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You searched for subject:(teacher perception). Showing records 1 – 30 of 200 total matches.

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University of Exeter

1. Arfa Kaboodvand, Mandana. Perceptions of effective language teaching in Iran.

Degree: PhD, 2013, University of Exeter

 This thesis reports a study of a group of Iranian young learners, their parents and language teachers on their perceptions of the characteristics of effective… (more)

Subjects/Keywords: 428.24071; effective; language; teacher; perception

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APA (6th Edition):

Arfa Kaboodvand, M. (2013). Perceptions of effective language teaching in Iran. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/14977

Chicago Manual of Style (16th Edition):

Arfa Kaboodvand, Mandana. “Perceptions of effective language teaching in Iran.” 2013. Doctoral Dissertation, University of Exeter. Accessed February 19, 2020. http://hdl.handle.net/10871/14977.

MLA Handbook (7th Edition):

Arfa Kaboodvand, Mandana. “Perceptions of effective language teaching in Iran.” 2013. Web. 19 Feb 2020.

Vancouver:

Arfa Kaboodvand M. Perceptions of effective language teaching in Iran. [Internet] [Doctoral dissertation]. University of Exeter; 2013. [cited 2020 Feb 19]. Available from: http://hdl.handle.net/10871/14977.

Council of Science Editors:

Arfa Kaboodvand M. Perceptions of effective language teaching in Iran. [Doctoral Dissertation]. University of Exeter; 2013. Available from: http://hdl.handle.net/10871/14977


University of Missouri – Columbia

2. Eddins, Gregg M. The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction.

Degree: 2012, University of Missouri – Columbia

 The basis of this study was to give each of three different school districts one of the three different surveys. A step-by-step timeline of the… (more)

Subjects/Keywords: teacher retention; educational leadership; teacher perception; teacher satisfaction

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APA (6th Edition):

Eddins, G. M. (2012). The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/33026

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):

Eddins, Gregg M. “The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction.” 2012. Thesis, University of Missouri – Columbia. Accessed February 19, 2020. http://hdl.handle.net/10355/33026.

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

MLA Handbook (7th Edition):

Eddins, Gregg M. “The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction.” 2012. Web. 19 Feb 2020.

Vancouver:

Eddins GM. The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2020 Feb 19]. Available from: http://hdl.handle.net/10355/33026.

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

Council of Science Editors:

Eddins GM. The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/33026

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


University of Missouri – Columbia

3. Eddins, Gregg M. The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction.

Degree: 2012, University of Missouri – Columbia

 The basis of this study was to give each of three different school districts one of the three different surveys. A step-by-step timeline of the… (more)

Subjects/Keywords: teacher retention; educational leadership; teacher perception; teacher satisfaction

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APA (6th Edition):

Eddins, G. M. (2012). The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/33026

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):

Eddins, Gregg M. “The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction.” 2012. Thesis, University of Missouri – Columbia. Accessed February 19, 2020. https://doi.org/10.32469/10355/33026.

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

MLA Handbook (7th Edition):

Eddins, Gregg M. “The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction.” 2012. Web. 19 Feb 2020.

Vancouver:

Eddins GM. The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2020 Feb 19]. Available from: https://doi.org/10.32469/10355/33026.

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

Council of Science Editors:

Eddins GM. The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction. [Thesis]. University of Missouri – Columbia; 2012. Available from: https://doi.org/10.32469/10355/33026

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


University of Southern California

4. Cordova, Jerry. A case study of teacher’s perception of experiences in a teacher-training program at LA Opera.

Degree: MM, Music Education, 2010, University of Southern California

 A trend appears to exist in California where elementary classroom teachers are frequently being called upon to include music instruction in the curriculum, while music… (more)

Subjects/Keywords: professional development; teacher-training; opera; perception; enrichment

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APA (6th Edition):

Cordova, J. (2010). A case study of teacher’s perception of experiences in a teacher-training program at LA Opera. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/479393/rec/83

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):

Cordova, Jerry. “A case study of teacher’s perception of experiences in a teacher-training program at LA Opera.” 2010. Thesis, University of Southern California. Accessed February 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/479393/rec/83.

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

MLA Handbook (7th Edition):

Cordova, Jerry. “A case study of teacher’s perception of experiences in a teacher-training program at LA Opera.” 2010. Web. 19 Feb 2020.

Vancouver:

Cordova J. A case study of teacher’s perception of experiences in a teacher-training program at LA Opera. [Internet] [Thesis]. University of Southern California; 2010. [cited 2020 Feb 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/479393/rec/83.

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

Council of Science Editors:

Cordova J. A case study of teacher’s perception of experiences in a teacher-training program at LA Opera. [Thesis]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/479393/rec/83

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


Boston College

5. Tutwiler, Patrick Alexander. Class in the Classroom: Perceptions and Beliefs of Middle Class African American Male Teachers Teaching Low-income African American Students.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2012, Boston College

 Trends in the racial make-up of students attending American schools in large districts showed significant growth in the number of Black and Latino students as… (more)

Subjects/Keywords: African-American; Class; Race; Teacher Perception

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APA (6th Edition):

Tutwiler, P. A. (2012). Class in the Classroom: Perceptions and Beliefs of Middle Class African American Male Teachers Teaching Low-income African American Students. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:102046

Chicago Manual of Style (16th Edition):

Tutwiler, Patrick Alexander. “Class in the Classroom: Perceptions and Beliefs of Middle Class African American Male Teachers Teaching Low-income African American Students.” 2012. Doctoral Dissertation, Boston College. Accessed February 19, 2020. http://dlib.bc.edu/islandora/object/bc-ir:102046.

MLA Handbook (7th Edition):

Tutwiler, Patrick Alexander. “Class in the Classroom: Perceptions and Beliefs of Middle Class African American Male Teachers Teaching Low-income African American Students.” 2012. Web. 19 Feb 2020.

