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You searched for subject:(teacher professional development). Showing records 1 – 30 of 3611 total matches.

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Addis Ababa University

1. 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

 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)

Subjects/Keywords: teacher professional development

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

APA (6th 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 (16th 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 January 16, 2021. 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 (7th 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. 16 Jan 2021.

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 2021 Jan 16]. 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

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

 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)

Subjects/Keywords: teacher professional development

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

APA (6th 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 (16th 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 January 16, 2021. 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 (7th 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. 16 Jan 2021.

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 2021 Jan 16]. 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

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

Degree: 2014, University of Georgia

 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 (6th Edition):

Meeler, R. L. (2014). Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/25252

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

Chicago Manual of Style (16th Edition):

Meeler, Regina Linton. “Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.” 2014. Thesis, University of Georgia. Accessed January 16, 2021. http://hdl.handle.net/10724/25252.

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

MLA Handbook (7th Edition):

Meeler, Regina Linton. “Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students.” 2014. Web. 16 Jan 2021.

Vancouver:

Meeler RL. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/10724/25252.

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

Council of Science Editors:

Meeler RL. Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/25252

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


Wayne State University

4. 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

  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 (6th 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 (16th 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 January 16, 2021. https://digitalcommons.wayne.edu/oa_dissertations/1507.

MLA Handbook (7th Edition):

Alhabeeb, Ebtesam Saleh. “Saudi Parents’ Perceptions About Their Role In Their Children’s Education In American Elementary Schools.” 2016. Web. 16 Jan 2021.

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 2021 Jan 16]. 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


College of William and Mary

5. 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

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

APA (6th 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 (16th 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 January 16, 2021. 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 (7th 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. 16 Jan 2021.

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 2021 Jan 16]. 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


Western Michigan University

6. Andrea, Patti. The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher.

Degree: PhD, Educational Leadership, Research and Technology, 2010, Western Michigan University

  Since the early 1980s, policy makers and educational leaders have pinned high hopes on mentoring as a vehicle for reforming teaching and teacher education… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Andrea, P. (2010). The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/498

Chicago Manual of Style (16th Edition):

Andrea, Patti. “The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher.” 2010. Doctoral Dissertation, Western Michigan University. Accessed January 16, 2021. https://scholarworks.wmich.edu/dissertations/498.

MLA Handbook (7th Edition):

Andrea, Patti. “The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher.” 2010. Web. 16 Jan 2021.

Vancouver:

Andrea P. The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher. [Internet] [Doctoral dissertation]. Western Michigan University; 2010. [cited 2021 Jan 16]. Available from: https://scholarworks.wmich.edu/dissertations/498.

Council of Science Editors:

Andrea P. The Impact of Mentoring Pre-Service Teachers on the Mentor Teacher. [Doctoral Dissertation]. Western Michigan University; 2010. Available from: https://scholarworks.wmich.edu/dissertations/498

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

Degree: PhD, 2012, Australian Catholic University

 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 (6th 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 (16th Edition):

Cullen, Dianne Margaret. “Pre-service teacher education in the postmodern state.” 2012. Doctoral Dissertation, Australian Catholic University. Accessed January 16, 2021. https://researchbank.acu.edu.au/theses/429.

MLA Handbook (7th Edition):

Cullen, Dianne Margaret. “Pre-service teacher education in the postmodern state.” 2012. Web. 16 Jan 2021.

Vancouver:

Cullen DM. Pre-service teacher education in the postmodern state. [Internet] [Doctoral dissertation]. Australian Catholic University; 2012. [cited 2021 Jan 16]. 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

8. 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

  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 (6th 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 (16th 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 January 16, 2021. https://ir.uiowa.edu/etd/5907.

MLA Handbook (7th Edition):

Alwahbi, Abdullah Abdulmohsen. “Using contingency contracting to improve social interactions between students with ASD and their peers.” 2017. Web. 16 Jan 2021.

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 2021 Jan 16]. 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

9. 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

  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 (6th 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 (16th 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 January 16, 2021. https://ir.uiowa.edu/etd/1232.

