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You searched for subject:(teacher professional evaluation). Showing records 1 – 30 of 423 total matches.

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NSYSU

1. Hsu, Hsiu-fen. A Study of Teachersâ Attitudes toward Teacher Professional Evaluation in Kaohsiung Junior High Schools.

Degree: Master, Education, 2010, NSYSU

 The study aims to explore the current conditions of teachersâ attitudes toward teachersâ professional evaluation in Kaohsiung junior high schools, and to apply the results… (more)

Subjects/Keywords: teacher professional evaluation; junior high school; attitudes

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APA (6th Edition):

Hsu, H. (2010). A Study of Teachersâ Attitudes toward Teacher Professional Evaluation in Kaohsiung Junior High Schools. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0711110-170313

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):

Hsu, Hsiu-fen. “A Study of Teachersâ Attitudes toward Teacher Professional Evaluation in Kaohsiung Junior High Schools.” 2010. Thesis, NSYSU. Accessed October 31, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0711110-170313.

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

MLA Handbook (7th Edition):

Hsu, Hsiu-fen. “A Study of Teachersâ Attitudes toward Teacher Professional Evaluation in Kaohsiung Junior High Schools.” 2010. Web. 31 Oct 2020.

Vancouver:

Hsu H. A Study of Teachersâ Attitudes toward Teacher Professional Evaluation in Kaohsiung Junior High Schools. [Internet] [Thesis]. NSYSU; 2010. [cited 2020 Oct 31]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0711110-170313.

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

Council of Science Editors:

Hsu H. A Study of Teachersâ Attitudes toward Teacher Professional Evaluation in Kaohsiung Junior High Schools. [Thesis]. NSYSU; 2010. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0711110-170313

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


University of Southern California

2. Hyde, Joseph D. The principal's perspective of current tenure practices.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 When selecting a new teacher, principals use many different techniques and measures to ensure that they hire the person best suited for the position. This… (more)

Subjects/Keywords: principal; tenure; probationary; teacher; evaluation; professional growth

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APA (6th Edition):

Hyde, J. D. (2015). The principal's perspective of current tenure practices. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/537317/rec/7126

Chicago Manual of Style (16th Edition):

Hyde, Joseph D. “The principal's perspective of current tenure practices.” 2015. Doctoral Dissertation, University of Southern California. Accessed October 31, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/537317/rec/7126.

MLA Handbook (7th Edition):

Hyde, Joseph D. “The principal's perspective of current tenure practices.” 2015. Web. 31 Oct 2020.

Vancouver:

Hyde JD. The principal's perspective of current tenure practices. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Oct 31]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/537317/rec/7126.

Council of Science Editors:

Hyde JD. The principal's perspective of current tenure practices. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/537317/rec/7126


University of Bath

3. Mulligan, Sandra. Teacher evaluation as a tool to support on-going teacher development and improvement within the context of IB PYP schools.

Degree: Thesis (EdD), 2016, University of Bath

 Commonly, teacher evaluations function as summative appraisal mechanisms of teacher performance and effectiveness, as accountability measures and assurances of quality instruction to educational stakeholders. Recently,… (more)

Subjects/Keywords: 371.102; Teacher Evaluation; Teacher Professional Development; Leadership for Teacher Evaluation and Development

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

APA (6th Edition):

Mulligan, S. (2016). Teacher evaluation as a tool to support on-going teacher development and improvement within the context of IB PYP schools. (Doctoral Dissertation). University of Bath. Retrieved from https://researchportal.bath.ac.uk/en/studentthesis/teacher-evaluation-as-a-tool-to-support-ongoing-teacher-development-and-improvement-within-the-context-of-ib-pyp-schools(b8948638-cea7-4646-9dd7-75feeb80a994).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687317

Chicago Manual of Style (16th Edition):

Mulligan, Sandra. “Teacher evaluation as a tool to support on-going teacher development and improvement within the context of IB PYP schools.” 2016. Doctoral Dissertation, University of Bath. Accessed October 31, 2020. https://researchportal.bath.ac.uk/en/studentthesis/teacher-evaluation-as-a-tool-to-support-ongoing-teacher-development-and-improvement-within-the-context-of-ib-pyp-schools(b8948638-cea7-4646-9dd7-75feeb80a994).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687317.