Vancouver:

Tutwiler PA. Class in the Classroom: Perceptions and Beliefs of Middle Class African American Male Teachers Teaching Low-income African American Students. [Internet] [Doctoral dissertation]. Boston College; 2012. [cited 2020 Feb 19]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:102046.

Council of Science Editors:

Tutwiler PA. Class in the Classroom: Perceptions and Beliefs of Middle Class African American Male Teachers Teaching Low-income African American Students. [Doctoral Dissertation]. Boston College; 2012. Available from: http://dlib.bc.edu/islandora/object/bc-ir:102046


University of Tennessee – Knoxville

6. Chaney, Megan. Exploring toddler risky play: Listening to the voices of parents and teachers of toddlers in one school setting.

Degree: MS, Child and Family Studies, 2018, University of Tennessee – Knoxville

 This qualitative study explored the understandings, definitions, and influences of three toddler teachers and four toddler parents within the context of risky play in toddlerhood… (more)

Subjects/Keywords: risk; toddler; parent; teacher; perception; risky play

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APA (6th Edition):

Chaney, M. (2018). Exploring toddler risky play: Listening to the voices of parents and teachers of toddlers in one school setting. (Thesis). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_gradthes/5158

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):

Chaney, Megan. “Exploring toddler risky play: Listening to the voices of parents and teachers of toddlers in one school setting.” 2018. Thesis, University of Tennessee – Knoxville. Accessed February 19, 2020. https://trace.tennessee.edu/utk_gradthes/5158.

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

MLA Handbook (7th Edition):

Chaney, Megan. “Exploring toddler risky play: Listening to the voices of parents and teachers of toddlers in one school setting.” 2018. Web. 19 Feb 2020.

Vancouver:

Chaney M. Exploring toddler risky play: Listening to the voices of parents and teachers of toddlers in one school setting. [Internet] [Thesis]. University of Tennessee – Knoxville; 2018. [cited 2020 Feb 19]. Available from: https://trace.tennessee.edu/utk_gradthes/5158.

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

Council of Science Editors:

Chaney M. Exploring toddler risky play: Listening to the voices of parents and teachers of toddlers in one school setting. [Thesis]. University of Tennessee – Knoxville; 2018. Available from: https://trace.tennessee.edu/utk_gradthes/5158

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


Tampere University

7. -, Mudzofir. Relationship between instructional supervision and professional development: Perceptions of secondary school teachers and madrasah tsanawiyah (Islamic secondary school) teachers in Lhokseumawe, Aceh, Indonesia .

Degree: 2017, Tampere University

 The purpose of this study is to examine the perceptions of teachers' instructional supervision, more specifically of actual and ideal instructional supervision in the schools,… (more)

Subjects/Keywords: instructional supervision; teacher perception; teachers' professional development

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APA (6th Edition):

-, M. (2017). Relationship between instructional supervision and professional development: Perceptions of secondary school teachers and madrasah tsanawiyah (Islamic secondary school) teachers in Lhokseumawe, Aceh, Indonesia . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/101858

Chicago Manual of Style (16th Edition):

-, Mudzofir. “Relationship between instructional supervision and professional development: Perceptions of secondary school teachers and madrasah tsanawiyah (Islamic secondary school) teachers in Lhokseumawe, Aceh, Indonesia .” 2017. Masters Thesis, Tampere University. Accessed February 19, 2020. https://trepo.tuni.fi/handle/10024/101858.

MLA Handbook (7th Edition):

-, Mudzofir. “Relationship between instructional supervision and professional development: Perceptions of secondary school teachers and madrasah tsanawiyah (Islamic secondary school) teachers in Lhokseumawe, Aceh, Indonesia .” 2017. Web. 19 Feb 2020.

Vancouver:

- M. Relationship between instructional supervision and professional development: Perceptions of secondary school teachers and madrasah tsanawiyah (Islamic secondary school) teachers in Lhokseumawe, Aceh, Indonesia . [Internet] [Masters thesis]. Tampere University; 2017. [cited 2020 Feb 19]. Available from: https://trepo.tuni.fi/handle/10024/101858.

Council of Science Editors:

- M. Relationship between instructional supervision and professional development: Perceptions of secondary school teachers and madrasah tsanawiyah (Islamic secondary school) teachers in Lhokseumawe, Aceh, Indonesia . [Masters Thesis]. Tampere University; 2017. Available from: https://trepo.tuni.fi/handle/10024/101858


Wayne State University

8. Corbelli, Cristina Marie. Teacher Perception Of An Attention Deficit Hyperactivity Disorder Diagnosis In An Inclusive K-8 General Education Classroom Setting.

Degree: PhD, Special Education, 2018, Wayne State University

  ABSTRACT TEACHER PERCEPTION OF AN ATTENTION DEFICIT HYPERACTIVITY DISORDER DIAGNOSIS IN AN INCLUSIVE K-8 GENERAL EDUCATION CLASSROOM SETTING by CRISTINA MARIE CORBELLI December 2018… (more)

Subjects/Keywords: ADHD; Perception; Teacher; Special Education and Teaching

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APA (6th Edition):

Corbelli, C. M. (2018). Teacher Perception Of An Attention Deficit Hyperactivity Disorder Diagnosis In An Inclusive K-8 General Education Classroom Setting. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/2154

Chicago Manual of Style (16th Edition):

Corbelli, Cristina Marie. “Teacher Perception Of An Attention Deficit Hyperactivity Disorder Diagnosis In An Inclusive K-8 General Education Classroom Setting.” 2018. Doctoral Dissertation, Wayne State University. Accessed February 19, 2020. https://digitalcommons.wayne.edu/oa_dissertations/2154.

