation & Evidence-Based Practices. [Internet] [Thesis]. Boise State University; 2016. [cited 2020 Nov 27]. Available from: https://scholarworks.boisestate.edu/td/1099.

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

Council of Science Editors:

Beymer LL. Special Education Teacher Candidate Evaluation & Evidence-Based Practices. [Thesis]. Boise State University; 2016. Available from: https://scholarworks.boisestate.edu/td/1099

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


University of California – Berkeley

24. Wayne, Matthew Robert. Visiting Classrooms: A Design Study to Support Principals' Instructional Leadership.

Degree: Educational Leadership, 2011, University of California – Berkeley

 Principals are expected to be instructional leaders. Research on instructional leadership indicates that when principals visit classrooms they can positively impact student achievement, teacher practice,… (more)

Subjects/Keywords: Educational leadership; Educational administration; classroom visits; design study; instructional leadership; observation; principals; teacher support

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APA (6th Edition):

Wayne, M. R. (2011). Visiting Classrooms: A Design Study to Support Principals' Instructional Leadership. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/5gx750rz

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):

Wayne, Matthew Robert. “Visiting Classrooms: A Design Study to Support Principals' Instructional Leadership.” 2011. Thesis, University of California – Berkeley. Accessed November 27, 2020. http://www.escholarship.org/uc/item/5gx750rz.

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

MLA Handbook (7th Edition):

Wayne, Matthew Robert. “Visiting Classrooms: A Design Study to Support Principals' Instructional Leadership.” 2011. Web. 27 Nov 2020.

Vancouver:

Wayne MR. Visiting Classrooms: A Design Study to Support Principals' Instructional Leadership. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2020 Nov 27]. Available from: http://www.escholarship.org/uc/item/5gx750rz.

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

Council of Science Editors:

Wayne MR. Visiting Classrooms: A Design Study to Support Principals' Instructional Leadership. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/5gx750rz

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


University of Michigan

25. Biedenbender, Angela J. An Exploratory Study of Learning Styles in the Elementary Music Classroom.

Degree: MM, Music Education, 2012, University of Michigan

 The purpose of this exploratory study was to determine whether teachers’ awareness of their own learning styles influenced their choice of strategies to teach an… (more)

Subjects/Keywords: Learning Styles; Teaching Strategies; Elementary Music; Student Engagement; Teacher Observation; American Folk Song

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APA (6th Edition):

Biedenbender, A. J. (2012). An Exploratory Study of Learning Styles in the Elementary Music Classroom. (Thesis). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/108224

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):

Biedenbender, Angela J. “An Exploratory Study of Learning Styles in the Elementary Music Classroom.” 2012. Thesis, University of Michigan. Accessed November 27, 2020. http://hdl.handle.net/2027.42/108224.

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

MLA Handbook (7th Edition):

Biedenbender, Angela J. “An Exploratory Study of Learning Styles in the Elementary Music Classroom.” 2012. Web. 27 Nov 2020.

Vancouver:

Biedenbender AJ. An Exploratory Study of Learning Styles in the Elementary Music Classroom. [Internet] [Thesis]. University of Michigan; 2012. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/2027.42/108224.

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

Council of Science Editors:

Biedenbender AJ. An Exploratory Study of Learning Styles in the Elementary Music Classroom. [Thesis]. University of Michigan; 2012. Available from: http://hdl.handle.net/2027.42/108224

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


University of New Mexico

26. Wine, Douglas. Using Student Feedback to Enhance Teacher Evaluation.

Degree: Teacher Education, Educational Leadership & Policy, 2016, University of New Mexico

Teacher evaluation literature presents a history that reflects the increasing need to account for the role of the teacher in the classroom. Extensive research has… (more)

Subjects/Keywords: Teacher Evaluation; Charlotte Danielson; NMTEACH Observation; Student Feedback; Student Interviews; Robert Marzano; MET Survey

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APA (6th Edition):

Wine, D. (2016). Using Student Feedback to Enhance Teacher Evaluation. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/31753

Chicago Manual of Style (16th Edition):

Wine, Douglas. “Using Student Feedback to Enhance Teacher Evaluation.” 2016. Doctoral Dissertation, University of New Mexico. Accessed November 27, 2020. http://hdl.handle.net/1928/31753.

MLA Handbook (7th Edition):

Wine, Douglas. “Using Student Feedback to Enhance Teacher Evaluation.” 2016. Web. 27 Nov 2020.

Vancouver:

Wine D. Using Student Feedback to Enhance Teacher Evaluation. [Internet] [Doctoral dissertation]. University of New Mexico; 2016. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/1928/31753.

Council of Science Editors:

Wine D. Using Student Feedback to Enhance Teacher Evaluation. [Doctoral Dissertation]. University of New Mexico; 2016. Available from: http://hdl.handle.net/1928/31753


East Tennessee State University

27. Terry Voit, Tara. Head Start Preschool Teachers’ Perceptions of Reggio Emilia Principles Practiced Within Their Own Setting: A Case Study.

Degree: PhD, Early Childhood Education, 2020, East Tennessee State University

  The Reggio Emilia Approach (REA) and Head Start (HS) value high-quality early education, support for families, and community partnerships according to the literature. Exploring… (more)

Subjects/Keywords: Reggio Emilia; Head Start; observation; documentation; interpretation; teacher beliefs; Early Childhood Education

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APA (6th Edition):

Terry Voit, T. (2020). Head Start Preschool Teachers’ Perceptions of Reggio Emilia Principles Practiced Within Their Own Setting: A Case Study. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3812

Chicago Manual of Style (16th Edition):

Terry Voit, Tara. “Head Start Preschool Teachers’ Perceptions of Reggio Emilia Principles Practiced Within Their Own Setting: A Case Study.” 2020. Doctoral Dissertation, East Tennessee State University. Accessed November 27, 2020. https://dc.etsu.edu/etd/3812.