MLA Handbook (7th 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. 16 Jan 2021.

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 2021 Jan 16]. 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


University of Nevada – Las Vegas

10. Hayden, Steve. Exploring Preservice Teacher Agency Influencing Power Relationships with Teacher Educators: A Multiple Case Study.

Degree: PhD, Teaching and Learning, 2019, University of Nevada – Las Vegas

Teacher agency is the temporal and ecological understanding of a teacher’s capacity to make choices, take principled action, and enact positive change. A teacher’s… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Hayden, S. (2019). Exploring Preservice Teacher Agency Influencing Power Relationships with Teacher Educators: A Multiple Case Study. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3726

Chicago Manual of Style (16th Edition):

Hayden, Steve. “Exploring Preservice Teacher Agency Influencing Power Relationships with Teacher Educators: A Multiple Case Study.” 2019. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed January 16, 2021. https://digitalscholarship.unlv.edu/thesesdissertations/3726.

MLA Handbook (7th Edition):

Hayden, Steve. “Exploring Preservice Teacher Agency Influencing Power Relationships with Teacher Educators: A Multiple Case Study.” 2019. Web. 16 Jan 2021.

Vancouver:

Hayden S. Exploring Preservice Teacher Agency Influencing Power Relationships with Teacher Educators: A Multiple Case Study. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2019. [cited 2021 Jan 16]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3726.

Council of Science Editors:

Hayden S. Exploring Preservice Teacher Agency Influencing Power Relationships with Teacher Educators: A Multiple Case Study. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2019. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3726


University of Nevada – Las Vegas

11. Laferriere, Jeffrey Robert. A Video Game as a Pedagogical Tool for Pre-Service Teachers to Learn About Bullying Prevention and Intervention in School Contexts.

Degree: PhD, Teaching and Learning, 2019, University of Nevada – Las Vegas

  Bullying is an act of aggression intended to physically or emotionally harm another. It is a problem that affects millions of K-12 students around… (more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6th Edition):

Laferriere, J. R. (2019). A Video Game as a Pedagogical Tool for Pre-Service Teachers to Learn About Bullying Prevention and Intervention in School Contexts. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3734

Chicago Manual of Style (16th Edition):

Laferriere, Jeffrey Robert. “A Video Game as a Pedagogical Tool for Pre-Service Teachers to Learn About Bullying Prevention and Intervention in School Contexts.” 2019. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed January 16, 2021. https://digitalscholarship.unlv.edu/thesesdissertations/3734.

MLA Handbook (7th Edition):

Laferriere, Jeffrey Robert. “A Video Game as a Pedagogical Tool for Pre-Service Teachers to Learn About Bullying Prevention and Intervention in School Contexts.” 2019. Web. 16 Jan 2021.

Vancouver:

Laferriere JR. A Video Game as a Pedagogical Tool for Pre-Service Teachers to Learn About Bullying Prevention and Intervention in School Contexts. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2019. [cited 2021 Jan 16]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3734.

Council of Science Editors:

Laferriere JR. A Video Game as a Pedagogical Tool for Pre-Service Teachers to Learn About Bullying Prevention and Intervention in School Contexts. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2019. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3734


University of Nevada – Las Vegas

12. Alnajjar, Khaled Ismail. A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience.

Degree: PhD, Teaching and Learning, 2016, University of Nevada – Las Vegas

  During the field experience, the mentors and preservice teachers share personal and professional experiences on a daily basis. This process of information sharing is… (more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6th Edition):

Alnajjar, K. I. (2016). A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2771

Chicago Manual of Style (16th Edition):

Alnajjar, Khaled Ismail. “A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience.” 2016. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed January 16, 2021. https://digitalscholarship.unlv.edu/thesesdissertations/2771.

MLA Handbook (7th Edition):

Alnajjar, Khaled Ismail. “A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience.” 2016. Web. 16 Jan 2021.

Vancouver:

Alnajjar KI. A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2016. [cited 2021 Jan 16]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2771.

