subject:(teacher professional development)

University of KwaZulu-Natal

1. Samuel, Michael Anthony. Beyond the Garden of Eden: deep teacher professional development.

Degree: 2009, University of KwaZulu-Natal

► Becoming a professional teacher is falsely understood to be a simple process: usually consisting of a transference of skills to execute classroom pedagogy or classroom… (more)

Subjects/Keywords: Teacher professional development.

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

APA (6^th Edition):

Samuel, M. A. (2009). Beyond the Garden of Eden: deep teacher professional development. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/10960

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

Chicago Manual of Style (16^th Edition):

Samuel, Michael Anthony. “Beyond the Garden of Eden: deep teacher professional development.” 2009. Thesis, University of KwaZulu-Natal. Accessed March 23, 2019. http://hdl.handle.net/10413/10960.

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

MLA Handbook (7^th Edition):

Samuel, Michael Anthony. “Beyond the Garden of Eden: deep teacher professional development.” 2009. Web. 23 Mar 2019.

Vancouver:

Samuel MA. Beyond the Garden of Eden: deep teacher professional development. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/10413/10960.

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

Council of Science Editors:

Samuel MA. Beyond the Garden of Eden: deep teacher professional development. [Thesis]. University of KwaZulu-Natal; 2009. Available from: http://hdl.handle.net/10413/10960

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

Addis Ababa University

2. Gebrehiwot, Kesete. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .

Degree: 2011, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/6426

► The study was suited in cluster school-Teacher Education Institutes relationship in Tigray Region which aims to investigate the status accomplishment, practice and challenges, impact along… (more)

▼ The study was suited in cluster school-Teacher Education Institutes relationship in Tigray Region which aims to investigate the status accomplishment, practice and challenges, impact along the contours of teacher’s class room practice, continuous professional development, and sense of collegiality learning environment with the intention of engendering the ways/means for sustainable partnership. Towards achieving this purpose, the study employed better combination of qualitative and quantitative - mixed research. Consequently, the study involved participants such as deans of the colleges, cluster unit coordinators of the college, school teachers, college instructors, cluster supervisors, school directors, woreda education heads and group of council students of the schools; using mixed sampling techniques. Corollary, data was collected through questionnaire, in-depth interview, classroom observations, and document analysis as enriching and triangulating data for the study. Following this, quantitative (descriptive and inferential statistics) and qualitative(thematic analysis and interpretation) sub report, mixed data analysis findings reveal that the partnership status vitality includes most descriptions of goals and benefits at planning stage, however challenging implementation process and loosely monitoring and evaluation system. The trainings and materials support provision the colleges render to the schools on the one hand, and what all these supports the schools receive on the other hand, was considered as mainstay with the partnership’s practice towards meeting its purposes. In effect, TEIs/cluster school partnership offers tremendous opportunities in establishing model classes and pedagogical resource center in the schools was unprecedented. Further to this, increasing repertoire pedagogical knowledge and skills, initiating conducting action research as tool for professional development were emerged to accrue from TEIs/cluster school partnership. However, most of these partnership impacts found at the infancy stage with little desired ‘trickledown impacts’ of the potential advantages of partnership. On the top of this, the TEIs/cluster schools partnership embedded the dearth of documentation and comprehensive impact research, loosely monitoring and evaluation system, lack of budget, time constraints, lack of delineated responsibilities and involvement of stakeholders, lack of organizational supports as multitudes challenges which increases the pressure for enduring positive outcomes of the partnership in more meaningful and sustainable manners. There was an apparent absence of evidence that underpins TEIs/cluster schools were immersed in the authentic collaborative atmosphere, hitherto, as to securing contrasting reciprocal opportunities in the quest for quality of education improvement. Through the education partnership lenses, the research findings encouraged critical [re]thinking of school/TEIs partnership to emulate its potentially enduring impacts and far reaching… Advisors/Committee Members: Derebssa Dufera (advisor).

Subjects/Keywords: teacher professional development

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

APA (6^th Edition):

Gebrehiwot, K. (2011). The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6426

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

Chicago Manual of Style (16^th Edition):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Thesis, Addis Ababa University. Accessed March 23, 2019. http://etd.aau.edu.et/dspace/handle/123456789/6426.

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

MLA Handbook (7^th Edition):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Web. 23 Mar 2019.

Vancouver:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Internet] [Thesis]. Addis Ababa University; 2011. [cited 2019 Mar 23]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6426.

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

Council of Science Editors:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Thesis]. Addis Ababa University; 2011. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6426

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

Addis Ababa University

3. Gebrehiwot, Kesete. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .

Degree: 2011, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/6428

► The study was suited in cluster school-Teacher Education Institutes relationship in Tigray Region which aims to investigate the status accomplishment, practice and challenges, impact along… (more)

▼ The study was suited in cluster school-Teacher Education Institutes relationship in Tigray Region which aims to investigate the status accomplishment, practice and challenges, impact along the contours of teacher’s class room practice, continuous professional development, and sense of collegiality learning environment with the intention of engendering the ways/means for sustainable partnership. Towards achieving this purpose, the study employed better combination of qualitative and quantitative - mixed research. Consequently, the study involved participants such as deans of the colleges, cluster unit coordinators of the college, school teachers, college instructors, cluster supervisors, school directors, woreda education heads and group of council students of the schools; using mixed sampling techniques. Corollary, data was collected through questionnaire, in-depth interview, classroom observations, and document analysis as enriching and triangulating data for the study. Following this, quantitative (descriptive and inferential statistics) and qualitative(thematic analysis and interpretation) sub report, mixed data analysis findings reveal that the partnership status vitality includes most descriptions of goals and benefits at planning stage, however challenging implementation process and loosely monitoring and evaluation system. The trainings and materials support provision the colleges render to the schools on the one hand, and what all these supports the schools receive on the other hand, was considered as mainstay with the partnership’s practice towards meeting its purposes. In effect, TEIs/cluster school partnership offers tremendous opportunities in establishing model classes and pedagogical resource center in the schools was unprecedented. Further to this, increasing repertoire pedagogical knowledge and skills, initiating conducting action research as tool for professional development were emerged to accrue from TEIs/cluster school partnership. However, most of these partnership impacts found at the infancy stage with little desired ‘trickledown impacts’ of the potential advantages of partnership. On the top of this, the TEIs/cluster schools partnership embedded the dearth of documentation and comprehensive impact research, loosely monitoring and evaluation system, lack of budget, time constraints, lack of delineated responsibilities and involvement of stakeholders, lack of organizational supports as multitudes challenges which increases the pressure for enduring positive outcomes of the partnership in more meaningful and sustainable manners. There was an apparent absence of evidence that underpins TEIs/cluster schools were immersed in the authentic collaborative atmosphere, hitherto, as to securing contrasting reciprocal opportunities in the quest for quality of education improvement. Through the education partnership lenses, the research findings encouraged critical [re]thinking of school/TEIs partnership to emulate its potentially enduring impacts and far reaching…

Subjects/Keywords: teacher professional development

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Gebrehiwot, K. (2011). The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6428

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

Chicago Manual of Style (16^th Edition):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Thesis, Addis Ababa University. Accessed March 23, 2019. http://etd.aau.edu.et/dspace/handle/123456789/6428.

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

MLA Handbook (7^th Edition):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Web. 23 Mar 2019.