MLA Handbook (7th Edition):

Corbelli, Cristina Marie. “Teacher Perception Of An Attention Deficit Hyperactivity Disorder Diagnosis In An Inclusive K-8 General Education Classroom Setting.” 2018. Web. 19 Feb 2020.

Vancouver:

Corbelli CM. Teacher Perception Of An Attention Deficit Hyperactivity Disorder Diagnosis In An Inclusive K-8 General Education Classroom Setting. [Internet] [Doctoral dissertation]. Wayne State University; 2018. [cited 2020 Feb 19]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/2154.

Council of Science Editors:

Corbelli CM. Teacher Perception Of An Attention Deficit Hyperactivity Disorder Diagnosis In An Inclusive K-8 General Education Classroom Setting. [Doctoral Dissertation]. Wayne State University; 2018. Available from: https://digitalcommons.wayne.edu/oa_dissertations/2154


AUT University

9. Jiao, Xiaomin. Influences on teaching: Perceptions and experiences of university teachers .

Degree: 2010, AUT University

 This study attempts to deal with the complexity of academic life and what influences teachers and teaching in university. The case for the research rests… (more)

Subjects/Keywords: influence; perception; experience; teaching; university; teacher

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APA (6th Edition):

Jiao, X. (2010). Influences on teaching: Perceptions and experiences of university teachers . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/939

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):

Jiao, Xiaomin. “Influences on teaching: Perceptions and experiences of university teachers .” 2010. Thesis, AUT University. Accessed February 19, 2020. http://hdl.handle.net/10292/939.

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

MLA Handbook (7th Edition):

Jiao, Xiaomin. “Influences on teaching: Perceptions and experiences of university teachers .” 2010. Web. 19 Feb 2020.

Vancouver:

Jiao X. Influences on teaching: Perceptions and experiences of university teachers . [Internet] [Thesis]. AUT University; 2010. [cited 2020 Feb 19]. Available from: http://hdl.handle.net/10292/939.

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

Council of Science Editors:

Jiao X. Influences on teaching: Perceptions and experiences of university teachers . [Thesis]. AUT University; 2010. Available from: http://hdl.handle.net/10292/939

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

10. Jansson, Anette. Ledarskap i förskolan : En kvalitativ undersökning av förskollärares uppfattningar av begreppet ledarskap i förskolan.

Degree: Teacher Education, 2017, Södertörn University

  This is a study where five preschool teachers with different work experience are interviewed around the concept of leadership in preschool. The purpose of the… (more)

Subjects/Keywords: preschool; leadership; preschool teacher; perception; Pedagogy; Pedagogik

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APA (6th Edition):

Jansson, A. (2017). Ledarskap i förskolan : En kvalitativ undersökning av förskollärares uppfattningar av begreppet ledarskap i förskolan. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34445

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):

Jansson, Anette. “Ledarskap i förskolan : En kvalitativ undersökning av förskollärares uppfattningar av begreppet ledarskap i förskolan.” 2017. Thesis, Södertörn University. Accessed February 19, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34445.

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

MLA Handbook (7th Edition):

Jansson, Anette. “Ledarskap i förskolan : En kvalitativ undersökning av förskollärares uppfattningar av begreppet ledarskap i förskolan.” 2017. Web. 19 Feb 2020.

Vancouver:

Jansson A. Ledarskap i förskolan : En kvalitativ undersökning av förskollärares uppfattningar av begreppet ledarskap i förskolan. [Internet] [Thesis]. Södertörn University; 2017. [cited 2020 Feb 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34445.

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

Council of Science Editors:

Jansson A. Ledarskap i förskolan : En kvalitativ undersökning av förskollärares uppfattningar av begreppet ledarskap i förskolan. [Thesis]. Södertörn University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34445

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


Temple University

11. Makar, Kathryn. Predictors of Students' Academic Performance.

Degree: PhD, 2013, Temple University

Educational Psychology

Research conclusions concerning predictors of academic success have been, at best, less than convincing. In fact, these conclusions are more conflicting or mixed… (more)

Subjects/Keywords: Education;

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APA (6th Edition):

Makar, K. (2013). Predictors of Students' Academic Performance. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,216590

Chicago Manual of Style (16th Edition):

Makar, Kathryn. “Predictors of Students' Academic Performance.” 2013. Doctoral Dissertation, Temple University. Accessed February 19, 2020. http://digital.library.temple.edu/u?/p245801coll10,216590.

MLA Handbook (7th Edition):

Makar, Kathryn. “Predictors of Students' Academic Performance.” 2013. Web. 19 Feb 2020.

Vancouver:

Makar K. Predictors of Students' Academic Performance. [Internet] [Doctoral dissertation]. Temple University; 2013. [cited 2020 Feb 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,216590.

Council of Science Editors:

Makar K. Predictors of Students' Academic Performance. [Doctoral Dissertation]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,216590


Kent State University

12. Campbell, Deborah M. Case Study: Entry-year elementary teachers' perceptions of their professional development.

Degree: PhD, College of Education, Health, and Human Services / Department of Teaching, Leadership and Curriculum Studies, 2008, Kent State University

 This qualitative case study was designed to investigate elementary first-year teachers’ (EYTs’) perception of the value of their professional development. Good teachers form the foundation… (more)

Subjects/Keywords: Elementary Education; Teacher Education; Entry-year teachers; professional development; teacher perception

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APA (6th Edition):

Campbell, D. M. (2008). Case Study: Entry-year elementary teachers' perceptions of their professional development. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1227047465

Chicago Manual of Style (16th Edition):

Campbell, Deborah M. “Case Study: Entry-year elementary teachers' perceptions of their professional development.” 2008. Doctoral Dissertation, Kent State University. Accessed February 19, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1227047465.

