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You searched for subject:(teacher preparation). Showing records 1 – 30 of 575 total matches.

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Vanderbilt University

1. Preston, Courtney Elizabeth. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.

Degree: PhD, Leadership and Policy Studies, 2014, Vanderbilt University

 Research provides strong evidence that teachers make a significant contribution to student achievement and that among in-school factors, teachers matters most. States have begun evaluating… (more)

Subjects/Keywords: teacher preparation; teacher education; teacher quality

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APA (6th Edition):

Preston, C. E. (2014). Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13197

Chicago Manual of Style (16th Edition):

Preston, Courtney Elizabeth. “Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed February 26, 2021. http://hdl.handle.net/1803/13197.

MLA Handbook (7th Edition):

Preston, Courtney Elizabeth. “Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.” 2014. Web. 26 Feb 2021.

Vancouver:

Preston CE. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/1803/13197.

Council of Science Editors:

Preston CE. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/13197


Penn State University

2. Griess, Carolyn Jean. Educating Early Educators: Voices of Early Childhood Educators Participating in Formal Education as Part of a Statewide Quality Rating Improvement System.

Degree: 2012, Penn State University

 Early childhood education has gained national attention as a tool for increasing outcomes and reducing risks for young children and their families. In an effort… (more)

Subjects/Keywords: teacher preparation; QRIS; early childhood

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APA (6th Edition):

Griess, C. J. (2012). Educating Early Educators: Voices of Early Childhood Educators Participating in Formal Education as Part of a Statewide Quality Rating Improvement System. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/16155

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):

Griess, Carolyn Jean. “Educating Early Educators: Voices of Early Childhood Educators Participating in Formal Education as Part of a Statewide Quality Rating Improvement System.” 2012. Thesis, Penn State University. Accessed February 26, 2021. https://submit-etda.libraries.psu.edu/catalog/16155.

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

MLA Handbook (7th Edition):

Griess, Carolyn Jean. “Educating Early Educators: Voices of Early Childhood Educators Participating in Formal Education as Part of a Statewide Quality Rating Improvement System.” 2012. Web. 26 Feb 2021.

Vancouver:

Griess CJ. Educating Early Educators: Voices of Early Childhood Educators Participating in Formal Education as Part of a Statewide Quality Rating Improvement System. [Internet] [Thesis]. Penn State University; 2012. [cited 2021 Feb 26]. Available from: https://submit-etda.libraries.psu.edu/catalog/16155.

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

Council of Science Editors:

Griess CJ. Educating Early Educators: Voices of Early Childhood Educators Participating in Formal Education as Part of a Statewide Quality Rating Improvement System. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/16155

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


University of Houston

3. -6232-5340. Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam.

Degree: EdD, Professional Leadership, 2017, University of Houston

 Background: The current complexity of the global marketplace challenges national education systems around the world to prepare its children with the knowledge and skills needed… (more)

Subjects/Keywords: Teacher preparation; Danang; Vietnam

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APA (6th Edition):

-6232-5340. (2017). Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1875

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-6232-5340. “Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam.” 2017. Doctoral Dissertation, University of Houston. Accessed February 26, 2021. http://hdl.handle.net/10657/1875.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-6232-5340. “Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam.” 2017. Web. 26 Feb 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6232-5340. Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/10657/1875.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-6232-5340. Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1875

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Toronto

4. Heredia, Blanca. Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario.

Degree: 2011, University of Toronto

Research evidence suggests that quality teacher preparation sets beginning teachers on the right track for effectively teaching literacy. Given that most of the research has… (more)

Subjects/Keywords: teacher preparation; literacy instruction; 0530

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APA (6th Edition):

Heredia, B. (2011). Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/27582

Chicago Manual of Style (16th Edition):

Heredia, Blanca. “Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario.” 2011. Doctoral Dissertation, University of Toronto. Accessed February 26, 2021. http://hdl.handle.net/1807/27582.

MLA Handbook (7th Edition):

Heredia, Blanca. “Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario.” 2011. Web. 26 Feb 2021.

Vancouver:

Heredia B. Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/1807/27582.