Vancouver:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Internet] [Thesis]. Addis Ababa University; 2011. [cited 2019 Mar 23]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6428.

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

Council of Science Editors:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Thesis]. Addis Ababa University; 2011. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6428

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

University of Georgia

4. Meeler, Regina Linton. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.

Degree: PhD, Elementary Education, 2008, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/meeler_regina_e_200812_phd

► The diversity of the population of elementary school children is increasing. Yet, the teaching force that educates children is relatively homogeneous. Preservice teachers preparation insitutions… (more)

Subjects/Keywords: Teacher education; Diversity; Professional Development

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APA (6^th Edition):

Meeler, R. L. (2008). Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/meeler_regina_e_200812_phd

Chicago Manual of Style (16^th Edition):

Meeler, Regina Linton. “Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.” 2008. Doctoral Dissertation, University of Georgia. Accessed March 23, 2019. http://purl.galileo.usg.edu/uga_etd/meeler_regina_e_200812_phd.

MLA Handbook (7^th Edition):

Meeler, Regina Linton. “Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.” 2008. Web. 23 Mar 2019.

Vancouver:

Meeler RL. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Mar 23]. Available from: http://purl.galileo.usg.edu/uga_etd/meeler_regina_e_200812_phd.

Council of Science Editors:

Meeler RL. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/meeler_regina_e_200812_phd

5. Cullen, Dianne Margaret. Pre-service teacher education in the postmodern state.

Degree: PhD, 2012, Australian Catholic University

URL: https://researchbank.acu.edu.au/theses/429

► Over the past thirty years more than one hundred teaching and teacher education inquiries have been published in Australia. Despite each of these documents having… (more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6^th Edition):

Cullen, D. M. (2012). Pre-service teacher education in the postmodern state. (Doctoral Dissertation). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/429

Chicago Manual of Style (16^th Edition):

Cullen, Dianne Margaret. “Pre-service teacher education in the postmodern state.” 2012. Doctoral Dissertation, Australian Catholic University. Accessed March 23, 2019. https://researchbank.acu.edu.au/theses/429.

MLA Handbook (7^th Edition):

Cullen, Dianne Margaret. “Pre-service teacher education in the postmodern state.” 2012. Web. 23 Mar 2019.

Vancouver:

Cullen DM. Pre-service teacher education in the postmodern state. [Internet] [Doctoral dissertation]. Australian Catholic University; 2012. [cited 2019 Mar 23]. Available from: https://researchbank.acu.edu.au/theses/429.

Council of Science Editors:

Cullen DM. Pre-service teacher education in the postmodern state. [Doctoral Dissertation]. Australian Catholic University; 2012. Available from: https://researchbank.acu.edu.au/theses/429

University of Iowa

6. Alwahbi, Abdullah Abdulmohsen. Using contingency contracting to improve social interactions between students with ASD and their peers.

Degree: PhD, Teaching and Learning, 2017, University of Iowa

URL: https://ir.uiowa.edu/etd/5907

► Students with autism spectrum disorder (ASD) have severe impairment in social skills, which affects all areas of development. Researchers have indicated peer-mediated intervention (PMI)… (more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6^th Edition):

Alwahbi, A. A. (2017). Using contingency contracting to improve social interactions between students with ASD and their peers. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/5907

Chicago Manual of Style (16^th Edition):

Alwahbi, Abdullah Abdulmohsen. “Using contingency contracting to improve social interactions between students with ASD and their peers.” 2017. Doctoral Dissertation, University of Iowa. Accessed March 23, 2019. https://ir.uiowa.edu/etd/5907.

MLA Handbook (7^th Edition):

Alwahbi, Abdullah Abdulmohsen. “Using contingency contracting to improve social interactions between students with ASD and their peers.” 2017. Web. 23 Mar 2019.

Vancouver:

Alwahbi AA. Using contingency contracting to improve social interactions between students with ASD and their peers. [Internet] [Doctoral dissertation]. University of Iowa; 2017. [cited 2019 Mar 23]. Available from: https://ir.uiowa.edu/etd/5907.

Council of Science Editors:

Alwahbi AA. Using contingency contracting to improve social interactions between students with ASD and their peers. [Doctoral Dissertation]. University of Iowa; 2017. Available from: https://ir.uiowa.edu/etd/5907

University of Iowa

7. Jang, Jeong Yoon. The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach.

Degree: PhD, Teaching and Learning, 2011, University of Iowa

URL: https://ir.uiowa.edu/etd/1232

► This study was designed to investigate the impact of using a Structured Reading Framework within the Science Writing Heuristic approach on a summary writing… (more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6^th Edition):

Jang, J. Y. (2011). The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/1232

Chicago Manual of Style (16^th Edition):

Jang, Jeong Yoon. “The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach.” 2011. Doctoral Dissertation, University of Iowa. Accessed March 23, 2019. https://ir.uiowa.edu/etd/1232.

MLA Handbook (7^th Edition):

Jang, Jeong Yoon. “The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach.” 2011. Web. 23 Mar 2019.

Vancouver:

Jang JY. The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach. [Internet] [Doctoral dissertation]. University of Iowa; 2011. [cited 2019 Mar 23]. Available from: https://ir.uiowa.edu/etd/1232.

Council of Science Editors:

Jang JY. The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach. [Doctoral Dissertation]. University of Iowa; 2011. Available from: https://ir.uiowa.edu/etd/1232

8. Priest, Katie. Decreasing Teacher Burnout Through Teaching Effective and Efficient Grading Strategies .

Degree: 2018, California State University – San Marcos

URL: http://hdl.handle.net/10211.3/200392

► Because teachers leaving the field of education can greatly impact student learning and achievement, administrators need to reflect upon how they can impact their schools… (more)

Subjects/Keywords: Grading; Professional Development; Teacher Burnout

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APA (6^th Edition):

Priest, K. (2018). Decreasing Teacher Burnout Through Teaching Effective and Efficient Grading Strategies . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/200392

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

Chicago Manual of Style (16^th Edition):

Priest, Katie. “Decreasing Teacher Burnout Through Teaching Effective and Efficient Grading Strategies .” 2018. Thesis, California State University – San Marcos. Accessed March 23, 2019. http://hdl.handle.net/10211.3/200392.

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

MLA Handbook (7^th Edition):

Priest, Katie. “Decreasing Teacher Burnout Through Teaching Effective and Efficient Grading Strategies .” 2018. Web. 23 Mar 2019.

Vancouver:

Priest K. Decreasing Teacher Burnout Through Teaching Effective and Efficient Grading Strategies . [Internet] [Thesis]. California State University – San Marcos; 2018. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/10211.3/200392.

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

Council of Science Editors:

Priest K. Decreasing Teacher Burnout Through Teaching Effective and Efficient Grading Strategies . [Thesis]. California State University – San Marcos; 2018. Available from: http://hdl.handle.net/10211.3/200392

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

University of Manchester

9. O'Connell, Joseph. Towards an understanding of the factors that influence teacher engagement in continuimng professional development.