MLA Handbook (7th Edition):

Mulligan, Sandra. “Teacher evaluation as a tool to support on-going teacher development and improvement within the context of IB PYP schools.” 2016. Web. 31 Oct 2020.

Vancouver:

Mulligan S. Teacher evaluation as a tool to support on-going teacher development and improvement within the context of IB PYP schools. [Internet] [Doctoral dissertation]. University of Bath; 2016. [cited 2020 Oct 31]. Available from: https://researchportal.bath.ac.uk/en/studentthesis/teacher-evaluation-as-a-tool-to-support-ongoing-teacher-development-and-improvement-within-the-context-of-ib-pyp-schools(b8948638-cea7-4646-9dd7-75feeb80a994).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687317.

Council of Science Editors:

Mulligan S. Teacher evaluation as a tool to support on-going teacher development and improvement within the context of IB PYP schools. [Doctoral Dissertation]. University of Bath; 2016. Available from: https://researchportal.bath.ac.uk/en/studentthesis/teacher-evaluation-as-a-tool-to-support-ongoing-teacher-development-and-improvement-within-the-context-of-ib-pyp-schools(b8948638-cea7-4646-9dd7-75feeb80a994).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687317


UCLA

4. MacCalla, Nicole Marie-Gerardi. Evaluating Teacher Effectiveness in a Professional Development Program: Considering Measures for Inclusion in a Comprehensive Teacher Evaluation System.

Degree: Education, 2014, UCLA

 Effective teachers not only affect academic achievement but also a lifetime of success. Equal opportunity to access quality education is recognized as a fundamental constitutional… (more)

Subjects/Keywords: Educational evaluation; Education; Comprehensive Teacher Evaluation System; Evaluating Teacher Effectiveness; Measuring Teacher Effectiveness; Portfolio Evaluation; Professional Development; Teacher Effectiveness

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APA (6th Edition):

MacCalla, N. M. (2014). Evaluating Teacher Effectiveness in a Professional Development Program: Considering Measures for Inclusion in a Comprehensive Teacher Evaluation System. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/99g3w3tw

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):

MacCalla, Nicole Marie-Gerardi. “Evaluating Teacher Effectiveness in a Professional Development Program: Considering Measures for Inclusion in a Comprehensive Teacher Evaluation System.” 2014. Thesis, UCLA. Accessed October 31, 2020. http://www.escholarship.org/uc/item/99g3w3tw.

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

MLA Handbook (7th Edition):

MacCalla, Nicole Marie-Gerardi. “Evaluating Teacher Effectiveness in a Professional Development Program: Considering Measures for Inclusion in a Comprehensive Teacher Evaluation System.” 2014. Web. 31 Oct 2020.

Vancouver:

MacCalla NM. Evaluating Teacher Effectiveness in a Professional Development Program: Considering Measures for Inclusion in a Comprehensive Teacher Evaluation System. [Internet] [Thesis]. UCLA; 2014. [cited 2020 Oct 31]. Available from: http://www.escholarship.org/uc/item/99g3w3tw.

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

Council of Science Editors:

MacCalla NM. Evaluating Teacher Effectiveness in a Professional Development Program: Considering Measures for Inclusion in a Comprehensive Teacher Evaluation System. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/99g3w3tw

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


University of Houston

5. Kulhanek-Rochin, Karen M. 1972-. Analysis of School Administrator Perceptions of the Professional Development Appraisal System to Improve Leadership Capacity.