Council of Science Editors:

Alnajjar KI. A Multiple Case Study Analysis of Mentor-Mentee Perception of the Effectiveness of Self-Disclosure in the Field Experience. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2016. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2771


University of Nevada – Las Vegas

13. Riddle, Derek R. A Descriptive Exploration of a Self-Directed Professional Development Approach.

Degree: PhD, Teaching and Learning, 2018, University of Nevada – Las Vegas

  Teachers, who are deemed the greatest in-school factor of student success, are often invited or mandated to engage in some form of professional development(more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6th Edition):

Riddle, D. R. (2018). A Descriptive Exploration of a Self-Directed Professional Development Approach. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3378

Chicago Manual of Style (16th Edition):

Riddle, Derek R. “A Descriptive Exploration of a Self-Directed Professional Development Approach.” 2018. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed January 16, 2021. https://digitalscholarship.unlv.edu/thesesdissertations/3378.

MLA Handbook (7th Edition):

Riddle, Derek R. “A Descriptive Exploration of a Self-Directed Professional Development Approach.” 2018. Web. 16 Jan 2021.

Vancouver:

Riddle DR. A Descriptive Exploration of a Self-Directed Professional Development Approach. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2018. [cited 2021 Jan 16]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3378.

Council of Science Editors:

Riddle DR. A Descriptive Exploration of a Self-Directed Professional Development Approach. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2018. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3378

14. Jakhaia, Nino. L2 Teachers' Efficacy: The Impact Of Professional Development.

Degree: PhD, Teacher Education, 2018, University of Mississippi

 This quasi-experimental explanatory sequential mixed-methods study examined the impact of a 25-hour professional development on English as a foreign language (L2) teachers’ sense of efficacy… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Jakhaia, N. (2018). L2 Teachers' Efficacy: The Impact Of Professional Development. (Doctoral Dissertation). University of Mississippi. Retrieved from https://egrove.olemiss.edu/etd/495

Chicago Manual of Style (16th Edition):

Jakhaia, Nino. “L2 Teachers' Efficacy: The Impact Of Professional Development.” 2018. Doctoral Dissertation, University of Mississippi. Accessed January 16, 2021. https://egrove.olemiss.edu/etd/495.

MLA Handbook (7th Edition):

Jakhaia, Nino. “L2 Teachers' Efficacy: The Impact Of Professional Development.” 2018. Web. 16 Jan 2021.

Vancouver:

Jakhaia N. L2 Teachers' Efficacy: The Impact Of Professional Development. [Internet] [Doctoral dissertation]. University of Mississippi; 2018. [cited 2021 Jan 16]. Available from: https://egrove.olemiss.edu/etd/495.

Council of Science Editors:

Jakhaia N. L2 Teachers' Efficacy: The Impact Of Professional Development. [Doctoral Dissertation]. University of Mississippi; 2018. Available from: https://egrove.olemiss.edu/etd/495


Duquesne University

15. 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

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

APA (6th 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 (16th 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 January 16, 2021. https://dsc.duq.edu/etd/1066.

MLA Handbook (7th Edition):

Pulkowski, Cynthia. “Examination of the Influence of Instructional Coaching on Teacher and Principal Behavior, Attitudes, and the Resultant Learning Environment.” 2014. Web. 16 Jan 2021.

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 2021 Jan 16]. 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

16. Jackson, Christine Jennifer. The utility of NAPLAN for improving teaching and learning.

Degree: Master of Education (Research) (MEd(Res)), 2020, Australian Catholic University

  Internationally, assessment and the use of diagnostic data are recognised as critical capabilities for teachers. This is not a recent development, with assessment recognized… (more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6th Edition):

Jackson, C. J. (2020). The utility of NAPLAN for improving teaching and learning. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/833

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

Chicago Manual of Style (16th Edition):

Jackson, Christine Jennifer. “The utility of NAPLAN for improving teaching and learning.” 2020. Thesis, Australian Catholic University. Accessed January 16, 2021. https://researchbank.acu.edu.au/theses/833.