Degree: 2010, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:96672

► The aim of the research reported in this thesis is to examine the factors that Irish post-primary teachers report as influencing their decision making regarding… (more)

▼ The aim of the research reported in this thesis is to examine the factors that Irish post-primary teachers report as influencing their decision making regarding engagement in continuing professional development (CPD) and to present a conceptualisation of what I call engagement. The study examines the current research and theorising about CPD and from this develops an analysis and argument about how there is a need, within the context of CPD, to examine the relationship between the agency of the professional and the structuring context in which they are located. The study offers, through case study work with teachers in six post-primary schools in Ireland, new understandings of teachers' personal views, opinions and reflections with regard to the factors that influence their decision making regarding engagement in CPD. The analysis of the data leads to a number of outcomes, firstly, it offers a conceptualisation of these factors as a contribution towards a refinement of understanding of a model of engagement in CPD, secondly, consideration is given to what engagement means for professionalism and professionality and the implications that arise for both the policy makers and for post-primary teachers in Ireland. In pursuit of these aims the following research questions are addressed:1. What are the factors that influence teacher decision making regarding engagement in CPD?2. What does this mean for CPD and professional practice?The findings presented in this study are twofold. Firstly, in general, Irish post-primary teachers recognise the need for, and appreciate the potential value and benefit of professional learning in developing their understanding of the learning processes and its potential to improve the student experience and learning outcomes. Secondly, within the current Irish context individual teachers’ decision making with regard to engagement in CPD is influenced by a variety of factors but none more so than that of the impact of their decision to engage on their own personal lives. Consequently, it shows that there are emerging tensions between teachers and the Government in light of recent Government policy to locate more and more CPD events in an after school-time elective context. These issues combine to an examination of how teachers are being positioned and are positioning themselves for the reform process and what this means for the professionalism and professionality of Irish post-primary teachers. Advisors/Committee Members: AINSCOW, MEL M, Ainscow, Mel, Gunter, Helen.

Subjects/Keywords: Teacher engagement; continuing professional development

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APA (6^th Edition):

O'Connell, J. (2010). Towards an understanding of the factors that influence teacher engagement in continuimng professional development. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:96672

Chicago Manual of Style (16^th Edition):

O'Connell, Joseph. “Towards an understanding of the factors that influence teacher engagement in continuimng professional development.” 2010. Doctoral Dissertation, University of Manchester. Accessed March 23, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:96672.

MLA Handbook (7^th Edition):

O'Connell, Joseph. “Towards an understanding of the factors that influence teacher engagement in continuimng professional development.” 2010. Web. 23 Mar 2019.

Vancouver:

O'Connell J. Towards an understanding of the factors that influence teacher engagement in continuimng professional development. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2019 Mar 23]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:96672.

Council of Science Editors:

O'Connell J. Towards an understanding of the factors that influence teacher engagement in continuimng professional development. [Doctoral Dissertation]. University of Manchester; 2010. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:96672

Wayne State University

10. Alhabeeb, Ebtesam Saleh. Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.

Degree: PhD, Curriculum and Instruction, 2016, Wayne State University

URL: https://digitalcommons.wayne.edu/oa_dissertations/1507

► This mixed-methods research study examines the influence of cultural mismatches on minority parents’ involvement in their children's education. Particularly, how Saudi families in the… (more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6^th Edition):

Alhabeeb, E. S. (2016). Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1507

Chicago Manual of Style (16^th Edition):

Alhabeeb, Ebtesam Saleh. “Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.” 2016. Doctoral Dissertation, Wayne State University. Accessed March 23, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1507.

MLA Handbook (7^th Edition):

Alhabeeb, Ebtesam Saleh. “Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.” 2016. Web. 23 Mar 2019.

Vancouver:

Alhabeeb ES. Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2019 Mar 23]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1507.

Council of Science Editors:

Alhabeeb ES. Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1507

Oklahoma State University

11. Ely, Jeana Dawn. Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits.

Degree: School of Teaching and Curriculum Leadership, 2011, Oklahoma State University

URL: http://hdl.handle.net/11244/7385

► This inquiry, using survey and interview techniques, demonstrated both quantitative and qualitative research methodologies. In this study, effective teacher traits related to successful classroom structure… (more)

Subjects/Keywords: master teacher competency; professional development

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APA (6^th Edition):

Ely, J. D. (2011). Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7385

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

Chicago Manual of Style (16^th Edition):

Ely, Jeana Dawn. “Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits.” 2011. Thesis, Oklahoma State University. Accessed March 23, 2019. http://hdl.handle.net/11244/7385.

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

MLA Handbook (7^th Edition):

Ely, Jeana Dawn. “Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits.” 2011. Web. 23 Mar 2019.

Vancouver:

Ely JD. Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits. [Internet] [Thesis]. Oklahoma State University; 2011. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/11244/7385.

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

Council of Science Editors:

Ely JD. Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits. [Thesis]. Oklahoma State University; 2011. Available from: http://hdl.handle.net/11244/7385

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

College of William and Mary

12. Farina, Deborah O. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.

Degree: Doctor of Education (EdD), Education, 2013, College of William and Mary

URL: https://scholarworks.wm.edu/etd/1539618871

► Current traditional reflective practices in teacher preparation may be failing to address the needs of teacher candidates in terms of their identity formation as teachers.… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6^th Edition):

Farina, D. O. (2013). The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618871

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

Chicago Manual of Style (16^th Edition):

Farina, Deborah O. “The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.” 2013. Thesis, College of William and Mary. Accessed March 23, 2019. https://scholarworks.wm.edu/etd/1539618871.

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

MLA Handbook (7^th Edition):

Farina, Deborah O. “The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.” 2013. Web. 23 Mar 2019.

Vancouver:

Farina DO. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2019 Mar 23]. Available from: https://scholarworks.wm.edu/etd/1539618871.

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

Council of Science Editors:

Farina DO. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. [Thesis]. College of William and Mary; 2013. Available from: https://scholarworks.wm.edu/etd/1539618871

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

University of Texas – Austin

13. Jarrott, Tricia Marie. Effective professional development practices to elicit changes in teaching evolution.

Degree: Science and Mathematics Education, 2011, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2011-08-3931

► With numerous opportunities for professional development, teachers are inundated with a variety of workshop styles to choose from. In the development of the Life Through… (more)

Subjects/Keywords: Teacher professional development; Evolution education

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APA (6^th Edition):

Jarrott, T. M. (2011). Effective professional development practices to elicit changes in teaching evolution. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-08-3931

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

Chicago Manual of Style (16^th Edition):

Jarrott, Tricia Marie. “Effective professional development practices to elicit changes in teaching evolution.” 2011. Thesis, University of Texas – Austin. Accessed March 23, 2019. http://hdl.handle.net/2152/ETD-UT-2011-08-3931.

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

MLA Handbook (7^th Edition):

Jarrott, Tricia Marie. “Effective professional development practices to elicit changes in teaching evolution.” 2011. Web. 23 Mar 2019.

Vancouver:

Jarrott TM. Effective professional development practices to elicit changes in teaching evolution. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-3931.

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

Council of Science Editors:

Jarrott TM. Effective professional development practices to elicit changes in teaching evolution. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-3931

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

Duquesne University

14. Pulkowski, Cynthia. Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2014, Duquesne University

URL: https://dsc.duq.edu/etd/1066

► Over the past few decades, stakeholders in education have placed significant emphasis on student achievement. Educational reform in the United States and internationally has set… (more)

Subjects/Keywords: coaching; community; development; professional; teacher

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APA (6^th Edition):

Pulkowski, C. (2014). Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1066

Chicago Manual of Style (16^th Edition):

Pulkowski, Cynthia. “Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment.” 2014. Doctoral Dissertation, Duquesne University. Accessed March 23, 2019. https://dsc.duq.edu/etd/1066.