Degree: EdD, Professional Leadership, 2013, University of Houston

 Having an effective principal leading every school is critical to ensuring schools’ effectiveness (Marzano, Waters, & McNulty, 2003). It is well documented that there is… (more)

Subjects/Keywords: Assistant principal succession; Leadership; Teacher evaluation; Professional development; Professional leadership

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APA (6th Edition):

Kulhanek-Rochin, K. M. 1. (2013). Analysis of School Administrator Perceptions of the Professional Development Appraisal System to Improve Leadership Capacity. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/926

Chicago Manual of Style (16th Edition):

Kulhanek-Rochin, Karen M 1972-. “Analysis of School Administrator Perceptions of the Professional Development Appraisal System to Improve Leadership Capacity.” 2013. Doctoral Dissertation, University of Houston. Accessed October 31, 2020. http://hdl.handle.net/10657/926.

MLA Handbook (7th Edition):

Kulhanek-Rochin, Karen M 1972-. “Analysis of School Administrator Perceptions of the Professional Development Appraisal System to Improve Leadership Capacity.” 2013. Web. 31 Oct 2020.

Vancouver:

Kulhanek-Rochin KM1. Analysis of School Administrator Perceptions of the Professional Development Appraisal System to Improve Leadership Capacity. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10657/926.

Council of Science Editors:

Kulhanek-Rochin KM1. Analysis of School Administrator Perceptions of the Professional Development Appraisal System to Improve Leadership Capacity. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/926


University of Exeter

6. Sanif, Sazuliana. Implementation of peer observation of teaching in ELT tertiary education system in Malaysia : a social-constructionism view.

Degree: PhD, 2015, University of Exeter

 The present study primarily aims to explore the English language (EL) teachers’ current practices and their experiences of teacher evaluation, and how these are related… (more)

Subjects/Keywords: 428.0071; teacher evaluation; peer observation; classroom observation; teacher assessment; professional development

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APA (6th Edition):

Sanif, S. (2015). Implementation of peer observation of teaching in ELT tertiary education system in Malaysia : a social-constructionism view. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/21049

Chicago Manual of Style (16th Edition):

Sanif, Sazuliana. “Implementation of peer observation of teaching in ELT tertiary education system in Malaysia : a social-constructionism view.” 2015. Doctoral Dissertation, University of Exeter. Accessed October 31, 2020. http://hdl.handle.net/10871/21049.

MLA Handbook (7th Edition):

Sanif, Sazuliana. “Implementation of peer observation of teaching in ELT tertiary education system in Malaysia : a social-constructionism view.” 2015. Web. 31 Oct 2020.

Vancouver:

Sanif S. Implementation of peer observation of teaching in ELT tertiary education system in Malaysia : a social-constructionism view. [Internet] [Doctoral dissertation]. University of Exeter; 2015. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10871/21049.

Council of Science Editors:

Sanif S. Implementation of peer observation of teaching in ELT tertiary education system in Malaysia : a social-constructionism view. [Doctoral Dissertation]. University of Exeter; 2015. Available from: http://hdl.handle.net/10871/21049


University of California – Berkeley

7. Mukai, Gary Mitchell. Evaluation of a Teacher Professional Development Seminar on East Asia and the Asian-American Experience: Implications for Teacher Professional Development in Social Studies.

Degree: Education, 2013, University of California – Berkeley

 This dissertation reports the findings of a program evaluation study of a high school teacher professional development seminar and discusses the intended uses of its… (more)

Subjects/Keywords: Educational evaluation; evaluation; social studies; teacher professional development

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APA (6th Edition):

Mukai, G. M. (2013). Evaluation of a Teacher Professional Development Seminar on East Asia and the Asian-American Experience: Implications for Teacher Professional Development in Social Studies. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/33z569hr

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):

Mukai, Gary Mitchell. “Evaluation of a Teacher Professional Development Seminar on East Asia and the Asian-American Experience: Implications for Teacher Professional Development in Social Studies.” 2013. Thesis, University of California – Berkeley. Accessed October 31, 2020. http://www.escholarship.org/uc/item/33z569hr.