Council of Science Editors:

Heredia B. Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/27582


University of Minnesota

5. Moody, Heather Ann. Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs.

Degree: EdD, Teaching and Learning, 2013, University of Minnesota

 Wisconsin Act 31 was established for the purpose of addressing American Indian history, culture, and sovereignty within K-12 schools as a response to treaty rights… (more)

Subjects/Keywords: Act 31; Teacher preparation; Wisconsin

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APA (6th Edition):

Moody, H. A. (2013). Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/159868

Chicago Manual of Style (16th Edition):

Moody, Heather Ann. “Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs.” 2013. Doctoral Dissertation, University of Minnesota. Accessed February 26, 2021. http://purl.umn.edu/159868.

MLA Handbook (7th Edition):

Moody, Heather Ann. “Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs.” 2013. Web. 26 Feb 2021.

Vancouver:

Moody HA. Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2021 Feb 26]. Available from: http://purl.umn.edu/159868.

Council of Science Editors:

Moody HA. Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://purl.umn.edu/159868


University of North Texas

6. Callaway, Stacey E. A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders.

Degree: 2014, University of North Texas

 The purpose of this study is to identify novice teachers’ perception of their preparedness to teach a class designed for students with autism spectrum disorder… (more)

Subjects/Keywords: Autism; qualitative; novice teacher preparation

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APA (6th Edition):

Callaway, S. E. (2014). A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500121/

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):

Callaway, Stacey E. “A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders.” 2014. Thesis, University of North Texas. Accessed February 26, 2021. https://digital.library.unt.edu/ark:/67531/metadc500121/.

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

MLA Handbook (7th Edition):

Callaway, Stacey E. “A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders.” 2014. Web. 26 Feb 2021.

Vancouver:

Callaway SE. A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders. [Internet] [Thesis]. University of North Texas; 2014. [cited 2021 Feb 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500121/.

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

Council of Science Editors:

Callaway SE. A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500121/

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


University of Georgia

7. Gomez, Carlos Nicolas. Identity formation as a teacher-of-mathematics.

Degree: 2016, University of Georgia

Teacher education programs can be perceived as a series of interventions with the goal of modifying, shifting, or constructing beliefs about teaching and learning. This… (more)

Subjects/Keywords: Mathematics Teacher Preparation; Identity; Emotion

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APA (6th Edition):

Gomez, C. N. (2016). Identity formation as a teacher-of-mathematics. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/36117

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):

Gomez, Carlos Nicolas. “Identity formation as a teacher-of-mathematics.” 2016. Thesis, University of Georgia. Accessed February 26, 2021. http://hdl.handle.net/10724/36117.

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

MLA Handbook (7th Edition):

Gomez, Carlos Nicolas. “Identity formation as a teacher-of-mathematics.” 2016. Web. 26 Feb 2021.

Vancouver:

Gomez CN. Identity formation as a teacher-of-mathematics. [Internet] [Thesis]. University of Georgia; 2016. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/10724/36117.

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

Council of Science Editors:

Gomez CN. Identity formation as a teacher-of-mathematics. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/36117

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


Virginia Tech

8. Brinkmann, Jodie Lynn. Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech

 The need for more collaboration and co-teaching emerged from the standards-based and accountability movement as a result of the No Child Left Behind (NCLB) and… (more)

Subjects/Keywords: co-teaching; teacher preparation; collaboration

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

APA (6th Edition):

Brinkmann, J. L. (2012). Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77317

Chicago Manual of Style (16th Edition):

Brinkmann, Jodie Lynn. “Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching.” 2012. Doctoral Dissertation, Virginia Tech. Accessed February 26, 2021. http://hdl.handle.net/10919/77317.

MLA Handbook (7th Edition):

Brinkmann, Jodie Lynn. “Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching.” 2012. Web. 26 Feb 2021.

Vancouver:

Brinkmann JL. Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/10919/77317.

Council of Science Editors:

Brinkmann JL. Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77317


University of Oklahoma

9. Groves, Shelley. ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION.

Degree: PhD, 2019, University of Oklahoma

 The standard of excellence in teacher preparation is accreditation by the Council for the Accreditation of Educator Preparation (CAEP). Millions of dollars, untold hours of… (more)

Subjects/Keywords: Accreditation; Teacher preparation; Ethics

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APA (6th Edition):

Groves, S. (2019). ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/320326

Chicago Manual of Style (16th Edition):

Groves, Shelley. “ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed February 26, 2021. http://hdl.handle.net/11244/320326.

MLA Handbook (7th Edition):

Groves, Shelley. “ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION.” 2019. Web. 26 Feb 2021.

Vancouver:

Groves S. ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/11244/320326.