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

MLA Handbook (7th Edition):

Jackson, Christine Jennifer. “The utility of NAPLAN for improving teaching and learning.” 2020. Web. 16 Jan 2021.

Vancouver:

Jackson CJ. The utility of NAPLAN for improving teaching and learning. [Internet] [Thesis]. Australian Catholic University; 2020. [cited 2021 Jan 16]. Available from: https://researchbank.acu.edu.au/theses/833.

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

Council of Science Editors:

Jackson CJ. The utility of NAPLAN for improving teaching and learning. [Thesis]. Australian Catholic University; 2020. Available from: https://researchbank.acu.edu.au/theses/833

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


University of Texas – Austin

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

Degree: MA, Science Education, 2011, University of Texas – Austin

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Jarrott, Tricia Marie. “Effective professional development practices to elicit changes in teaching evolution.” 2011. Masters Thesis, University of Texas – Austin. Accessed January 16, 2021. http://hdl.handle.net/2152/ETD-UT-2011-08-3931.

MLA Handbook (7th Edition):

Jarrott, Tricia Marie. “Effective professional development practices to elicit changes in teaching evolution.” 2011. Web. 16 Jan 2021.

Vancouver:

Jarrott TM. Effective professional development practices to elicit changes in teaching evolution. [Internet] [Masters thesis]. University of Texas – Austin; 2011. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-3931.

Council of Science Editors:

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


Oklahoma State University

18. 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

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

APA (6th 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 (16th Edition):

Ely, Jeana Dawn. “Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits.” 2011. Thesis, Oklahoma State University. Accessed January 16, 2021. 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 (7th Edition):

Ely, Jeana Dawn. “Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits.” 2011. Web. 16 Jan 2021.

Vancouver:

Ely JD. Education on an Island: Oklahoma Correctional Educators' Views of Internal Teacher Traits. [Internet] [Thesis]. Oklahoma State University; 2011. [cited 2021 Jan 16]. 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


University of Melbourne

19. Elliott, Kerry Louise. Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development.

Degree: 2019, University of Melbourne

 Despite policies and guidelines introducing teacher performance and development systems at a local, national and international level, current findings would suggest there is limited evidence… (more)

Subjects/Keywords: teacher performance and development; professional learning; professional development; performance appraisal; professional teacher standards; teacher learning

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

APA (6th Edition):

Elliott, K. L. (2019). Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/228901

Chicago Manual of Style (16th Edition):

Elliott, Kerry Louise. “Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development.” 2019. Doctoral Dissertation, University of Melbourne. Accessed January 16, 2021. http://hdl.handle.net/11343/228901.

MLA Handbook (7th Edition):

Elliott, Kerry Louise. “Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development.” 2019. Web. 16 Jan 2021.

Vancouver:

Elliott KL. Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development. [Internet] [Doctoral dissertation]. University of Melbourne; 2019. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/11343/228901.

Council of Science Editors:

Elliott KL. Teachers’ perceptions and experiences of a performance and development process as a mechanism to support teacher development. [Doctoral Dissertation]. University of Melbourne; 2019. Available from: http://hdl.handle.net/11343/228901


Georgia State University

20. 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

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

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

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APA (6th 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 (16th 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 January 16, 2021. https://scholarworks.gsu.edu/mse_diss/17.

MLA Handbook (7th 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. 16 Jan 2021.

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 2021 Jan 16]. 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


North Carolina State University

21. 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

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

APA (6th 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 (16th 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 January 16, 2021. 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 (7th Edition):

Castleberry, Emily. “Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators.” 2010. Web. 16 Jan 2021.

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 2021 Jan 16]. 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


University of Illinois – Chicago

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

Degree: 2016, University of Illinois – Chicago

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 (6th 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 (16th Edition):

Sullivan, Mary P. “How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice.” 2016. Thesis, University of Illinois – Chicago. Accessed January 16, 2021. 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 (7th Edition):

Sullivan, Mary P. “How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice.” 2016. Web. 16 Jan 2021.

