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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
URL: http://etd.aau.edu.et/dspace/handle/123456789/6426
Subjects/Keywords: teacher professional development
Record Details
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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
URL: http://etd.aau.edu.et/dspace/handle/123456789/6428
Subjects/Keywords: teacher professional development
Record Details
Similar Records
❌
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
URL: http://hdl.handle.net/10724/25252
Subjects/Keywords: Teacher education; Diversity; Professional Development
Record Details
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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
URL: https://digitalcommons.wayne.edu/oa_dissertations/1507
Subjects/Keywords: Teacher Education and Professional Development
Record Details
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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
URL: https://scholarworks.wm.edu/etd/1539618871
Subjects/Keywords: Teacher Education and Professional Development
Record Details
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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
URL: https://scholarworks.wmich.edu/dissertations/498
Subjects/Keywords: Teacher Education and Professional Development
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
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
URL: https://researchbank.acu.edu.au/theses/429
Subjects/Keywords: Teacher Education and Professional Development
Record Details
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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
URL: https://ir.uiowa.edu/etd/5907
Subjects/Keywords: Teacher Education and Professional Development
Record Details
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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
URL: https://ir.uiowa.edu/etd/1232
Subjects/Keywords: Teacher Education and Professional Development
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
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
URL: https://digitalscholarship.unlv.edu/thesesdissertations/3726
Subjects/Keywords: Teacher Education and Professional Development
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
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
URL: https://digitalscholarship.unlv.edu/thesesdissertations/3734
Subjects/Keywords: Teacher Education and Professional Development
Record Details
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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
URL: https://digitalscholarship.unlv.edu/thesesdissertations/2771
Subjects/Keywords: Teacher Education and Professional Development
Record Details
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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
URL: https://digitalscholarship.unlv.edu/thesesdissertations/3378
Subjects/Keywords: Teacher Education and Professional Development
Record Details
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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
URL: https://egrove.olemiss.edu/etd/495
Subjects/Keywords: Teacher Education and Professional Development
Record Details
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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
URL: https://dsc.duq.edu/etd/1066
Subjects/Keywords: coaching; community; development; professional; teacher
Record Details
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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
URL: https://researchbank.acu.edu.au/theses/833
Subjects/Keywords: Teacher Education and Professional Development
Record Details
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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
URL: http://hdl.handle.net/2152/ETD-UT-2011-08-3931
Subjects/Keywords: Teacher professional development; Evolution education
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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
URL: http://hdl.handle.net/11244/7385
Subjects/Keywords: master teacher competency; professional development
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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
URL: http://hdl.handle.net/11343/228901
Subjects/Keywords: teacher performance and development; professional learning; professional development; performance appraisal; professional teacher standards; teacher learning
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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
URL: https://scholarworks.gsu.edu/mse_diss/17
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
URL: http://www.lib.ncsu.edu/resolver/1840.16/6242
Subjects/Keywords: Professional Development; Teacher Attrition; Teacher Retention
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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
URL: http://hdl.handle.net/10027/21527
Subjects/Keywords: Teacher Education; Professional Development; Teacher Interpretation
Record Details
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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
URL: https://digital.library.unt.edu/ark:/67531/metadc1703399/
Subjects/Keywords: professional development; professional learning; teacher development; teacher staff development; teacher attitude toward professional development; Education, Educational Psychology; Education, Teacher Training
Record Details
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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
URL: https://ro.ecu.edu.au/theses/470
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
URL: https://digitalcommons.du.edu/etd/1105
Subjects/Keywords: Professional development; Teacher growth; Teacher Education and Professional Development
Record Details
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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
URL: http://hdl.handle.net/1974/6632
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
URL: https://researchspace.ukzn.ac.za/handle/10413/17250
Subjects/Keywords: District teacher development centres.; Teachers.; Professional development.
Record Details
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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
URL: https://doi.org/10.32469/10355/37579
Subjects/Keywords: professional development; elementary school; teacher development
Record Details
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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
URL: http://hdl.handle.net/2142/78311
Subjects/Keywords: collaboration; teacher agency; teacher identity; teacher practice; professional development; Teacher education
Record Details
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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
URL: https://submit-etda.libraries.psu.edu/catalog/13859def5107
Subjects/Keywords: Teacher Self-efficacy; Teacher Development; Teacher Education; Teacher Motivation; Self-efficacy Measurement; Teacher Professional Development
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
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