Council of Science Editors:

Groves S. ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/320326


University of Houston

10. Legreid, Katherine Elizabeth. Perceptions on Enactment of the Effective Mathematics Teaching Practices by Teacher Candidates: A Replication Study.

Degree: EdD, Professional Leadership, Education, 2020, University of Houston

 Background: Teacher candidates are encouraged in their teacher preparation programs to enact instructional practices that support equity and access for all students. Learning to teach… (more)

Subjects/Keywords: Teacher Preparation; Mathematics Teaching Practices

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APA (6th Edition):

Legreid, K. E. (2020). Perceptions on Enactment of the Effective Mathematics Teaching Practices by Teacher Candidates: A Replication Study. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/7282

Chicago Manual of Style (16th Edition):

Legreid, Katherine Elizabeth. “Perceptions on Enactment of the Effective Mathematics Teaching Practices by Teacher Candidates: A Replication Study.” 2020. Doctoral Dissertation, University of Houston. Accessed February 26, 2021. http://hdl.handle.net/10657/7282.

MLA Handbook (7th Edition):

Legreid, Katherine Elizabeth. “Perceptions on Enactment of the Effective Mathematics Teaching Practices by Teacher Candidates: A Replication Study.” 2020. Web. 26 Feb 2021.

Vancouver:

Legreid KE. Perceptions on Enactment of the Effective Mathematics Teaching Practices by Teacher Candidates: A Replication Study. [Internet] [Doctoral dissertation]. University of Houston; 2020. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/10657/7282.

Council of Science Editors:

Legreid KE. Perceptions on Enactment of the Effective Mathematics Teaching Practices by Teacher Candidates: A Replication Study. [Doctoral Dissertation]. University of Houston; 2020. Available from: http://hdl.handle.net/10657/7282


University of Illinois – Urbana-Champaign

11. Lee, Suzanne. Special educators' preparation and intent to stay in teaching.

Degree: PhD, Special Education, 2020, University of Illinois – Urbana-Champaign

 Frequent media reports suggest our nation is facing a shortage of qualified teachers, making teacher recruitment, retention, and attrition a significant issue facing schools today.… (more)

Subjects/Keywords: Special education; Teacher preparation; Teacher retention

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APA (6th Edition):

Lee, S. (2020). Special educators' preparation and intent to stay in teaching. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/107969

Chicago Manual of Style (16th Edition):

Lee, Suzanne. “Special educators' preparation and intent to stay in teaching.” 2020. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 26, 2021. http://hdl.handle.net/2142/107969.

MLA Handbook (7th Edition):

Lee, Suzanne. “Special educators' preparation and intent to stay in teaching.” 2020. Web. 26 Feb 2021.

Vancouver:

Lee S. Special educators' preparation and intent to stay in teaching. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2020. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/2142/107969.

Council of Science Editors:

Lee S. Special educators' preparation and intent to stay in teaching. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2020. Available from: http://hdl.handle.net/2142/107969


University of North Texas

12. George, Anna Ray Bayless. Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science.

Degree: 2012, University of North Texas

 A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas… (more)

Subjects/Keywords: Teacher preparation; science education; teacher certification

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APA (6th Edition):

George, A. R. B. (2012). Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149592/

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):

George, Anna Ray Bayless. “Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science.” 2012. Thesis, University of North Texas. Accessed February 26, 2021. https://digital.library.unt.edu/ark:/67531/metadc149592/.

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

MLA Handbook (7th Edition):

George, Anna Ray Bayless. “Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science.” 2012. Web. 26 Feb 2021.

Vancouver:

George ARB. Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science. [Internet] [Thesis]. University of North Texas; 2012. [cited 2021 Feb 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149592/.

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

Council of Science Editors:

George ARB. Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149592/

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


University of Montana

13. Kinderwater, William Alexander. The Role of Dispositions in Teacher Candidate Education.

Degree: Doctor of Education (EdD), 2013, University of Montana

 The Interstate Teacher Assessment and Support Consortium (InTASC) and the Council for the Accreditation of Educator Preparation (CAEP) (formerly NCATE) have stated that teacher preparation(more)

Subjects/Keywords: dispositions; moral education; teacher preparation; teacher training

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APA (6th Edition):

Kinderwater, W. A. (2013). The Role of Dispositions in Teacher Candidate Education. (Doctoral Dissertation). University of Montana. Retrieved from https://scholarworks.umt.edu/etd/1388

Chicago Manual of Style (16th Edition):

Kinderwater, William Alexander. “The Role of Dispositions in Teacher Candidate Education.” 2013. Doctoral Dissertation, University of Montana. Accessed February 26, 2021. https://scholarworks.umt.edu/etd/1388.