MLA Handbook (7th Edition):

Campbell, Deborah M. “Case Study: Entry-year elementary teachers' perceptions of their professional development.” 2008. Web. 19 Feb 2020.

Vancouver:

Campbell DM. Case Study: Entry-year elementary teachers' perceptions of their professional development. [Internet] [Doctoral dissertation]. Kent State University; 2008. [cited 2020 Feb 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1227047465.

Council of Science Editors:

Campbell DM. Case Study: Entry-year elementary teachers' perceptions of their professional development. [Doctoral Dissertation]. Kent State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1227047465


University of Saskatchewan

13. Guenther, Brent. Teacher self-efficacy and its relationship to teachers' perceptions of their working conditions.

Degree: 2014, University of Saskatchewan

 Research has shown links between high levels of teacher self-efficacy and increased student achievement. Theorists and educational researchers have identified conditions and resources that increase… (more)

Subjects/Keywords: teacher self-efficacy; teacher working conditions; perception; teachers; Saskatchewan

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APA (6th Edition):

Guenther, B. (2014). Teacher self-efficacy and its relationship to teachers' perceptions of their working conditions. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2014-08-1660

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):

Guenther, Brent. “Teacher self-efficacy and its relationship to teachers' perceptions of their working conditions.” 2014. Thesis, University of Saskatchewan. Accessed February 19, 2020. http://hdl.handle.net/10388/ETD-2014-08-1660.

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

MLA Handbook (7th Edition):

Guenther, Brent. “Teacher self-efficacy and its relationship to teachers' perceptions of their working conditions.” 2014. Web. 19 Feb 2020.

Vancouver:

Guenther B. Teacher self-efficacy and its relationship to teachers' perceptions of their working conditions. [Internet] [Thesis]. University of Saskatchewan; 2014. [cited 2020 Feb 19]. Available from: http://hdl.handle.net/10388/ETD-2014-08-1660.

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

Council of Science Editors:

Guenther B. Teacher self-efficacy and its relationship to teachers' perceptions of their working conditions. [Thesis]. University of Saskatchewan; 2014. Available from: http://hdl.handle.net/10388/ETD-2014-08-1660

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


Penn State University

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

Degree: 2017, Penn State University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Barros Gavilanes, Maria. “THE RELATIONSHIP BETWEEN PRINCIPALS' DISTRIBUTED LEADERSHIP AND TEACHER TURNOVER IN NORTH CAROLINA SCHOOLS.” 2017. Thesis, Penn State University. Accessed February 19, 2020. https://etda.libraries.psu.edu/catalog/14400mjb625.

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

MLA Handbook (7th Edition):

Barros Gavilanes, Maria. “THE RELATIONSHIP BETWEEN PRINCIPALS' DISTRIBUTED LEADERSHIP AND TEACHER TURNOVER IN NORTH CAROLINA SCHOOLS.” 2017. Web. 19 Feb 2020.

Vancouver:

Barros Gavilanes M. THE RELATIONSHIP BETWEEN PRINCIPALS' DISTRIBUTED LEADERSHIP AND TEACHER TURNOVER IN NORTH CAROLINA SCHOOLS. [Internet] [Thesis]. Penn State University; 2017. [cited 2020 Feb 19]. Available from: https://etda.libraries.psu.edu/catalog/14400mjb625.

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

Council of Science Editors:

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

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


University of Wollongong

15. Toyama, Narumi. Japanese senior high school teachers' perceptions of the role of teachers in promoting the emotional well-being of their students.

Degree: Master of Education (Research), Faculty of Education, 2014, University of Wollongong

  There is evidence that behavioural problems related to students in senior high schools have increased markedly since the mid-1970s (Numano, Nagata & Abumiya, 2002).… (more)

Subjects/Keywords: emotional well-being; Japanese senior high school teachers; teacher perception; pre-service teacher education; teacher education; teacher training

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

APA (6th Edition):

Toyama, N. (2014). Japanese senior high school teachers' perceptions of the role of teachers in promoting the emotional well-being of their students. (Masters Thesis). University of Wollongong. Retrieved from 130305 Educational Counselling, 130313 Teacher Education and Professional Development of Educators, 160506 Education Policy, 170103 Educational Psychology ; https://ro.uow.edu.au/theses/4077

Chicago Manual of Style (16th Edition):

Toyama, Narumi. “Japanese senior high school teachers' perceptions of the role of teachers in promoting the emotional well-being of their students.” 2014. Masters Thesis, University of Wollongong. Accessed February 19, 2020. 130305 Educational Counselling, 130313 Teacher Education and Professional Development of Educators, 160506 Education Policy, 170103 Educational Psychology ; https://ro.uow.edu.au/theses/4077.

MLA Handbook (7th Edition):

Toyama, Narumi. “Japanese senior high school teachers' perceptions of the role of teachers in promoting the emotional well-being of their students.” 2014. Web. 19 Feb 2020.

Vancouver:

Toyama N. Japanese senior high school teachers' perceptions of the role of teachers in promoting the emotional well-being of their students. [Internet] [Masters thesis]. University of Wollongong; 2014. [cited 2020 Feb 19]. Available from: 130305 Educational Counselling, 130313 Teacher Education and Professional Development of Educators, 160506 Education Policy, 170103 Educational Psychology ; https://ro.uow.edu.au/theses/4077.