MLA Handbook (7^th Edition):

Pulkowski, Cynthia. “Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment.” 2014. Web. 23 Mar 2019.

Vancouver:

Pulkowski C. Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment. [Internet] [Doctoral dissertation]. Duquesne University; 2014. [cited 2019 Mar 23]. Available from: https://dsc.duq.edu/etd/1066.

Council of Science Editors:

Pulkowski C. Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment. [Doctoral Dissertation]. Duquesne University; 2014. Available from: https://dsc.duq.edu/etd/1066

Georgia State University

15. Gul, Tugce. Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity.

Degree: PhD, Middle and Secondary Education, 2016, Georgia State University

URL: https://scholarworks.gsu.edu/mse_diss/17

► The importance of teacher leadership has received intense interest as an area of educational research over the past three decades (Crowther, Kaagan, Ferguson &… (more)

▼ The importance of teacher leadership has received intense interest as an area of educational research over the past three decades (Crowther, Kaagan, Ferguson & Hann, 2002; Harris, 2003; Lambert, 2002; Marks & Printy, 2003). Most of this research has focused on the qualifications, impacts, and development of teacher leadership (Smylie & Mayrowetz, 2009). This study aimed to broaden the scope of research to include science teachers’ interaction with leadership practices in the course of a leadership development program that includes both their own professional development (PD) and leadership of teacher-driven professional development (TDPD). The study considered professional vision and identity rather than focusing only on formal or informal leadership roles. The purpose of this qualitative case study was to examine experienced physics and chemistry high school teachers’ perceptions of their leadership roles and characteristics and their professional vision and identity as they participated in a leadership development training program and a math and science partnership program as facilitators of the science activities for K-12 teachers. The study was situated within the leadership training program (I-LEAD) five-year project, which was designed to recruit experienced secondary physics and chemistry teachers, called Master Teaching Fellows (MTFs), to understand the dynamics that support or limit the development of teacher leaders. The participants in this study consisted of up to three of these MTFs, who organized and implemented TDPD activities for K-12 teachers to improve these teachers’ science knowledge and teaching practices. The data was analyzed using multiple coding methods that generated themes from interviews with the MTFs and archival data from the I-LEAD leadership program. The results of the study claim that professional vision, professional identity, and teacher leadership roles and skills are inextricably interrelated. These dynamic components are refined, reshaped, and reformed by self-reflection, discussion, and feedback as provided through PD activities. This study further suggests that teacher leadership mechanism evolves over time through practicing different teacher leadership roles in the professional journey. Implications and practical suggestions for school administrators, PD developers, and policy makers as well as teacher leaders are discussed. Advisors/Committee Members: Kadir Demir, Jodi Kaufmann, Brett Criswell.

Subjects/Keywords: Teacher leadership; Professional development; Professional identity; Professional vision; Teacher-driven professional development

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APA (6^th Edition):

Gul, T. (2016). Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/17

Chicago Manual of Style (16^th Edition):

Gul, Tugce. “Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity.” 2016. Doctoral Dissertation, Georgia State University. Accessed March 23, 2019. https://scholarworks.gsu.edu/mse_diss/17.

MLA Handbook (7^th Edition):

Gul, Tugce. “Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity.” 2016. Web. 23 Mar 2019.

Vancouver:

Gul T. Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 Mar 23]. Available from: https://scholarworks.gsu.edu/mse_diss/17.

Council of Science Editors:

Gul T. Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/17

University of Illinois – Chicago

16. Sullivan, Mary P. How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice.

Degree: 2016, University of Illinois – Chicago

URL: http://hdl.handle.net/10027/21527

► Professional development (PD) is critical to educational change (Taylor, Raphael, & Au, 2011) and teachers mediate that change. Teacher interpretation during PD has the potential… (more)

Subjects/Keywords: Teacher Education; Professional Development; Teacher Interpretation

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APA (6^th Edition):

Sullivan, M. P. (2016). How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21527

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

Chicago Manual of Style (16^th Edition):

Sullivan, Mary P. “How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice.” 2016. Thesis, University of Illinois – Chicago. Accessed March 23, 2019. http://hdl.handle.net/10027/21527.

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

MLA Handbook (7^th Edition):

Sullivan, Mary P. “How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice.” 2016. Web. 23 Mar 2019.

Vancouver:

Sullivan MP. How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/10027/21527.

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

Council of Science Editors:

Sullivan MP. How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21527

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

North Carolina State University

17. Castleberry, Emily. Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators.

Degree: EdD, Adult and Community College Education, 2010, North Carolina State University

URL: http://www.lib.ncsu.edu/resolver/1840.16/6242

► ABSTRACT CASTLEBERRY, EMILY. Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators. (Under the direction of Dr. Brad… (more)

Subjects/Keywords: Professional Development; Teacher Attrition; Teacher Retention

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APA (6^th Edition):

Castleberry, E. (2010). Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/6242

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

Chicago Manual of Style (16^th Edition):

Castleberry, Emily. “Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators.” 2010. Thesis, North Carolina State University. Accessed March 23, 2019. http://www.lib.ncsu.edu/resolver/1840.16/6242.

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

MLA Handbook (7^th Edition):

Castleberry, Emily. “Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators.” 2010. Web. 23 Mar 2019.

Vancouver:

Castleberry E. Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators. [Internet] [Thesis]. North Carolina State University; 2010. [cited 2019 Mar 23]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6242.

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

Council of Science Editors:

Castleberry E. Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators. [Thesis]. North Carolina State University; 2010. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6242

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

18. Segura, Sherry Kathleen. Professional Development and the Impact on Teacher Growth and Development.

Degree: PhD, Curriculum and Instruction, 2016, U of Denver

URL: https://digitalcommons.du.edu/etd/1105

► This study involved examining the beliefs of teachers at one urban elementary school regarding how professional development has helped them meet the needs of… (more)

Subjects/Keywords: Professional Development; Teacher Growth; Teacher Education and Professional Development

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APA (6^th Edition):

Segura, S. K. (2016). Professional Development and the Impact on Teacher Growth and Development. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1105

Chicago Manual of Style (16^th Edition):

Segura, Sherry Kathleen. “Professional Development and the Impact on Teacher Growth and Development.” 2016. Doctoral Dissertation, U of Denver. Accessed March 23, 2019. https://digitalcommons.du.edu/etd/1105.

MLA Handbook (7^th Edition):

Segura, Sherry Kathleen. “Professional Development and the Impact on Teacher Growth and Development.” 2016. Web. 23 Mar 2019.

Vancouver:

Segura SK. Professional Development and the Impact on Teacher Growth and Development. [Internet] [Doctoral dissertation]. U of Denver; 2016. [cited 2019 Mar 23]. Available from: https://digitalcommons.du.edu/etd/1105.