MLA Handbook (7th Edition):

Kinderwater, William Alexander. “The Role of Dispositions in Teacher Candidate Education.” 2013. Web. 26 Feb 2021.

Vancouver:

Kinderwater WA. The Role of Dispositions in Teacher Candidate Education. [Internet] [Doctoral dissertation]. University of Montana; 2013. [cited 2021 Feb 26]. Available from: https://scholarworks.umt.edu/etd/1388.

Council of Science Editors:

Kinderwater WA. The Role of Dispositions in Teacher Candidate Education. [Doctoral Dissertation]. University of Montana; 2013. Available from: https://scholarworks.umt.edu/etd/1388


Boston College

14. Keefe, Elizabeth Stringer. Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2017, Boston College

 The number of autistic students receiving special education services increased 478% between the years 2000 and 2013 (National Center for Education Statistics, 2016). U.S. schools… (more)

Subjects/Keywords: autism; autism spectrum disorder; special education teacher preparation; teacher education; teacher preparation; teacher preparedness

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

APA (6th Edition):

Keefe, E. S. (2017). Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107658

Chicago Manual of Style (16th Edition):

Keefe, Elizabeth Stringer. “Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students.” 2017. Doctoral Dissertation, Boston College. Accessed February 26, 2021. http://dlib.bc.edu/islandora/object/bc-ir:107658.

MLA Handbook (7th Edition):

Keefe, Elizabeth Stringer. “Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students.” 2017. Web. 26 Feb 2021.

Vancouver:

Keefe ES. Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students. [Internet] [Doctoral dissertation]. Boston College; 2017. [cited 2021 Feb 26]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107658.

Council of Science Editors:

Keefe ES. Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students. [Doctoral Dissertation]. Boston College; 2017. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107658


University of Arizona

15. Reinhardt, Kimberly S. Mentor Teachers: Internalization of Role, Externalization of Practices and the Relational Agency of Preparation .

Degree: 2015, University of Arizona

 This study was an investigation of mentor teachers who work in a Master of Education teacher preparation program. It examined mentors who work with teacher(more)

Subjects/Keywords: mentoring; mentoring role; professional development; relational agency; teacher preparation; Teaching & Teacher Education; clinical teacher preparation

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APA (6th Edition):

Reinhardt, K. S. (2015). Mentor Teachers: Internalization of Role, Externalization of Practices and the Relational Agency of Preparation . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/556960

Chicago Manual of Style (16th Edition):

Reinhardt, Kimberly S. “Mentor Teachers: Internalization of Role, Externalization of Practices and the Relational Agency of Preparation .” 2015. Doctoral Dissertation, University of Arizona. Accessed February 26, 2021. http://hdl.handle.net/10150/556960.

MLA Handbook (7th Edition):

Reinhardt, Kimberly S. “Mentor Teachers: Internalization of Role, Externalization of Practices and the Relational Agency of Preparation .” 2015. Web. 26 Feb 2021.

Vancouver:

Reinhardt KS. Mentor Teachers: Internalization of Role, Externalization of Practices and the Relational Agency of Preparation . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/10150/556960.

Council of Science Editors:

Reinhardt KS. Mentor Teachers: Internalization of Role, Externalization of Practices and the Relational Agency of Preparation . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/556960


University of Georgia

16. Hayes, Brandilyn. Organizational and professional commitment of alternatively certified teachers.

Degree: 2014, University of Georgia

 The requirements in No Child Left Behind have put pressure on states, districts, and schools to attract and retain teachers that are adequately prepared, highly… (more)

Subjects/Keywords: Teacher preparation; Alternative certification; Adequate preparation; Georgia teacher alternative preparation program (Georgia TAPP); Organizational commitment; Professional commitment; Teacher shortage

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APA (6th Edition):

Hayes, B. (2014). Organizational and professional commitment of alternatively certified teachers. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/26909

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):

Hayes, Brandilyn. “Organizational and professional commitment of alternatively certified teachers.” 2014. Thesis, University of Georgia. Accessed February 26, 2021. http://hdl.handle.net/10724/26909.

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

MLA Handbook (7th Edition):

Hayes, Brandilyn. “Organizational and professional commitment of alternatively certified teachers.” 2014. Web. 26 Feb 2021.