Council of Science Editors:

Toyama N. Japanese senior high school teachers' perceptions of the role of teachers in promoting the emotional well-being of their students. [Masters Thesis]. University of Wollongong; 2014. Available from: 130305 Educational Counselling, 130313 Teacher Education and Professional Development of Educators, 160506 Education Policy, 170103 Educational Psychology ; https://ro.uow.edu.au/theses/4077


Duquesne University

16. Bradley, James. Teacher Philosophy of Differentiated Instruction: Teacher Perception Compared to Principal Perception.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2007, Duquesne University

 A comparison between teacher and principal self-reported perceptions of the type and amount of differentiation instructional strategies and activities was investigated in this study to… (more)

Subjects/Keywords: differentiated instruction; principal perception; teacher perception

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

APA (6th Edition):

Bradley, J. (2007). Teacher Philosophy of Differentiated Instruction: Teacher Perception Compared to Principal Perception. (Thesis). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1657

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):

Bradley, James. “Teacher Philosophy of Differentiated Instruction: Teacher Perception Compared to Principal Perception.” 2007. Thesis, Duquesne University. Accessed February 19, 2020. https://dsc.duq.edu/etd/1657.

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

MLA Handbook (7th Edition):

Bradley, James. “Teacher Philosophy of Differentiated Instruction: Teacher Perception Compared to Principal Perception.” 2007. Web. 19 Feb 2020.

Vancouver:

Bradley J. Teacher Philosophy of Differentiated Instruction: Teacher Perception Compared to Principal Perception. [Internet] [Thesis]. Duquesne University; 2007. [cited 2020 Feb 19]. Available from: https://dsc.duq.edu/etd/1657.

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

Council of Science Editors:

Bradley J. Teacher Philosophy of Differentiated Instruction: Teacher Perception Compared to Principal Perception. [Thesis]. Duquesne University; 2007. Available from: https://dsc.duq.edu/etd/1657

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


University of Southern California

17. Hairapetian, Anet. Analysis of innovative teaching strategies for students with learning disabilities.

Degree: EdD, Education, 2015, University of Southern California

 The reauthorization of Individuals with Disability Education Act (IDEA) in 2004 mandated that students with disabilities be educated in the least restrictive environment (LRE), which… (more)

Subjects/Keywords: special education; inclusion; strategies; learning disabilities; teacher training for inclusion; administrative support; teacher perception

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

APA (6th Edition):

Hairapetian, A. (2015). Analysis of innovative teaching strategies for students with learning disabilities. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552276/rec/808

Chicago Manual of Style (16th Edition):

Hairapetian, Anet. “Analysis of innovative teaching strategies for students with learning disabilities.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 19, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552276/rec/808.

MLA Handbook (7th Edition):

Hairapetian, Anet. “Analysis of innovative teaching strategies for students with learning disabilities.” 2015. Web. 19 Feb 2020.

Vancouver:

Hairapetian A. Analysis of innovative teaching strategies for students with learning disabilities. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552276/rec/808.

Council of Science Editors:

Hairapetian A. Analysis of innovative teaching strategies for students with learning disabilities. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552276/rec/808


Miami University

18. Angle, Jaclyn. Understanding Teacher Attributes Related to Stronger Perceptions of Student Inclusion.

Degree: EdD, Educational Leadership, 2018, Miami University

 Purpose. The purpose of this exploratory qualitative single-case study was to investigate the relationship between general education teacher attributes and their perceptions of inclusion at… (more)

Subjects/Keywords: Special Education; Education; Teaching; Special Education, Inclusion, Teacher Attributes, Teacher Perception, Secondary Education

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

APA (6th Edition):

Angle, J. (2018). Understanding Teacher Attributes Related to Stronger Perceptions of Student Inclusion. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1531920108406142

Chicago Manual of Style (16th Edition):

Angle, Jaclyn. “Understanding Teacher Attributes Related to Stronger Perceptions of Student Inclusion.” 2018. Doctoral Dissertation, Miami University. Accessed February 19, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1531920108406142.

MLA Handbook (7th Edition):

Angle, Jaclyn. “Understanding Teacher Attributes Related to Stronger Perceptions of Student Inclusion.” 2018. Web. 19 Feb 2020.

Vancouver:

Angle J. Understanding Teacher Attributes Related to Stronger Perceptions of Student Inclusion. [Internet] [Doctoral dissertation]. Miami University; 2018. [cited 2020 Feb 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1531920108406142.

Council of Science Editors:

Angle J. Understanding Teacher Attributes Related to Stronger Perceptions of Student Inclusion. [Doctoral Dissertation]. Miami University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1531920108406142


University of North Texas

19. Royal, Joy. Are They Ready? a Multi-case Study of Traditional and Innovative Texas Teacher’s Perceptions of 21St Century Skills in Teaching and Learning.

Degree: 2012, University of North Texas

 The 21st century is now in the second decade and the need for 21st century skills is discussed at all levels of education as necessary… (more)

Subjects/Keywords: Instructional technology; educational computing; 21st century skills; technology integration; teacher perception; education; curriculum; teacher

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

APA (6th Edition):

Royal, J. (2012). Are They Ready? a Multi-case Study of Traditional and Innovative Texas Teacher’s Perceptions of 21St Century Skills in Teaching and Learning. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115150/

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):

Royal, Joy. “Are They Ready? a Multi-case Study of Traditional and Innovative Texas Teacher’s Perceptions of 21St Century Skills in Teaching and Learning.” 2012. Thesis, University of North Texas. Accessed February 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc115150/.

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

MLA Handbook (7th Edition):

Royal, Joy. “Are They Ready? a Multi-case Study of Traditional and Innovative Texas Teacher’s Perceptions of 21St Century Skills in Teaching and Learning.” 2012. Web. 19 Feb 2020.

Vancouver:

Royal J. Are They Ready? a Multi-case Study of Traditional and Innovative Texas Teacher’s Perceptions of 21St Century Skills in Teaching and Learning. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Feb 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115150/.