Council of Science Editors:

Segura SK. Professional Development and the Impact on Teacher Growth and Development. [Doctoral Dissertation]. U of Denver; 2016. Available from: https://digitalcommons.du.edu/etd/1105

Edith Cowan University

19. Sari, Eunice R. Teacher professional development in an online learning community : a case study in Indonesia.

Degree: 2012, Edith Cowan University

URL: http://ro.ecu.edu.au/theses/470

► Over the past decade the rapid pace of technological innovation has changed the knowledge-based society and gradually changed the way teaching and learning are conducted… (more)

▼ Over the past decade the rapid pace of technological innovation has changed the knowledge-based society and gradually changed the way teaching and learning are conducted (Hargreaves, 2003). Teachers are increasingly viewed as not only the knowledge providers, but also the facilitators of a learning process. These changes have been difficult for teachers to adapt to, requiring substantial amounts of professional development. In Indonesia, the government has continually developed a number of strategic education policies and implemented various pathways to improve the professionalism of teachers. Nonetheless, there are still a large number of teachers who struggle to access the professional development support provided by the Indonesian government for a variety of reasons. This is particularly the case for teachers who work in rural and remote areas, because many of the current Teacher Professional Development (TPD) practices still focus on teacher-centred approaches instead of collaborative approaches, and often only in the format of face-to-face interaction. Research has shown that an Online Learning Community (OLC) can support TPD and facilitate collaboration among teachers. As an open and voluntary form of gathering that involves education practitioners concerned with the general practice of teaching or specialist disciplines or areas of interest (Lloyd & Duncan-Howell, 2010), OLC promotes active and collaborative learning processes (Helleve, 2010) and gives an opportunity for teachers to engage in reflective practice that can lead to transformative professional development (Windschitl, 2002). This thesis presents the results of a study that set out to develop and implement an OLC to support the current TPD practices in Indonesia. This online learning community was called the Online Learning Community for Teacher Professional Development (OLC4TPD). The study investigated the facilitating and inhibiting factors of OLC4TPD implementation in Indonesia, and analysed how OLC4TPD supported TPD within the Indonesian context.

Subjects/Keywords: Teacher professional development; web-based learning; Teacher Education and Professional Development

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APA (6^th Edition):

Sari, E. R. (2012). Teacher professional development in an online learning community : a case study in Indonesia. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/470

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

Chicago Manual of Style (16^th Edition):

Sari, Eunice R. “Teacher professional development in an online learning community : a case study in Indonesia.” 2012. Thesis, Edith Cowan University. Accessed March 23, 2019. http://ro.ecu.edu.au/theses/470.

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

MLA Handbook (7^th Edition):

Sari, Eunice R. “Teacher professional development in an online learning community : a case study in Indonesia.” 2012. Web. 23 Mar 2019.

Vancouver:

Sari ER. Teacher professional development in an online learning community : a case study in Indonesia. [Internet] [Thesis]. Edith Cowan University; 2012. [cited 2019 Mar 23]. Available from: http://ro.ecu.edu.au/theses/470.

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

Council of Science Editors:

Sari ER. Teacher professional development in an online learning community : a case study in Indonesia. [Thesis]. Edith Cowan University; 2012. Available from: http://ro.ecu.edu.au/theses/470

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

Victoria University of Wellington

20. Granshaw, Bruce. How Does Teacher Professional Development Support and Improve Technology Teacher Practice?.

Degree: 2010, Victoria University of Wellington

URL: http://hdl.handle.net/10063/1582

► The development and implementation of the New Zealand Curriculum in 2007 and the introduction of standards-based assessment, in the form of achievement standards, has necessitated… (more)

Subjects/Keywords: Technology teacher; Professional development; Career development; Teachers

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APA (6^th Edition):

Granshaw, B. (2010). How Does Teacher Professional Development Support and Improve Technology Teacher Practice?. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1582

Chicago Manual of Style (16^th Edition):

Granshaw, Bruce. “How Does Teacher Professional Development Support and Improve Technology Teacher Practice?.” 2010. Masters Thesis, Victoria University of Wellington. Accessed March 23, 2019. http://hdl.handle.net/10063/1582.

MLA Handbook (7^th Edition):

Granshaw, Bruce. “How Does Teacher Professional Development Support and Improve Technology Teacher Practice?.” 2010. Web. 23 Mar 2019.

Vancouver:

Granshaw B. How Does Teacher Professional Development Support and Improve Technology Teacher Practice?. [Internet] [Masters thesis]. Victoria University of Wellington; 2010. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/10063/1582.

Council of Science Editors:

Granshaw B. How Does Teacher Professional Development Support and Improve Technology Teacher Practice?. [Masters Thesis]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1582

Queens University

21. Jones, Shara Lynn. Literacy-related professional development preferences of secondary teachers .

Degree: Education, 2011, Queens University

URL: http://hdl.handle.net/1974/6632

► The purpose of this study was to examine the literacy-related professional development preferences of participating secondary teachers in one school board in Ontario. Data was… (more)

Subjects/Keywords: literacy; teacher development; secondary teachers; professional development

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APA (6^th Edition):

Jones, S. L. (2011). Literacy-related professional development preferences of secondary teachers . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6632

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

Chicago Manual of Style (16^th Edition):

Jones, Shara Lynn. “Literacy-related professional development preferences of secondary teachers .” 2011. Thesis, Queens University. Accessed March 23, 2019. http://hdl.handle.net/1974/6632.

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

MLA Handbook (7^th Edition):

Jones, Shara Lynn. “Literacy-related professional development preferences of secondary teachers .” 2011. Web. 23 Mar 2019.

Vancouver:

Jones SL. Literacy-related professional development preferences of secondary teachers . [Internet] [Thesis]. Queens University; 2011. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1974/6632.

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

Council of Science Editors:

Jones SL. Literacy-related professional development preferences of secondary teachers . [Thesis]. Queens University; 2011. Available from: http://hdl.handle.net/1974/6632

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

Penn State University

22. Arnold, Toni L. POST-PROFESSIONAL DEVELOPMENT PERCEPTIONS OF TEACHERS OF RESEARCH BASED INSTRUCTIONAL PRACTICES.

Degree: PhD, Workforce Education and Development, 2010, Penn State University

URL: https://etda.libraries.psu.edu/catalog/10908

► Abstract Professional development is critical to the success of schools in this time of accountability for student achievement; but research has suggested that teachers tend… (more)

Subjects/Keywords: Teacher Development; Professional Development; Researchbased instructional stratigies

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APA (6^th Edition):

Arnold, T. L. (2010). POST-PROFESSIONAL DEVELOPMENT PERCEPTIONS OF TEACHERS OF RESEARCH BASED INSTRUCTIONAL PRACTICES. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10908

Chicago Manual of Style (16^th Edition):

Arnold, Toni L. “POST-PROFESSIONAL DEVELOPMENT PERCEPTIONS OF TEACHERS OF RESEARCH BASED INSTRUCTIONAL PRACTICES.” 2010. Doctoral Dissertation, Penn State University. Accessed March 23, 2019. https://etda.libraries.psu.edu/catalog/10908.

MLA Handbook (7^th Edition):

Arnold, Toni L. “POST-PROFESSIONAL DEVELOPMENT PERCEPTIONS OF TEACHERS OF RESEARCH BASED INSTRUCTIONAL PRACTICES.” 2010. Web. 23 Mar 2019.

Vancouver:

Arnold TL. POST-PROFESSIONAL DEVELOPMENT PERCEPTIONS OF TEACHERS OF RESEARCH BASED INSTRUCTIONAL PRACTICES. [Internet] [Doctoral dissertation]. Penn State University; 2010. [cited 2019 Mar 23]. Available from: https://etda.libraries.psu.edu/catalog/10908.