Vancouver:

Hayes B. Organizational and professional commitment of alternatively certified teachers. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/10724/26909.

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

Council of Science Editors:

Hayes B. Organizational and professional commitment of alternatively certified teachers. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/26909

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


Georgia State University

17. Gayles, Pamela L. Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools.

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

  ABSTRACT TITLE I ELEMENTARY SCHOOL PRINCIPALS’ PERSPECTIVES ON TEACHER PREPAREDNESS: UNIVERSITY-BASED ALTERNATIVE TEACHER PREPARATION FOR URBAN SCHOOLS by Pamela L. Gayles Colleges of education… (more)

Subjects/Keywords: Teacher Preparation; Alternative Teacher Preparation; Urban Schools; Urban Teacher Preparation; Educational Policy; Multicultural Education; Education; Education Policy

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APA (6th Edition):

Gayles, P. L. (2011). Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/83

Chicago Manual of Style (16th Edition):

Gayles, Pamela L. “Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools.” 2011. Doctoral Dissertation, Georgia State University. Accessed February 26, 2021. https://scholarworks.gsu.edu/eps_diss/83.

MLA Handbook (7th Edition):

Gayles, Pamela L. “Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools.” 2011. Web. 26 Feb 2021.

Vancouver:

Gayles PL. Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2021 Feb 26]. Available from: https://scholarworks.gsu.edu/eps_diss/83.

Council of Science Editors:

Gayles PL. Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/eps_diss/83


University of California – Irvine

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

Degree: Education, 2018, University of California – Irvine

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Zinger, Doron. “The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction.” 2018. Thesis, University of California – Irvine. Accessed February 26, 2021. http://www.escholarship.org/uc/item/36h6w7ps.

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

MLA Handbook (7th Edition):

Zinger, Doron. “The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction.” 2018. Web. 26 Feb 2021.

Vancouver:

Zinger D. The Realities and Possibilities of Fast-Tracked Teacher Preparation: A Longitudinal Case Study of Alternatively Certified Teachers’ Learning and Instruction. [Internet] [Thesis]. University of California – Irvine; 2018. [cited 2021 Feb 26]. Available from: http://www.escholarship.org/uc/item/36h6w7ps.

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

Council of Science Editors:

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

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

19. Gauthier, Leah. CHANGE PLAN FOR THE TEACHER MENTORING AND INDUCTION PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT.

Degree: EdD Doctor of Education, Educational Leadership, 2017, National-Louis University

  The teacher mentoring program is supportive to those new to the profession or new to the school district. The mentoring program is not successful… (more)

Subjects/Keywords: mentoring; teacher retention; teacher preparation; leadership; Teacher Education and Professional Development

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APA (6th Edition):

Gauthier, L. (2017). CHANGE PLAN FOR THE TEACHER MENTORING AND INDUCTION PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/247

Chicago Manual of Style (16th Edition):

Gauthier, Leah. “CHANGE PLAN FOR THE TEACHER MENTORING AND INDUCTION PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT.” 2017. Doctoral Dissertation, National-Louis University. Accessed February 26, 2021. https://digitalcommons.nl.edu/diss/247.

MLA Handbook (7th Edition):

Gauthier, Leah. “CHANGE PLAN FOR THE TEACHER MENTORING AND INDUCTION PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT.” 2017. Web. 26 Feb 2021.

Vancouver:

Gauthier L. CHANGE PLAN FOR THE TEACHER MENTORING AND INDUCTION PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2021 Feb 26]. Available from: https://digitalcommons.nl.edu/diss/247.

Council of Science Editors:

Gauthier L. CHANGE PLAN FOR THE TEACHER MENTORING AND INDUCTION PROGRAM TO INFORM RETENTION EFFORTS IN A SUBURBAN SCHOOL DISTRICT. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/247


University of Missouri – Columbia

20. Taylor, Cynthia E. Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes.

Degree: 2011, University of Missouri – Columbia

 Prospective mathematics teachers (PTs) need to develop pedagogical content knowledge (PCK) to improve the teaching and learning of mathematics. Therefore, mathematics teacher educators (MTEs) need… (more)

Subjects/Keywords: pedagogical content knowledge; mathematics teacher educator; prospective teacher; teacher preparation programs

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APA (6th Edition):

Taylor, C. E. (2011). Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15819

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):

Taylor, Cynthia E. “Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes.” 2011. Thesis, University of Missouri – Columbia. Accessed February 26, 2021. http://hdl.handle.net/10355/15819.