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

Council of Science Editors:

Royal J. Are They Ready? a Multi-case Study of Traditional and Innovative Texas Teacher’s Perceptions of 21St Century Skills in Teaching and Learning. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115150/

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


University of Central Florida

20. Baker, Kathleen. Florida Teacher Perceptions Concerning Internet Dangers For Students.

Degree: 2010, University of Central Florida

 This research study was conducted to determine if there were significant differences or relationships between teachers' perceptions of knowledge of Internet dangers to students and… (more)

Subjects/Keywords: Internet dangers; cyberbullying; cyberstalking; online predators; teacher perception; teacher knowledge; Education; Educational Leadership

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

APA (6th Edition):

Baker, K. (2010). Florida Teacher Perceptions Concerning Internet Dangers For Students. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4309

Chicago Manual of Style (16th Edition):

Baker, Kathleen. “Florida Teacher Perceptions Concerning Internet Dangers For Students.” 2010. Doctoral Dissertation, University of Central Florida. Accessed February 19, 2020. https://stars.library.ucf.edu/etd/4309.

MLA Handbook (7th Edition):

Baker, Kathleen. “Florida Teacher Perceptions Concerning Internet Dangers For Students.” 2010. Web. 19 Feb 2020.

Vancouver:

Baker K. Florida Teacher Perceptions Concerning Internet Dangers For Students. [Internet] [Doctoral dissertation]. University of Central Florida; 2010. [cited 2020 Feb 19]. Available from: https://stars.library.ucf.edu/etd/4309.

Council of Science Editors:

Baker K. Florida Teacher Perceptions Concerning Internet Dangers For Students. [Doctoral Dissertation]. University of Central Florida; 2010. Available from: https://stars.library.ucf.edu/etd/4309


Humboldt State University

21. Van Sickle, Julie Ann. Lesson study's impacts on teacher perception of efficacy in teaching.

Degree: MA, Education, 2011, Humboldt State University

 Teachers practicing Lesson Study often anecdotally report a positive impact on their teaching practices and as a result students' learning from participation in the Lesson… (more)

Subjects/Keywords: Professional learning communities; Lesson study; Teacher efficacy; Teacher collaboration; Teacher perception of student learning; Science education; Mixed-methods

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

APA (6th Edition):

Van Sickle, J. A. (2011). Lesson study's impacts on teacher perception of efficacy in teaching. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/819

Chicago Manual of Style (16th Edition):

Van Sickle, Julie Ann. “Lesson study's impacts on teacher perception of efficacy in teaching.” 2011. Masters Thesis, Humboldt State University. Accessed February 19, 2020. http://hdl.handle.net/2148/819.

MLA Handbook (7th Edition):

Van Sickle, Julie Ann. “Lesson study's impacts on teacher perception of efficacy in teaching.” 2011. Web. 19 Feb 2020.

Vancouver:

Van Sickle JA. Lesson study's impacts on teacher perception of efficacy in teaching. [Internet] [Masters thesis]. Humboldt State University; 2011. [cited 2020 Feb 19]. Available from: http://hdl.handle.net/2148/819.

Council of Science Editors:

Van Sickle JA. Lesson study's impacts on teacher perception of efficacy in teaching. [Masters Thesis]. Humboldt State University; 2011. Available from: http://hdl.handle.net/2148/819


University of North Texas

22. Mathews Jr., John R. Student Perceptions of Teacher Credibility: A Predictor of Academic Success.

Degree: 2019, University of North Texas

 While the idea of source or teacher credibility dates back to the Greek philosopher, Aristotle, research to connect this perceived credibility with individual affective and… (more)

Subjects/Keywords: student perception; teacher credibility; teacher competence; teacher passion; trustworthiness; nonverbal immediacy; academic achievement; Education, General; Education, Administration

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

APA (6th Edition):

Mathews Jr., J. R. (2019). Student Perceptions of Teacher Credibility: A Predictor of Academic Success. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1505251/

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):

Mathews Jr., John R. “Student Perceptions of Teacher Credibility: A Predictor of Academic Success.” 2019. Thesis, University of North Texas. Accessed February 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc1505251/.

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

MLA Handbook (7th Edition):

Mathews Jr., John R. “Student Perceptions of Teacher Credibility: A Predictor of Academic Success.” 2019. Web. 19 Feb 2020.

Vancouver:

Mathews Jr. JR. Student Perceptions of Teacher Credibility: A Predictor of Academic Success. [Internet] [Thesis]. University of North Texas; 2019. [cited 2020 Feb 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505251/.

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

Council of Science Editors:

Mathews Jr. JR. Student Perceptions of Teacher Credibility: A Predictor of Academic Success. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505251/

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


Liberty University

23. Simpson, Faith Mims. An Analysis of Factors that Influence Success in a Low Socioeconomic Georgia Middle School.

Degree: 2009, Liberty University

 The purpose of this study was to analyze teacher perceptions as they relate to practices considered critical to success within low socioeconomic middle schools. Teacher(more)

Subjects/Keywords: School Culture; School Improvement; Teacher Perception; Education, Administration

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APA (6th Edition):

Simpson, F. M. (2009). An Analysis of Factors that Influence Success in a Low Socioeconomic Georgia Middle School. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/143

Chicago Manual of Style (16th Edition):

Simpson, Faith Mims. “An Analysis of Factors that Influence Success in a Low Socioeconomic Georgia Middle School.” 2009. Doctoral Dissertation, Liberty University. Accessed February 19, 2020. http://digitalcommons.liberty.edu/doctoral/143.

MLA Handbook (7th Edition):

Simpson, Faith Mims. “An Analysis of Factors that Influence Success in a Low Socioeconomic Georgia Middle School.” 2009. Web. 19 Feb 2020.

Vancouver:

Simpson FM. An Analysis of Factors that Influence Success in a Low Socioeconomic Georgia Middle School. [Internet] [Doctoral dissertation]. Liberty University; 2009. [cited 2020 Feb 19]. Available from: http://digitalcommons.liberty.edu/doctoral/143.