MLA Handbook (7th Edition):

Terry Voit, Tara. “Head Start Preschool Teachers’ Perceptions of Reggio Emilia Principles Practiced Within Their Own Setting: A Case Study.” 2020. Web. 27 Nov 2020.

Vancouver:

Terry Voit T. Head Start Preschool Teachers’ Perceptions of Reggio Emilia Principles Practiced Within Their Own Setting: A Case Study. [Internet] [Doctoral dissertation]. East Tennessee State University; 2020. [cited 2020 Nov 27]. Available from: https://dc.etsu.edu/etd/3812.

Council of Science Editors:

Terry Voit T. Head Start Preschool Teachers’ Perceptions of Reggio Emilia Principles Practiced Within Their Own Setting: A Case Study. [Doctoral Dissertation]. East Tennessee State University; 2020. Available from: https://dc.etsu.edu/etd/3812


University of Kentucky

28. Eckler, Seth T. Analyzing Physical Education Teacher Behavior Using Systematic Observation.

Degree: 2018, University of Kentucky

 Introduction: Experts in the field have advocated that quality physical education (QPE) is the centerpiece of a comprehensive school physical education program (CSPAP). Evidence-based programs… (more)

Subjects/Keywords: Physical Activity; Physical Education; Teacher Behaviors; Systematic Observation; ORRPETB; Health and Physical Education

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APA (6th Edition):

Eckler, S. T. (2018). Analyzing Physical Education Teacher Behavior Using Systematic Observation. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsc_etds/38

Chicago Manual of Style (16th Edition):

Eckler, Seth T. “Analyzing Physical Education Teacher Behavior Using Systematic Observation.” 2018. Doctoral Dissertation, University of Kentucky. Accessed November 27, 2020. https://uknowledge.uky.edu/edsc_etds/38.

MLA Handbook (7th Edition):

Eckler, Seth T. “Analyzing Physical Education Teacher Behavior Using Systematic Observation.” 2018. Web. 27 Nov 2020.

Vancouver:

Eckler ST. Analyzing Physical Education Teacher Behavior Using Systematic Observation. [Internet] [Doctoral dissertation]. University of Kentucky; 2018. [cited 2020 Nov 27]. Available from: https://uknowledge.uky.edu/edsc_etds/38.

Council of Science Editors:

Eckler ST. Analyzing Physical Education Teacher Behavior Using Systematic Observation. [Doctoral Dissertation]. University of Kentucky; 2018. Available from: https://uknowledge.uky.edu/edsc_etds/38


University of Illinois – Urbana-Champaign

29. Wherfel, Quentin M. Determining the effects of co-teaching for students with disabilities: an examination of student learning and classroom instruction.

Degree: PhD, Special Education, 2018, University of Illinois – Urbana-Champaign

 Over 61% of students with disabilities ages 6 through 21 are educated in general education settings for more than 80% of the school day (U.S.… (more)

Subjects/Keywords: Co-teaching; Student performance; Student engagement; Verbal interactions, Teacher supports; Direct observation

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

APA (6th Edition):

Wherfel, Q. M. (2018). Determining the effects of co-teaching for students with disabilities: an examination of student learning and classroom instruction. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/101702

Chicago Manual of Style (16th Edition):

Wherfel, Quentin M. “Determining the effects of co-teaching for students with disabilities: an examination of student learning and classroom instruction.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 27, 2020. http://hdl.handle.net/2142/101702.

MLA Handbook (7th Edition):

Wherfel, Quentin M. “Determining the effects of co-teaching for students with disabilities: an examination of student learning and classroom instruction.” 2018. Web. 27 Nov 2020.

Vancouver:

Wherfel QM. Determining the effects of co-teaching for students with disabilities: an examination of student learning and classroom instruction. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/2142/101702.

Council of Science Editors:

Wherfel QM. Determining the effects of co-teaching for students with disabilities: an examination of student learning and classroom instruction. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/101702


UCLA

30. Lawson, Janelle. Evaluating Special Education Instructional Practices Using Observation Rubrics: Investigating the Reliability of School Administrator Ratings.

Degree: Education-Special Education Joint Doctoral Program w/CSULA, 2015, UCLA

 Recent federal grant programs and legislative initiatives have focused on improving measures of effective teaching within comprehensive teacher evaluation systems. While emerging research is contributing… (more)

Subjects/Keywords: Special education; Teacher education; Educational evaluation; generalizability theory; observation instruments; school administration; special education; teacher evaluation

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

APA (6th Edition):

Lawson, J. (2015). Evaluating Special Education Instructional Practices Using Observation Rubrics: Investigating the Reliability of School Administrator Ratings. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/37p867k8

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):

Lawson, Janelle. “Evaluating Special Education Instructional Practices Using Observation Rubrics: Investigating the Reliability of School Administrator Ratings.” 2015. Thesis, UCLA. Accessed November 27, 2020. http://www.escholarship.org/uc/item/37p867k8.

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

MLA Handbook (7th Edition):

Lawson, Janelle. “Evaluating Special Education Instructional Practices Using Observation Rubrics: Investigating the Reliability of School Administrator Ratings.” 2015. Web. 27 Nov 2020.

Vancouver:

Lawson J. Evaluating Special Education Instructional Practices Using Observation Rubrics: Investigating the Reliability of School Administrator Ratings. [Internet] [Thesis]. UCLA; 2015. [cited 2020 Nov 27]. Available from: http://www.escholarship.org/uc/item/37p867k8.

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

Council of Science Editors:

Lawson J. Evaluating Special Education Instructional Practices Using Observation Rubrics: Investigating the Reliability of School Administrator Ratings. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/37p867k8

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

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