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

MLA Handbook (7th Edition):

Taylor, Cynthia E. “Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes.” 2011. Web. 26 Feb 2021.

Vancouver:

Taylor CE. Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/10355/15819.

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

Council of Science Editors:

Taylor CE. Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/15819

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


University of Sydney

21. Lo, Wing Yee. The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong .

Degree: 2014, University of Sydney

 In Hong Kong, primary mathematics education underwent curriculum reform in 2000. The revised primary mathematics curriculum places a stronger emphasis on developing students’ higher-order thinking… (more)

Subjects/Keywords: Primary mathematics education; Teacher preparation; Teacher knowledge; Teacher beliefs; Curriculum studies

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APA (6th Edition):

Lo, W. Y. (2014). The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/12471

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):

Lo, Wing Yee. “The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong .” 2014. Thesis, University of Sydney. Accessed February 26, 2021. http://hdl.handle.net/2123/12471.

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

MLA Handbook (7th Edition):

Lo, Wing Yee. “The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong .” 2014. Web. 26 Feb 2021.

Vancouver:

Lo WY. The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong . [Internet] [Thesis]. University of Sydney; 2014. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/2123/12471.

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

Council of Science Editors:

Lo WY. The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong . [Thesis]. University of Sydney; 2014. Available from: http://hdl.handle.net/2123/12471

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


University of Cincinnati

22. Bottomley, Amy. Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes.

Degree: EdD, Education, Criminal Justice, and Human Services: Curriculum and Instruction, 2016, University of Cincinnati

 The field of education has recognized the importance of disciplinary literacy in middle and high school classroom instruction. In order to prepare teacher candidates to… (more)

Subjects/Keywords: Teacher Education; disciplinary literacy; teacher preparation; social studies education; teacher education

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APA (6th Edition):

Bottomley, A. (2016). Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622

Chicago Manual of Style (16th Edition):

Bottomley, Amy. “Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes.” 2016. Doctoral Dissertation, University of Cincinnati. Accessed February 26, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622.

MLA Handbook (7th Edition):

Bottomley, Amy. “Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes.” 2016. Web. 26 Feb 2021.

Vancouver:

Bottomley A. Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes. [Internet] [Doctoral dissertation]. University of Cincinnati; 2016. [cited 2021 Feb 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622.

Council of Science Editors:

Bottomley A. Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes. [Doctoral Dissertation]. University of Cincinnati; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622


Texas A&M University

23. Crook, Dena Marie. Using Outcome Measures in the Evaluation of One Educator Preparation Program in Central Texas.

Degree: EdD, Curriculum and Instruction, 2017, Texas A&M University

 Framed in a quantitative methodology, this study focused on the efficacy of an undergraduate elementary educator preparation program (EPP) at a central Texas university. The… (more)

Subjects/Keywords: educator preparation program evaluation; teacher preparation; outcome-based assessment

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

APA (6th Edition):

Crook, D. M. (2017). Using Outcome Measures in the Evaluation of One Educator Preparation Program in Central Texas. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169628

Chicago Manual of Style (16th Edition):

Crook, Dena Marie. “Using Outcome Measures in the Evaluation of One Educator Preparation Program in Central Texas.” 2017. Doctoral Dissertation, Texas A&M University. Accessed February 26, 2021. http://hdl.handle.net/1969.1/169628.

MLA Handbook (7th Edition):

Crook, Dena Marie. “Using Outcome Measures in the Evaluation of One Educator Preparation Program in Central Texas.” 2017. Web. 26 Feb 2021.

Vancouver:

Crook DM. Using Outcome Measures in the Evaluation of One Educator Preparation Program in Central Texas. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/1969.1/169628.

Council of Science Editors:

Crook DM. Using Outcome Measures in the Evaluation of One Educator Preparation Program in Central Texas. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169628


Penn State University

24. Salopek, Michelle Mary. Influence of Ethics Education on Moral Reasoning Among Pre-service Teacher Preparation and Social Work Students.