Council of Science Editors:

Simpson FM. An Analysis of Factors that Influence Success in a Low Socioeconomic Georgia Middle School. [Doctoral Dissertation]. Liberty University; 2009. Available from: http://digitalcommons.liberty.edu/doctoral/143


Liberty University

24. Bartolo, Paula. Integrating Google Apps and Google Chromebooks Into the Core Curriculum: A Phenomenological Study of the Lived Experience of Public School Teachers.

Degree: 2017, Liberty University

 The purpose of this phenomenological study was to understand the lived experiences of public school teachers using Google Suite for Education with Google Chromebooks integrated… (more)

Subjects/Keywords: Chromebooks; Teacher Perception; Technology Integration; Education; Educational Administration and Supervision

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APA (6th Edition):

Bartolo, P. (2017). Integrating Google Apps and Google Chromebooks Into the Core Curriculum: A Phenomenological Study of the Lived Experience of Public School Teachers. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1582

Chicago Manual of Style (16th Edition):

Bartolo, Paula. “Integrating Google Apps and Google Chromebooks Into the Core Curriculum: A Phenomenological Study of the Lived Experience of Public School Teachers.” 2017. Doctoral Dissertation, Liberty University. Accessed February 19, 2020. http://digitalcommons.liberty.edu/doctoral/1582.

MLA Handbook (7th Edition):

Bartolo, Paula. “Integrating Google Apps and Google Chromebooks Into the Core Curriculum: A Phenomenological Study of the Lived Experience of Public School Teachers.” 2017. Web. 19 Feb 2020.

Vancouver:

Bartolo P. Integrating Google Apps and Google Chromebooks Into the Core Curriculum: A Phenomenological Study of the Lived Experience of Public School Teachers. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2020 Feb 19]. Available from: http://digitalcommons.liberty.edu/doctoral/1582.

Council of Science Editors:

Bartolo P. Integrating Google Apps and Google Chromebooks Into the Core Curriculum: A Phenomenological Study of the Lived Experience of Public School Teachers. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1582

25. Petersen, Telma Valle. Percepções dos alunos do ensino médio sobre o professor real e ideal, em relação às suas características pessoais e profissionais e à interação com os alunos.

Degree: Mestrado, Psicologia, 2008, University of São Paulo

Considerando que as características pessoais e profissionais do professor real e do professor considerado \"bom(̈professor ideal) têm relevância para a relação interpessoal no ambiente da… (more)

Subjects/Keywords: aluno; ensino médio; high school; percepção; perception; professor; student; teacher

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APA (6th Edition):

Petersen, T. V. (2008). Percepções dos alunos do ensino médio sobre o professor real e ideal, em relação às suas características pessoais e profissionais e à interação com os alunos. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/59/59137/tde-09092008-105724/ ;

Chicago Manual of Style (16th Edition):

Petersen, Telma Valle. “Percepções dos alunos do ensino médio sobre o professor real e ideal, em relação às suas características pessoais e profissionais e à interação com os alunos.” 2008. Masters Thesis, University of São Paulo. Accessed February 19, 2020. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-09092008-105724/ ;.

MLA Handbook (7th Edition):

Petersen, Telma Valle. “Percepções dos alunos do ensino médio sobre o professor real e ideal, em relação às suas características pessoais e profissionais e à interação com os alunos.” 2008. Web. 19 Feb 2020.

Vancouver:

Petersen TV. Percepções dos alunos do ensino médio sobre o professor real e ideal, em relação às suas características pessoais e profissionais e à interação com os alunos. [Internet] [Masters thesis]. University of São Paulo; 2008. [cited 2020 Feb 19]. Available from: http://www.teses.usp.br/teses/disponiveis/59/59137/tde-09092008-105724/ ;.

Council of Science Editors:

Petersen TV. Percepções dos alunos do ensino médio sobre o professor real e ideal, em relação às suas características pessoais e profissionais e à interação com os alunos. [Masters Thesis]. University of São Paulo; 2008. Available from: http://www.teses.usp.br/teses/disponiveis/59/59137/tde-09092008-105724/ ;


Texas A&M University

26. Beachy, Rachel Rayburn. Data Literacy of Reading Educators: Teacher Perception and Knowledge of the Use of Reading Data to Influence Instruction.

Degree: 2017, Texas A&M University

 This dissertation is developed around two studies created with the goal of describing and quantifying current educators? knowledge and perceptions of reading assessment and subsequent… (more)

Subjects/Keywords: Reading; Reading Assessment; Teacher Survey; Knowledge Survey; Perception Survey

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APA (6th Edition):

Beachy, R. R. (2017). Data Literacy of Reading Educators: Teacher Perception and Knowledge of the Use of Reading Data to Influence Instruction. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161406

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):

Beachy, Rachel Rayburn. “Data Literacy of Reading Educators: Teacher Perception and Knowledge of the Use of Reading Data to Influence Instruction.” 2017. Thesis, Texas A&M University. Accessed February 19, 2020. http://hdl.handle.net/1969.1/161406.

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

MLA Handbook (7th Edition):

Beachy, Rachel Rayburn. “Data Literacy of Reading Educators: Teacher Perception and Knowledge of the Use of Reading Data to Influence Instruction.” 2017. Web. 19 Feb 2020.

Vancouver:

Beachy RR. Data Literacy of Reading Educators: Teacher Perception and Knowledge of the Use of Reading Data to Influence Instruction. [Internet] [Thesis]. Texas A&M University; 2017. [cited 2020 Feb 19]. Available from: http://hdl.handle.net/1969.1/161406.

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

Council of Science Editors:

Beachy RR. Data Literacy of Reading Educators: Teacher Perception and Knowledge of the Use of Reading Data to Influence Instruction. [Thesis]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/161406

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


University of Missouri – Columbia

27. Milburn, Laurie. Understanding in what ways career, elementary public school teachers perceive tiered academic intervention : a multiple case study.