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

MLA Handbook (7th Edition):

Mukai, Gary Mitchell. “Evaluation of a Teacher Professional Development Seminar on East Asia and the Asian-American Experience: Implications for Teacher Professional Development in Social Studies.” 2013. Web. 31 Oct 2020.

Vancouver:

Mukai GM. Evaluation of a Teacher Professional Development Seminar on East Asia and the Asian-American Experience: Implications for Teacher Professional Development in Social Studies. [Internet] [Thesis]. University of California – Berkeley; 2013. [cited 2020 Oct 31]. Available from: http://www.escholarship.org/uc/item/33z569hr.

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

Council of Science Editors:

Mukai GM. Evaluation of a Teacher Professional Development Seminar on East Asia and the Asian-American Experience: Implications for Teacher Professional Development in Social Studies. [Thesis]. University of California – Berkeley; 2013. Available from: http://www.escholarship.org/uc/item/33z569hr

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


University of Texas – Austin

8. Gastanadui, Lyli Ana. Teacher evaluation and resistance to change : a mixed-methods study of the Peruvian new teacher career law.

Degree: PhD, Educational Administration, 2013, University of Texas – Austin

 This mixed-methods sequential explanatory study explored the causes of teachers' resistance to evaluation reform. Teachers in this study demonstrated both resistant and compliant behaviors in… (more)

Subjects/Keywords: Teacher evaluation; Merit pay plans; Teacher quality reforms; Teacher performance; Teacher effectiveness; Extrinsic reward; Intrinsic teacher motivation; Professional development; Meritocracy

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APA (6th Edition):

Gastanadui, L. A. (2013). Teacher evaluation and resistance to change : a mixed-methods study of the Peruvian new teacher career law. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/21350

Chicago Manual of Style (16th Edition):

Gastanadui, Lyli Ana. “Teacher evaluation and resistance to change : a mixed-methods study of the Peruvian new teacher career law.” 2013. Doctoral Dissertation, University of Texas – Austin. Accessed October 31, 2020. http://hdl.handle.net/2152/21350.

MLA Handbook (7th Edition):

Gastanadui, Lyli Ana. “Teacher evaluation and resistance to change : a mixed-methods study of the Peruvian new teacher career law.” 2013. Web. 31 Oct 2020.

Vancouver:

Gastanadui LA. Teacher evaluation and resistance to change : a mixed-methods study of the Peruvian new teacher career law. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2013. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2152/21350.

Council of Science Editors:

Gastanadui LA. Teacher evaluation and resistance to change : a mixed-methods study of the Peruvian new teacher career law. [Doctoral Dissertation]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/21350


University of Florida

9. Rodgers, Mary K. Reflective Coaching Tensions and Transformations from Teachers' Experiences.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2015, University of Florida

 Educational research has identified the continuing development and learning of teachers as key to improving the quality of schools in the United States, and as… (more)

Subjects/Keywords: Classrooms; Coaching; Learning; Professional development; Professional development schools; Schools; Students; Teacher evaluation; Teachers; Teaching methods; coaching  – development  – education  – professional  – teacher

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APA (6th Edition):

Rodgers, M. K. (2015). Reflective Coaching Tensions and Transformations from Teachers' Experiences. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0047709

Chicago Manual of Style (16th Edition):

Rodgers, Mary K. “Reflective Coaching Tensions and Transformations from Teachers' Experiences.” 2015. Doctoral Dissertation, University of Florida. Accessed October 31, 2020. https://ufdc.ufl.edu/UFE0047709.

MLA Handbook (7th Edition):

Rodgers, Mary K. “Reflective Coaching Tensions and Transformations from Teachers' Experiences.” 2015. Web. 31 Oct 2020.

Vancouver:

Rodgers MK. Reflective Coaching Tensions and Transformations from Teachers' Experiences. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2020 Oct 31]. Available from: https://ufdc.ufl.edu/UFE0047709.