Degree: 2013, Penn State University

 This comparative case study examines the influence of ethics education on moral reasoning among pre-service teacher preparation and social work students. This study specifically investigates… (more)

Subjects/Keywords: Ethics Education; Teacher Preparation; Social Work Preparation; Moral Reasoning; Educational Leadership

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APA (6th Edition):

Salopek, M. M. (2013). Influence of Ethics Education on Moral Reasoning Among Pre-service Teacher Preparation and Social Work Students. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/18940

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):

Salopek, Michelle Mary. “Influence of Ethics Education on Moral Reasoning Among Pre-service Teacher Preparation and Social Work Students.” 2013. Thesis, Penn State University. Accessed February 26, 2021. https://submit-etda.libraries.psu.edu/catalog/18940.

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

MLA Handbook (7th Edition):

Salopek, Michelle Mary. “Influence of Ethics Education on Moral Reasoning Among Pre-service Teacher Preparation and Social Work Students.” 2013. Web. 26 Feb 2021.

Vancouver:

Salopek MM. Influence of Ethics Education on Moral Reasoning Among Pre-service Teacher Preparation and Social Work Students. [Internet] [Thesis]. Penn State University; 2013. [cited 2021 Feb 26]. Available from: https://submit-etda.libraries.psu.edu/catalog/18940.

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

Council of Science Editors:

Salopek MM. Influence of Ethics Education on Moral Reasoning Among Pre-service Teacher Preparation and Social Work Students. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/18940

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


Mississippi State University

25. Miller, Nicole C. Online teacher candidates experiences in a virtual world for the preparation to teach middle school.

Degree: PhD, Curriculum, Instruction and Special Education, 2012, Mississippi State University

  Increasingly virtual worlds are being used to provide new and varied learning opportunities by various educational organizations such as universities, K-12 schools, and museums… (more)

Subjects/Keywords: virtual world; middle level; teacher preparation

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APA (6th Edition):

Miller, N. C. (2012). Online teacher candidates experiences in a virtual world for the preparation to teach middle school. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-10232012-235218/ ;

Chicago Manual of Style (16th Edition):

Miller, Nicole C. “Online teacher candidates experiences in a virtual world for the preparation to teach middle school.” 2012. Doctoral Dissertation, Mississippi State University. Accessed February 26, 2021. http://sun.library.msstate.edu/ETD-db/theses/available/etd-10232012-235218/ ;.

MLA Handbook (7th Edition):

Miller, Nicole C. “Online teacher candidates experiences in a virtual world for the preparation to teach middle school.” 2012. Web. 26 Feb 2021.

Vancouver:

Miller NC. Online teacher candidates experiences in a virtual world for the preparation to teach middle school. [Internet] [Doctoral dissertation]. Mississippi State University; 2012. [cited 2021 Feb 26]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10232012-235218/ ;.

Council of Science Editors:

Miller NC. Online teacher candidates experiences in a virtual world for the preparation to teach middle school. [Doctoral Dissertation]. Mississippi State University; 2012. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10232012-235218/ ;


Virginia Commonwealth University

26. Hooper, Belinda. Preparing Early Childhood Special Educators for Inclusive Practice.

Degree: PhD, Education, 2011, Virginia Commonwealth University

 The purpose of this study was to describe experienced practitioners’ beliefs about inclusion and their perceptions of what early childhood special education (ECSE) preservice teachers… (more)

Subjects/Keywords: inclusion; early childhood; teacher preparation; Education

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APA (6th Edition):

Hooper, B. (2011). Preparing Early Childhood Special Educators for Inclusive Practice. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/A8S1-X358 ; https://scholarscompass.vcu.edu/etd/2380

Chicago Manual of Style (16th Edition):

Hooper, Belinda. “Preparing Early Childhood Special Educators for Inclusive Practice.” 2011. Doctoral Dissertation, Virginia Commonwealth University. Accessed February 26, 2021. https://doi.org/10.25772/A8S1-X358 ; https://scholarscompass.vcu.edu/etd/2380.

MLA Handbook (7th Edition):

Hooper, Belinda. “Preparing Early Childhood Special Educators for Inclusive Practice.” 2011. Web. 26 Feb 2021.

Vancouver:

Hooper B. Preparing Early Childhood Special Educators for Inclusive Practice. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2011. [cited 2021 Feb 26]. Available from: https://doi.org/10.25772/A8S1-X358 ; https://scholarscompass.vcu.edu/etd/2380.