Vancouver:

Sullivan MP. How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2021 Jan 16]. 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


University of North Texas

23. Shurtleff, Kay. Teachers' Attitudes toward Professional Development: A Mixed Methods Study.

Degree: 2020, University of North Texas

 Research has identified job context, specific attributes of professional development (PD), and perceived teacher input as factors that contribute to teachers' attitudes. This sequential mixed… (more)

Subjects/Keywords: professional development; professional learning; teacher development; teacher staff development; teacher attitude toward professional development; Education, Educational Psychology; Education, Teacher Training

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

APA (6th Edition):

Shurtleff, K. (2020). Teachers' Attitudes toward Professional Development: A Mixed Methods Study. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1703399/

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

Chicago Manual of Style (16th Edition):

Shurtleff, Kay. “Teachers' Attitudes toward Professional Development: A Mixed Methods Study.” 2020. Thesis, University of North Texas. Accessed January 16, 2021. https://digital.library.unt.edu/ark:/67531/metadc1703399/.

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

MLA Handbook (7th Edition):

Shurtleff, Kay. “Teachers' Attitudes toward Professional Development: A Mixed Methods Study.” 2020. Web. 16 Jan 2021.

Vancouver:

Shurtleff K. Teachers' Attitudes toward Professional Development: A Mixed Methods Study. [Internet] [Thesis]. University of North Texas; 2020. [cited 2021 Jan 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1703399/.

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

Council of Science Editors:

Shurtleff K. Teachers' Attitudes toward Professional Development: A Mixed Methods Study. [Thesis]. University of North Texas; 2020. Available from: https://digital.library.unt.edu/ark:/67531/metadc1703399/

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


Edith Cowan University

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

Degree: 2012, Edith Cowan University

 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)

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

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APA (6th Edition):

Sari, E. R. (2012). Teacher professional development in an online learning community : a case study in Indonesia. (Thesis). Edith Cowan University. Retrieved from https://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 (16th Edition):

Sari, Eunice R. “Teacher professional development in an online learning community : a case study in Indonesia.” 2012. Thesis, Edith Cowan University. Accessed January 16, 2021. https://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 (7th Edition):

Sari, Eunice R. “Teacher professional development in an online learning community : a case study in Indonesia.” 2012. Web. 16 Jan 2021.

Vancouver:

Sari ER. Teacher professional development in an online learning community : a case study in Indonesia. [Internet] [Thesis]. Edith Cowan University; 2012. [cited 2021 Jan 16]. Available from: https://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: https://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

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

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

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

APA (6th 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 (16th Edition):

Segura, Sherry Kathleen. “Professional Development and the Impact on Teacher Growth and Development.” 2016. Doctoral Dissertation, U of Denver. Accessed January 16, 2021. https://digitalcommons.du.edu/etd/1105.

MLA Handbook (7th Edition):

Segura, Sherry Kathleen. “Professional Development and the Impact on Teacher Growth and Development.” 2016. Web. 16 Jan 2021.

Vancouver:

Segura SK. Professional Development and the Impact on Teacher Growth and Development. [Internet] [Doctoral dissertation]. U of Denver; 2016. [cited 2021 Jan 16]. 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


Queens University

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

Degree: Education, 2011, Queens University

 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 (6th 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 (16th Edition):

Jones, Shara Lynn. “Literacy-related professional development preferences of secondary teachers .” 2011. Thesis, Queens University. Accessed January 16, 2021. 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 (7th Edition):

Jones, Shara Lynn. “Literacy-related professional development preferences of secondary teachers .” 2011. Web. 16 Jan 2021.

Vancouver:

Jones SL. Literacy-related professional development preferences of secondary teachers . [Internet] [Thesis]. Queens University; 2011. [cited 2021 Jan 16]. 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


University of KwaZulu-Natal

27. Thwala, Ntombenhle Portia Nomcebo. Exploring how a district teacher development centre supports teachers’ professional learning: a case study in Phumelela district.