Council of Science Editors:

Rodgers MK. Reflective Coaching Tensions and Transformations from Teachers' Experiences. [Doctoral Dissertation]. University of Florida; 2015. Available from: https://ufdc.ufl.edu/UFE0047709


University of Vermont

10. Longchamp, Juliette Cavanaugh. The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2017, University of Vermont

Teacher evaluation is changing in the United States, primarily due to federal policies requiring that measures of student growth be embedded within teacher evaluation(more)

Subjects/Keywords: Professional Growth; Student Learning Objectives; Teacher Collaboration; Teacher Effectiveness; Teacher Evaluation; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Longchamp, J. C. (2017). The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/734

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):

Longchamp, Juliette Cavanaugh. “The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study.” 2017. Thesis, University of Vermont. Accessed October 31, 2020. https://scholarworks.uvm.edu/graddis/734.

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

MLA Handbook (7th Edition):

Longchamp, Juliette Cavanaugh. “The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study.” 2017. Web. 31 Oct 2020.

Vancouver:

Longchamp JC. The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study. [Internet] [Thesis]. University of Vermont; 2017. [cited 2020 Oct 31]. Available from: https://scholarworks.uvm.edu/graddis/734.

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

Council of Science Editors:

Longchamp JC. The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study. [Thesis]. University of Vermont; 2017. Available from: https://scholarworks.uvm.edu/graddis/734

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


Brigham Young University

11. Langford, Megan Sue. A Content Analysis of Evaluation Instruments Used by Special Education Teacher Preparation Programs.

Degree: MS, 2011, Brigham Young University

 The purpose of this study was to conduct a content and component analysis of evaluation instruments used to evaluate preservice teacher performance by special education… (more)

Subjects/Keywords: Special Education teachers; teacher preparation; teacher evaluation; evaluation instruments; content analysis; professional teacher standards; Counseling Psychology; Special Education and Teaching

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APA (6th Edition):

Langford, M. S. (2011). A Content Analysis of Evaluation Instruments Used by Special Education Teacher Preparation Programs. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3858&context=etd

Chicago Manual of Style (16th Edition):

Langford, Megan Sue. “A Content Analysis of Evaluation Instruments Used by Special Education Teacher Preparation Programs.” 2011. Masters Thesis, Brigham Young University. Accessed October 31, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3858&context=etd.

MLA Handbook (7th Edition):

Langford, Megan Sue. “A Content Analysis of Evaluation Instruments Used by Special Education Teacher Preparation Programs.” 2011. Web. 31 Oct 2020.

Vancouver:

Langford MS. A Content Analysis of Evaluation Instruments Used by Special Education Teacher Preparation Programs. [Internet] [Masters thesis]. Brigham Young University; 2011. [cited 2020 Oct 31]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3858&context=etd.

Council of Science Editors:

Langford MS. A Content Analysis of Evaluation Instruments Used by Special Education Teacher Preparation Programs. [Masters Thesis]. Brigham Young University; 2011. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3858&context=etd


University of New Mexico

12. Lenhart, Christine E. Teachers’ Perspectives of the Observation Process within the Evaluation.

Degree: Teacher Education, Educational Leadership & Policy, 2019, University of New Mexico

  One of the largest challenges for administrators is to create and implement teacher evaluation systems that help improve teaching and student learning. As policymakers… (more)

Subjects/Keywords: Teacher evaluation; evaluation; observation; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Teacher Education and Professional Development

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

APA (6th Edition):

Lenhart, C. E. (2019). Teachers’ Perspectives of the Observation Process within the Evaluation. (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/educ_teelp_etds/293

Chicago Manual of Style (16th Edition):

Lenhart, Christine E. “Teachers’ Perspectives of the Observation Process within the Evaluation.” 2019. Doctoral Dissertation, University of New Mexico. Accessed October 31, 2020. https://digitalrepository.unm.edu/educ_teelp_etds/293.

MLA Handbook (7th Edition):

Lenhart, Christine E. “Teachers’ Perspectives of the Observation Process within the Evaluation.” 2019. Web. 31 Oct 2020.