Council of Science Editors:

Hooper B. Preparing Early Childhood Special Educators for Inclusive Practice. [Doctoral Dissertation]. Virginia Commonwealth University; 2011. Available from: https://doi.org/10.25772/A8S1-X358 ; https://scholarscompass.vcu.edu/etd/2380

27. Desutter, Keri Lynne. Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study.

Degree: PhD, Teaching & Learning, 2015, University of North Dakota

  The purpose of this explanatory sequential mixed methods study was to examine novice elementary teachers' perceptions of preparedness and competence for teaching in inclusive… (more)

Subjects/Keywords: Inclusive education; Novice teachers; Teacher preparation

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APA (6th Edition):

Desutter, K. L. (2015). Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1763

Chicago Manual of Style (16th Edition):

Desutter, Keri Lynne. “Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study.” 2015. Doctoral Dissertation, University of North Dakota. Accessed February 26, 2021. https://commons.und.edu/theses/1763.

MLA Handbook (7th Edition):

Desutter, Keri Lynne. “Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study.” 2015. Web. 26 Feb 2021.

Vancouver:

Desutter KL. Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2015. [cited 2021 Feb 26]. Available from: https://commons.und.edu/theses/1763.

Council of Science Editors:

Desutter KL. Utilizing Novice Teachers' Perceptions And Voices To Make Recommendations For Improving Teacher Preparation For Inclusive Education: A Mixed Methods Study. [Doctoral Dissertation]. University of North Dakota; 2015. Available from: https://commons.und.edu/theses/1763


University of Illinois – Urbana-Champaign

28. Brewer, Timothy Jameson. An examination of Teach For America's impact on the teaching profession, hiring practices, and educational leadership.

Degree: PhD, Educational Policy Studies, 2016, University of Illinois – Urbana-Champaign

 In the multi-faceted work of examining Teach For America (TFA), an important question that needs more complex consideration is: "What are the actual and potential… (more)

Subjects/Keywords: Teach For America; Teacher Preparation; Neoliberalism

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APA (6th Edition):

Brewer, T. J. (2016). An examination of Teach For America's impact on the teaching profession, hiring practices, and educational leadership. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90541

Chicago Manual of Style (16th Edition):

Brewer, Timothy Jameson. “An examination of Teach For America's impact on the teaching profession, hiring practices, and educational leadership.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 26, 2021. http://hdl.handle.net/2142/90541.

MLA Handbook (7th Edition):

Brewer, Timothy Jameson. “An examination of Teach For America's impact on the teaching profession, hiring practices, and educational leadership.” 2016. Web. 26 Feb 2021.

Vancouver:

Brewer TJ. An examination of Teach For America's impact on the teaching profession, hiring practices, and educational leadership. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/2142/90541.

Council of Science Editors:

Brewer TJ. An examination of Teach For America's impact on the teaching profession, hiring practices, and educational leadership. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90541


University of Hawaii – Manoa

29. Silva, Jaydene Rk. Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers.

Degree: 2015, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2014.

Teacher transiency and teacher quality are of utmost concern in Hawaiʻi. For decades, the Hawaiʻi Department of Education… (more)

Subjects/Keywords: teacher preparation; community college; underrepresented students

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APA (6th Edition):

Silva, J. R. (2015). Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101141

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):

Silva, Jaydene Rk. “Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers.” 2015. Thesis, University of Hawaii – Manoa. Accessed February 26, 2021. http://hdl.handle.net/10125/101141.

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

MLA Handbook (7th Edition):

Silva, Jaydene Rk. “Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers.” 2015. Web. 26 Feb 2021.

Vancouver:

Silva JR. Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2021 Feb 26]. Available from: http://hdl.handle.net/10125/101141.

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

Council of Science Editors:

Silva JR. Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers. [Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/101141

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


University of North Texas

30. Hovey, Katrina A. University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention.

Degree: 2016, University of North Texas

 Pre-service teachers are entering the field as novice practitioners with concerns regarding their ability to confidently and effectively implement key components of response to intervention… (more)

Subjects/Keywords: Teacher preparation; Response to Intervention; RTI

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APA (6th Edition):

Hovey, K. A. (2016). University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc955015/

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):

Hovey, Katrina A. “University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention.” 2016. Thesis, University of North Texas. Accessed February 26, 2021. https://digital.library.unt.edu/ark:/67531/metadc955015/.

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

MLA Handbook (7th Edition):

Hovey, Katrina A. “University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention.” 2016. Web. 26 Feb 2021.

Vancouver:

Hovey KA. University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention. [Internet] [Thesis]. University of North Texas; 2016. [cited 2021 Feb 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc955015/.

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

Council of Science Editors:

Hovey KA. University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc955015/

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

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