Council of Science Editors:

Arnold TL. POST-PROFESSIONAL DEVELOPMENT PERCEPTIONS OF TEACHERS OF RESEARCH BASED INSTRUCTIONAL PRACTICES. [Doctoral Dissertation]. Penn State University; 2010. Available from: https://etda.libraries.psu.edu/catalog/10908

University of Illinois – Urbana-Champaign

23. Kang, Grace. The power of teachers: exploring identity, agency, and collaboration in the context of literacy.

Degree: PhD, Curriculum and Instruction, 2015, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/78311

► This is a time when teachers are not treated as professionals and often are blamed for the state of today’s public education system. Although, there… (more)

▼ This is a time when teachers are not treated as professionals and often are blamed for the state of today’s public education system. Although, there are deep complexities (i.e., race, class, language, funding) that contribute to the inequities in schools, blaming teachers cannot be the answer to such a complicated problem. Interestingly, more than ever, teachers are faced with numerous top-down pressures, mandates, and “teacher-proof” curricula. This dissertation investigates teachers’ values, beliefs, and ideologies through observations of their various forms of collaboration and classroom instruction, as well as interviews with the participants to understand their past and present experiences. This project explores teachers’ backgrounds, experiences, and ways in which they have been prepared to teach. In a 6-month qualitative study of a focal teacher, his colleagues, and his classroom I highlight the complexities of teaching and how teachers negotiate their understandings with one another in spaces that take place during and beyond the school day in an era of high-stakes testing. Moreover, because the aim of the study is to unpack the complexities of teachers’ perspectives, values, and beliefs within literacy, in the current political backdrop the main research questions that guided this study are: What is the nature of collaborative practices in the school building surrounding literacy? What is the nature of teachers’ agency over the literacy curriculum? How does participation in collaborative practices relate to literacy instruction? Data for this study comes from the perspectives of three 4th grade teachers as they met during grade level collaboration sessions and multiple interviews, as well as the classroom literacy instruction and practice of the focal teacher. In addition, this study presents the focal teacher’s interactions with his students and furthermore illustrates teachers’ negotiations of identity and agency in a high-stakes era. In sum, this project attends to the perspectives of those who are in the field day in and day out, fully aware of their students’ needs, and are often discredited. This study clarifies issues related to teacher education, professional development, and teacher practice. Advisors/Committee Members: McCarthey, Sarah J. (advisor), McCarthey, Sarah J. (Committee Chair), Johnston-Parsons, Marilyn A. (committee member), Moller, Karla J. (committee member), Pak, Yoon (committee member).

Subjects/Keywords: collaboration; teacher agency; teacher identity; teacher practice; professional development; Teacher education

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APA (6^th Edition):

Kang, G. (2015). The power of teachers: exploring identity, agency, and collaboration in the context of literacy. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78311

Chicago Manual of Style (16^th Edition):

Kang, Grace. “The power of teachers: exploring identity, agency, and collaboration in the context of literacy.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 23, 2019. http://hdl.handle.net/2142/78311.

MLA Handbook (7^th Edition):

Kang, Grace. “The power of teachers: exploring identity, agency, and collaboration in the context of literacy.” 2015. Web. 23 Mar 2019.

Vancouver:

Kang G. The power of teachers: exploring identity, agency, and collaboration in the context of literacy. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/2142/78311.

Council of Science Editors:

Kang G. The power of teachers: exploring identity, agency, and collaboration in the context of literacy. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78311

Penn State University

24. Favre, David. THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY.

Degree: 2017, Penn State University

URL: https://etda.libraries.psu.edu/catalog/13859def5107

► The purpose of this research was to determine the effects of instructional modeling on novice teacher self-efficacy development. Self-efficacy is a key teacher variable associated… (more)

▼ The purpose of this research was to determine the effects of instructional modeling on novice teacher self-efficacy development. Self-efficacy is a key teacher variable associated with many positive educational outcomes, yet little is known about how the observation of instructional modeling affects teachers' development of their self-efficacy for the specific behaviors they will need to effectively perform in their future classrooms. This study integrated methodologies which were responsive to four theoretical concerns raised in the literature to more appropriately measure changes to novice teacher self-efficacy: 1) pre-service teachers primarily form their self-efficacy from their observations of modeled teaching behaviors, 2) self-efficacy formation must be measured at the appropriate level of specificity (i.e. the new pedagogical skill being learned), 3) self-efficacy formation must be measured as soon as possible after the targeted behavior is observed, and 4) researchers must take frequent measurements to observe small incremental changes to teacher self-efficacy.Six modeled teaching skills that are common to second language teacher education were presented to participants in a series of videos to determine their effects on participant self-efficacy appraisals for these specific skills and their relationship to participants' assessment of their larger instructional strategies self-efficacy. Results indicated that participants consistently scored higher on posttest measures of the six micro-appraisal items than on the pretest measures. Moderate to high effect sizes were observed for the six treatments, suggesting that the observation of teaching behaviors modeled on videos has positive practical effects on preservice teachers appraisals of their self-efficacy for specific teaching tasks. Results also indicated that only one micro-appraisal change score was significantly related to participants' instructional strategies self-efficacy change. However, the cumulative score of the six micro-appraisal changes was found to be moderately correlated with instructional strategies self-efficacy change, suggesting that cumulative scores of conceptually congruent items may be more predictive that individual items. Advisors/Committee Members: Stephanie L. Knight, Dissertation Advisor.

Subjects/Keywords: Teacher Self-efficacy; Teacher Development; Teacher Education; Teacher Motivation; Self-efficacy Measurement; Teacher Professional Development

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APA (6^th Edition):

Favre, D. (2017). THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13859def5107

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

Chicago Manual of Style (16^th Edition):

Favre, David. “THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY.” 2017. Thesis, Penn State University. Accessed March 23, 2019. https://etda.libraries.psu.edu/catalog/13859def5107.

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

MLA Handbook (7^th Edition):

Favre, David. “THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY.” 2017. Web. 23 Mar 2019.

Vancouver:

Favre D. THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY. [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Mar 23]. Available from: https://etda.libraries.psu.edu/catalog/13859def5107.

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

Council of Science Editors:

Favre D. THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/13859def5107

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

University of Tennessee – Knoxville

25. Blanton, Elizabeth Smith. SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES.

Degree: 2014, University of Tennessee – Knoxville

URL: https://trace.tennessee.edu/utk_graddiss/2804

► The purpose of this qualitative dissertation is to provide a description of the professional book study experience and gain insight into its use to support… (more)

▼ The purpose of this qualitative dissertation is to provide a description of the professional book study experience and gain insight into its use to support teacher professional development. Research on the use of professional book studies has been conducted in colleges, and by university researchers in public school settings. There is also a large field of research on leisure book clubs, providing insight into their popularity. Little research exists, however, on professional book studies from the point of view of the educators who were the participants. This qualitative case study examined the perceptions of 12 educators who voluntarily participated in multiple professional book studies over a period of four years in order to answer the following research questions: 1) What are the participants’ perceptions of the book study experience as a professional development activity? 2) According to the participants’ perceptions, how does participation in professional book studies lead to long-term learning? Data included reflective summaries and blogs completed in conjunction with each book club and open-ended interviews conducted after all book club participation was completed. As a result of the data analysis, two major themes were developed: Process and Product. The Process Theme data provided insight into what occurred in the book studies. The case study members believed that the book study groups helped them to comprehend the text at a deeper level, allowed them to practice strategies in a knowledge community, and provided them with a source of collaboration and camaraderie leading to development of long-term relationships. In the Product Theme, participants provided insight into how they changed their instructional practice, academic thinking, and personal beliefs. This case study demonstrates the positive changes that can occur when elements of effective professional development are incorporated into book studies. The data analysis indicated the development of a knowledge community where participants felt supported and challenged to try out new strategies in their workplaces. Finally, it is suggested that some participants appeared to experience transformative learning.