Degree: 2019, University of KwaZulu-Natal

 The purpose of District Teacher Development Centres is the provision of teacher professional development. The DTDCs also aims to be a place where Professional learning… (more)

Subjects/Keywords: District teacher development centres.; Teachers.; Professional development.

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APA (6th Edition):

Thwala, N. P. N. (2019). Exploring how a district teacher development centre supports teachers’ professional learning: a case study in Phumelela district. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17250

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

Chicago Manual of Style (16th Edition):

Thwala, Ntombenhle Portia Nomcebo. “Exploring how a district teacher development centre supports teachers’ professional learning: a case study in Phumelela district.” 2019. Thesis, University of KwaZulu-Natal. Accessed January 16, 2021. https://researchspace.ukzn.ac.za/handle/10413/17250.

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

MLA Handbook (7th Edition):

Thwala, Ntombenhle Portia Nomcebo. “Exploring how a district teacher development centre supports teachers’ professional learning: a case study in Phumelela district.” 2019. Web. 16 Jan 2021.

Vancouver:

Thwala NPN. Exploring how a district teacher development centre supports teachers’ professional learning: a case study in Phumelela district. [Internet] [Thesis]. University of KwaZulu-Natal; 2019. [cited 2021 Jan 16]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17250.

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

Council of Science Editors:

Thwala NPN. Exploring how a district teacher development centre supports teachers’ professional learning: a case study in Phumelela district. [Thesis]. University of KwaZulu-Natal; 2019. Available from: https://researchspace.ukzn.ac.za/handle/10413/17250

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


University of Missouri – Columbia

28. Bayar, Adem. Factors affecting teachers' participation in professional development activities in Turkey.

Degree: 2013, University of Missouri – Columbia

 The purpose of this study was to examine the relationship between factors (internal [personal] and external [environmental]) and teachers' participation in professional development (PD) programs… (more)

Subjects/Keywords: professional development; elementary school; teacher development

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APA (6th Edition):

Bayar, A. (2013). Factors affecting teachers' participation in professional development activities in Turkey. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/37579

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

Chicago Manual of Style (16th Edition):

Bayar, Adem. “Factors affecting teachers' participation in professional development activities in Turkey.” 2013. Thesis, University of Missouri – Columbia. Accessed January 16, 2021. https://doi.org/10.32469/10355/37579.

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

MLA Handbook (7th Edition):

Bayar, Adem. “Factors affecting teachers' participation in professional development activities in Turkey.” 2013. Web. 16 Jan 2021.

Vancouver:

Bayar A. Factors affecting teachers' participation in professional development activities in Turkey. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2021 Jan 16]. Available from: https://doi.org/10.32469/10355/37579.

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

Council of Science Editors:

Bayar A. Factors affecting teachers' participation in professional development activities in Turkey. [Thesis]. University of Missouri – Columbia; 2013. Available from: https://doi.org/10.32469/10355/37579

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


University of Illinois – Urbana-Champaign

29. 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

 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)

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

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

APA (6th 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 (16th 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 January 16, 2021. http://hdl.handle.net/2142/78311.

MLA Handbook (7th Edition):

Kang, Grace. “The power of teachers: exploring identity, agency, and collaboration in the context of literacy.” 2015. Web. 16 Jan 2021.

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 2021 Jan 16]. 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

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

Degree: 2017, Penn State University

 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)

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

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APA (6th Edition):

Favre, D. E. (2017). THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY. (Thesis). Penn State University. Retrieved from https://submit-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 (16th Edition):

Favre, David Eugene. “THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY.” 2017. Thesis, Penn State University. Accessed January 16, 2021. https://submit-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 (7th Edition):

Favre, David Eugene. “THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY.” 2017. Web. 16 Jan 2021.

Vancouver:

Favre DE. THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY. [Internet] [Thesis]. Penn State University; 2017. [cited 2021 Jan 16]. Available from: https://submit-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 DE. THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY. [Thesis]. Penn State University; 2017. Available from: https://submit-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

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