Degree: 2013, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this multiple case study was to gain an understanding of career (15… (more)

Subjects/Keywords: classroom practice; teacher perception; elementary education; academic intervention; student achievement

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APA (6th Edition):

Milburn, L. (2013). Understanding in what ways career, elementary public school teachers perceive tiered academic intervention : a multiple case study. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/37837

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):

Milburn, Laurie. “Understanding in what ways career, elementary public school teachers perceive tiered academic intervention : a multiple case study.” 2013. Thesis, University of Missouri – Columbia. Accessed February 19, 2020. http://hdl.handle.net/10355/37837.

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

MLA Handbook (7th Edition):

Milburn, Laurie. “Understanding in what ways career, elementary public school teachers perceive tiered academic intervention : a multiple case study.” 2013. Web. 19 Feb 2020.

Vancouver:

Milburn L. Understanding in what ways career, elementary public school teachers perceive tiered academic intervention : a multiple case study. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2020 Feb 19]. Available from: http://hdl.handle.net/10355/37837.

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

Council of Science Editors:

Milburn L. Understanding in what ways career, elementary public school teachers perceive tiered academic intervention : a multiple case study. [Thesis]. University of Missouri – Columbia; 2013. Available from: http://hdl.handle.net/10355/37837

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


University of Minnesota

28. Bengtson, Karen Jo Maier. Elementary teachers' perceptions of environmental education.

Degree: Education, Curriculum and Instruction, 2010, University of Minnesota

 Efforts to develop and implement environmental education (EE) in classrooms across the United States need to be grounded in understanding teachers' perceptions of EE. A… (more)

Subjects/Keywords: Curriculum; Elementary; Environmental education; Perception; Teacher; Education, Curriculum and Instruction

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

APA (6th Edition):

Bengtson, K. J. M. (2010). Elementary teachers' perceptions of environmental education. (Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/99396

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):

Bengtson, Karen Jo Maier. “Elementary teachers' perceptions of environmental education.” 2010. Thesis, University of Minnesota. Accessed February 19, 2020. http://purl.umn.edu/99396.

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

MLA Handbook (7th Edition):

Bengtson, Karen Jo Maier. “Elementary teachers' perceptions of environmental education.” 2010. Web. 19 Feb 2020.

Vancouver:

Bengtson KJM. Elementary teachers' perceptions of environmental education. [Internet] [Thesis]. University of Minnesota; 2010. [cited 2020 Feb 19]. Available from: http://purl.umn.edu/99396.

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

Council of Science Editors:

Bengtson KJM. Elementary teachers' perceptions of environmental education. [Thesis]. University of Minnesota; 2010. Available from: http://purl.umn.edu/99396

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


University of Missouri – Columbia

29. Selby, Jean. Leadership support through the transition to to [sic] standards basd grading.

Degree: 2012, University of Missouri – Columbia

 This case study looks at the very controversial topic of grading. Some teachers feel grading is arbitrary and subjective in the traditional sense of grading… (more)

Subjects/Keywords: academic grading; standards based grading; teacher perception; educational leadership

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

APA (6th Edition):

Selby, J. (2012). Leadership support through the transition to to [sic] standards basd grading. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/33105

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):

Selby, Jean. “Leadership support through the transition to to [sic] standards basd grading.” 2012. Thesis, University of Missouri – Columbia. Accessed February 19, 2020. http://hdl.handle.net/10355/33105.

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

MLA Handbook (7th Edition):

Selby, Jean. “Leadership support through the transition to to [sic] standards basd grading.” 2012. Web. 19 Feb 2020.

Vancouver:

Selby J. Leadership support through the transition to to [sic] standards basd grading. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2020 Feb 19]. Available from: http://hdl.handle.net/10355/33105.

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

Council of Science Editors:

Selby J. Leadership support through the transition to to [sic] standards basd grading. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/33105

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


University of South Carolina

30. McFarlan, Regina Alicia. A Qualitative Study of the Perceptions and Beliefs of Elementary Teachers' Value of and Responses to Their Professional Development.

Degree: EdD, Educational Studies, 2012, University of South Carolina

  A challenge that professional development coordinators and instructional leaders face is designing and implementing professional development that is the most effective for improving teaching… (more)

Subjects/Keywords: adult learning; beliefs; elementary teachers; learning theories; Professional development; Teacher perception

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

APA (6th Edition):

McFarlan, R. A. (2012). A Qualitative Study of the Perceptions and Beliefs of Elementary Teachers' Value of and Responses to Their Professional Development. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/2739

Chicago Manual of Style (16th Edition):

McFarlan, Regina Alicia. “A Qualitative Study of the Perceptions and Beliefs of Elementary Teachers' Value of and Responses to Their Professional Development.” 2012. Doctoral Dissertation, University of South Carolina. Accessed February 19, 2020. https://scholarcommons.sc.edu/etd/2739.

MLA Handbook (7th Edition):

McFarlan, Regina Alicia. “A Qualitative Study of the Perceptions and Beliefs of Elementary Teachers' Value of and Responses to Their Professional Development.” 2012. Web. 19 Feb 2020.

Vancouver:

McFarlan RA. A Qualitative Study of the Perceptions and Beliefs of Elementary Teachers' Value of and Responses to Their Professional Development. [Internet] [Doctoral dissertation]. University of South Carolina; 2012. [cited 2020 Feb 19]. Available from: https://scholarcommons.sc.edu/etd/2739.

Council of Science Editors:

McFarlan RA. A Qualitative Study of the Perceptions and Beliefs of Elementary Teachers' Value of and Responses to Their Professional Development. [Doctoral Dissertation]. University of South Carolina; 2012. Available from: https://scholarcommons.sc.edu/etd/2739

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