Subjects/Keywords: professional development; professional book studies; teacher growth; Other Teacher Education and Professional Development

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

APA (6^th Edition):

Blanton, E. S. (2014). SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/2804

Chicago Manual of Style (16^th Edition):

Blanton, Elizabeth Smith. “SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES.” 2014. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed March 23, 2019. https://trace.tennessee.edu/utk_graddiss/2804.

MLA Handbook (7^th Edition):

Blanton, Elizabeth Smith. “SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES.” 2014. Web. 23 Mar 2019.

Vancouver:

Blanton ES. SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2014. [cited 2019 Mar 23]. Available from: https://trace.tennessee.edu/utk_graddiss/2804.

Council of Science Editors:

Blanton ES. SPEAKING VOLUMES: PROFESSIONAL GROWTH IN BOOK STUDIES. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2014. Available from: https://trace.tennessee.edu/utk_graddiss/2804

Cornell University

26. Moore, Donna. Establishing Ownership: How Agricultural Education Teachers Influenced the Planning of Their Continuing Professional Education Experiences .

Degree: 2008, Cornell University

URL: http://hdl.handle.net/1813/11084

► The literatures in adult and continuing education as well as teacher education reflect a history that emphasizes the importance of learner participation in program planning… (more)

▼ The literatures in adult and continuing education as well as teacher education reflect a history that emphasizes the importance of learner participation in program planning (Houle, 1980; Knowles, 1980; Richey, 1957) where planning is a mutual responsibility of the teacher(s) and the adult learners (Knowles, 1980). However, while the literature has continued to identify learners as an integral to program planning (Cervero & Wilson, 2006; Little, 1993) as a means of empowering adult learners to address their educational needs in the context of their practice (Cochran-Smith & Lytle, 1999), there appears to be a lack of empirical examinations of how learners participate in the mutual relationships of responsibility for the planning work, how their participation may influence the development and implementation of continuing professional education program designed for groups of learners (Houle, 1972) and therefore why learner participation is an integral aspect of program planning in adult education. Specifically within the agricultural education profession in which this study is focused, the literature does not represent teachers as substantial participants in the planning of their continued professional education programs (Duncan, Ricketts, Peake, & Uesseler, 2006). Instead, planning of continuing professional education programs in agricultural education has been reportedly conducted by university and state education department staff members to provide technical skills and knowledge to practicing teachers. This literature in the agricultural education profession is not consistent with the current planning practices for the secondary agricultural education community in New York State where teachers not only participate but provide substantial leadership in the program planning process. The purpose of this study was to examine learner participation in the planning of continuing professional education. The site and audience for investigating learner involvement was the planning of an annual continuing professional education program for New York State teachers of agricultural education. The researcher used multiple means of data collection associated with case studies including: 1.) formal in-depth interviews with each teacher, 2.) observation of the Board and committee meetings, and 3.) qualitative document analysis (Yin, 2003) as well as the facilitation of a 4.) a single focus group that provided a member check (Patton, 2002) of the draft themes developed in the preliminary data analysis. Finally, an the over-arching theme emerged from the case study findings that provides a general thesis for the entire study and that offers a fundamental departure point for applying the results of the study in changing how we go about planning for continuing professional education in the profession.

Subjects/Keywords: Continuing Professional Education; Teacher Professional Development; Agricultural Education Teacher Professional Development; Adult Education Program Planning

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

APA (6^th Edition):

Moore, D. (2008). Establishing Ownership: How Agricultural Education Teachers Influenced the Planning of Their Continuing Professional Education Experiences . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/11084

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

Chicago Manual of Style (16^th Edition):

Moore, Donna. “Establishing Ownership: How Agricultural Education Teachers Influenced the Planning of Their Continuing Professional Education Experiences .” 2008. Thesis, Cornell University. Accessed March 23, 2019. http://hdl.handle.net/1813/11084.

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

MLA Handbook (7^th Edition):

Moore, Donna. “Establishing Ownership: How Agricultural Education Teachers Influenced the Planning of Their Continuing Professional Education Experiences .” 2008. Web. 23 Mar 2019.

Vancouver:

Moore D. Establishing Ownership: How Agricultural Education Teachers Influenced the Planning of Their Continuing Professional Education Experiences . [Internet] [Thesis]. Cornell University; 2008. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1813/11084.

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

Council of Science Editors:

Moore D. Establishing Ownership: How Agricultural Education Teachers Influenced the Planning of Their Continuing Professional Education Experiences . [Thesis]. Cornell University; 2008. Available from: http://hdl.handle.net/1813/11084

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

University of Toronto

27. Beach, Pamela-Jane Kathleen. Professional Learning in Informal Online Environments: Examining Elementary Teachers’ Cognitive Processes and Learning Experiences as They Navigate a Professional Development Website.

Degree: PhD, 2015, University of Toronto

URL: http://hdl.handle.net/1807/70809

► This thesis is comprised of two studies. The first is a mixed methods study comparing three types of think aloud methods for examining elementary teachers’… (more)

Subjects/Keywords: online professional development; teacher cognition; teacher learning; teacher professional development; think aloud methodology; 0633

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

APA (6^th Edition):

Beach, P. K. (2015). Professional Learning in Informal Online Environments: Examining Elementary Teachers’ Cognitive Processes and Learning Experiences as They Navigate a Professional Development Website. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/70809

Chicago Manual of Style (16^th Edition):

Beach, Pamela-Jane Kathleen. “Professional Learning in Informal Online Environments: Examining Elementary Teachers’ Cognitive Processes and Learning Experiences as They Navigate a Professional Development Website.” 2015. Doctoral Dissertation, University of Toronto. Accessed March 23, 2019. http://hdl.handle.net/1807/70809.

MLA Handbook (7^th Edition):

Beach, Pamela-Jane Kathleen. “Professional Learning in Informal Online Environments: Examining Elementary Teachers’ Cognitive Processes and Learning Experiences as They Navigate a Professional Development Website.” 2015. Web. 23 Mar 2019.

Vancouver:

Beach PK. Professional Learning in Informal Online Environments: Examining Elementary Teachers’ Cognitive Processes and Learning Experiences as They Navigate a Professional Development Website. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1807/70809.

Council of Science Editors:

Beach PK. Professional Learning in Informal Online Environments: Examining Elementary Teachers’ Cognitive Processes and Learning Experiences as They Navigate a Professional Development Website. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70809

University of Texas – Austin

28. -8853-3850. Online teacher learning communities : how can Facebook support professional development?.

Degree: Curriculum and Instruction, 2018, University of Texas – Austin

URL: http://hdl.handle.net/2152/67651

► Developing and supporting teacher identity has been largely overlooked in the professional development arena. Components of identity are typically associated with the more affective development… (more)

▼ Developing and supporting teacher identity has been largely overlooked in the professional development arena. Components of identity are typically associated with the more affective development of teaching capacities. This dissertation explored teacher identity as expressed on the Facebook page of a non-profit professional development organization, Ecorise. Teachers participated in face-to-face training with Ecorise and some were active participants of the private Facebook group. The Facebook page was used by the organization and teachers to share information and offer support. A framework of teacher identity was created from the literature. Four main categories included contextual identity, formative influences, professional identity and personal identity. Discourse analysis of the Facebook page interactions and analysis of survey responses highlighted use and impact of the Facebook page on and by teachers in the context of teacher identity. Findings in contextual identity focused in two main categories, discourse identity and affinity identity. The latter included indications of how the individuals aligned with the group identity. Liking and commenting on the Facebook page were gateways to moving to a more central rather than peripheral participation in the group. Facilitation of the group was not overt but occurred through group interaction, particularly validation. The nature of engagement differed between teachers new to the organization and those who were considered veterans. Some teachers reported preferring Canvas, an online course management tool focused on content delivery, as an online support, although many teachers were not aware of the Facebook page. Teachers using the Facebook page sought information on how to implement projects and topics. Facebook promotes reflection, an important formative influence. Through sharing stories teachers reflected on practice. These stories prompted validation providing encouragement to teachers. In exchanging “how-to’s” and telling stories teachers expressed and developed their pedagogical knowledge, the general focus being on instructional rather than content knowledge. Creativity was evident in the descriptions and photographs of student outcomes. Through all, the components of personal identity are intertwined illustrating the close connection between professional and personal identity and the concept of teaching as a calling. This emphasizes the importance of considering the affective domain in teacher training and investigating the use of tools, such as Facebook, that promote and support those qualities that build teacher identity. Advisors/Committee Members: Marshall, Jill Ann (advisor), Borrego, Maura (committee member), Hobbs, Mary (committee member), Sampson, Victor (committee member), Keating, Xiaofen (committee member).

Subjects/Keywords: Professional development; Teacher identity; Professional identity; Online learning; Professional learning community; Professional development tools

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APA (6^th Edition):

-8853-3850. (2018). Online teacher learning communities : how can Facebook support professional development?. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/67651

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

Chicago Manual of Style (16^th Edition):

-8853-3850. “Online teacher learning communities : how can Facebook support professional development?.” 2018. Thesis, University of Texas – Austin. Accessed March 23, 2019. http://hdl.handle.net/2152/67651.

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

MLA Handbook (7^th Edition):

-8853-3850. “Online teacher learning communities : how can Facebook support professional development?.” 2018. Web. 23 Mar 2019.

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

Vancouver:

-8853-3850. Online teacher learning communities : how can Facebook support professional development?. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/2152/67651.

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

Council of Science Editors:

-8853-3850. Online teacher learning communities : how can Facebook support professional development?. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/67651

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

University of Arkansas

29. Rink, Darrel Chris. Educator Perceptions Regarding Quality Workplace Professional Development.

Degree: Doctor of Education in Human Resource and Workforce Development (EdD), Human Resource and Workforce Development (EdD), 2014, University of Arkansas

URL: http://scholarworks.uark.edu/etd/2051

► This study, Educator Perceptions Regarding Quality Workplace Professional Development, attempted to formulate through interviews and surveys the attitudes of educators regarding their personal experiences… (more)

Subjects/Keywords: Career Development; Professional Development; Teacher Licensure; Workplace Training; Education Policy; Teacher Education and Professional Development

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APA (6^th Edition):

Rink, D. C. (2014). Educator Perceptions Regarding Quality Workplace Professional Development. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/2051

Chicago Manual of Style (16^th Edition):

Rink, Darrel Chris. “Educator Perceptions Regarding Quality Workplace Professional Development.” 2014. Doctoral Dissertation, University of Arkansas. Accessed March 23, 2019. http://scholarworks.uark.edu/etd/2051.

MLA Handbook (7^th Edition):

Rink, Darrel Chris. “Educator Perceptions Regarding Quality Workplace Professional Development.” 2014. Web. 23 Mar 2019.

Vancouver:

Rink DC. Educator Perceptions Regarding Quality Workplace Professional Development. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2019 Mar 23]. Available from: http://scholarworks.uark.edu/etd/2051.

Council of Science Editors:

Rink DC. Educator Perceptions Regarding Quality Workplace Professional Development. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: http://scholarworks.uark.edu/etd/2051

Unitec New Zealand

30. Cowie, Debbie. Coaching for improving teacher practice within a professional development initiative.

Degree: 2010, Unitec New Zealand

URL: http://hdl.handle.net/10652/1442

► RESEARCH QUESTION: Why use coaching as means to improve teaching practice? This research set out to find how coaching was being used to support professional… (more)

▼ RESEARCH QUESTION: Why use coaching as means to improve teaching practice? This research set out to find how coaching was being used to support professional learning and development of teachers in a specific professional development context. The focus was to look at the coaching process from the perspectives of those involved, namely principals, coaches and teachers who were being coached, referred to as coachees. The research was driven by the questions “why use coaching and what are the links between coaching and performance appraisal?” The literature indicated that there was often confusion associated with the terminology of coaching and mentoring. There were other issues that surround coaching such as the links between coaching and supervision, change management, the role of leadership in coaching and the implementation of coaching. A qualitative methodology was used and the sample population was purposive because it was based on a cluster of schools, which were involved in an Extending High Standards Across School (EHSAS) professional development initiative, that had identified that they would be using coaching as part of their project. All seven primary schools in the project took part in the research. Each principal was interviewed individually and two focus groups were held, one for seven coaches and one for five teachers from four schools. The findings show that it is the nature of the relationship between coach and coachee that is important. A balance of power needs to be established, regardless of the positional authority the coach may hold, where the responsibility and ownership for learning lies with the teacher. There needs to be clear understanding by all parties in identifying the role of the coach in terms of coaching and supervision. The recommendations are that those in leadership positions need to establish a culture of learning to support the coaching process and that all involved need a shared understanding of the language of coaching and supervision. Further research needs to be done to identify the links between coaching and improved outcomes for students. Advisors/Committee Members: Unitec Institute of Technology.

Subjects/Keywords: professional development; coaching; teacher development; 130313 Teacher Education and Professional Development of Educators

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

APA (6^th Edition):

Cowie, D. (2010). Coaching for improving teacher practice within a professional development initiative. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/1442

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

Chicago Manual of Style (16^th Edition):

Cowie, Debbie. “Coaching for improving teacher practice within a professional development initiative.” 2010. Thesis, Unitec New Zealand. Accessed March 23, 2019. http://hdl.handle.net/10652/1442.

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

MLA Handbook (7^th Edition):

Cowie, Debbie. “Coaching for improving teacher practice within a professional development initiative.” 2010. Web. 23 Mar 2019.

Vancouver:

Cowie D. Coaching for improving teacher practice within a professional development initiative. [Internet] [Thesis]. Unitec New Zealand; 2010. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/10652/1442.

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

Council of Science Editors:

Cowie D. Coaching for improving teacher practice within a professional development initiative. [Thesis]. Unitec New Zealand; 2010. Available from: http://hdl.handle.net/10652/1442

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

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Open Access Theses and Dissertations