Vancouver:

Lenhart CE. Teachers’ Perspectives of the Observation Process within the Evaluation. [Internet] [Doctoral dissertation]. University of New Mexico; 2019. [cited 2020 Oct 31]. Available from: https://digitalrepository.unm.edu/educ_teelp_etds/293.

Council of Science Editors:

Lenhart CE. Teachers’ Perspectives of the Observation Process within the Evaluation. [Doctoral Dissertation]. University of New Mexico; 2019. Available from: https://digitalrepository.unm.edu/educ_teelp_etds/293


Lehigh University

13. Salvesen, Susan L. What Are The Professional Development Needs Of Principals As They Implement The New Educator Effectiveness System?.

Degree: EdD, Educational Leadership, 2016, Lehigh University

 With the passing of Act 82, the state of Pennsylvania has provided school districts with Danielson’s Framework as a tool for principals to evaluate teachers.… (more)

Subjects/Keywords: Danielson's Framework; Principal professional development; Professional development formats; Teacher evaluation; Education; Educational Leadership

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APA (6th Edition):

Salvesen, S. L. (2016). What Are The Professional Development Needs Of Principals As They Implement The New Educator Effectiveness System?. (Thesis). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2793

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):

Salvesen, Susan L. “What Are The Professional Development Needs Of Principals As They Implement The New Educator Effectiveness System?.” 2016. Thesis, Lehigh University. Accessed October 31, 2020. https://preserve.lehigh.edu/etd/2793.

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

MLA Handbook (7th Edition):

Salvesen, Susan L. “What Are The Professional Development Needs Of Principals As They Implement The New Educator Effectiveness System?.” 2016. Web. 31 Oct 2020.

Vancouver:

Salvesen SL. What Are The Professional Development Needs Of Principals As They Implement The New Educator Effectiveness System?. [Internet] [Thesis]. Lehigh University; 2016. [cited 2020 Oct 31]. Available from: https://preserve.lehigh.edu/etd/2793.

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

Council of Science Editors:

Salvesen SL. What Are The Professional Development Needs Of Principals As They Implement The New Educator Effectiveness System?. [Thesis]. Lehigh University; 2016. Available from: https://preserve.lehigh.edu/etd/2793

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

14. Rosa, Inácio Francisco João da. Fatores determinantes na avaliação do desempenho profissional dos professores do 2º ciclo da Escola 6053 - Luanda - Angola.

Degree: 2015, Universidade de Évora

 Esta investigação foi desenvolvida com a finalidade a analizar os fatores determinantes na Avaliação de desempenho profissional dos professores, de uma Escola do Ensino Secundário… (more)

Subjects/Keywords: Educação; Avaliação; Desempenho profissional do professor; Education; Evaluation; Teacher Professional performance

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APA (6th Edition):

Rosa, I. F. J. d. (2015). Fatores determinantes na avaliação do desempenho profissional dos professores do 2º ciclo da Escola 6053 - Luanda - Angola. (Thesis). Universidade de Évora. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/17422

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):

Rosa, Inácio Francisco João da. “Fatores determinantes na avaliação do desempenho profissional dos professores do 2º ciclo da Escola 6053 - Luanda - Angola.” 2015. Thesis, Universidade de Évora. Accessed October 31, 2020. https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/17422.

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

MLA Handbook (7th Edition):

Rosa, Inácio Francisco João da. “Fatores determinantes na avaliação do desempenho profissional dos professores do 2º ciclo da Escola 6053 - Luanda - Angola.” 2015. Web. 31 Oct 2020.

Vancouver:

Rosa IFJd. Fatores determinantes na avaliação do desempenho profissional dos professores do 2º ciclo da Escola 6053 - Luanda - Angola. [Internet] [Thesis]. Universidade de Évora; 2015. [cited 2020 Oct 31]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/17422.

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

Council of Science Editors:

Rosa IFJd. Fatores determinantes na avaliação do desempenho profissional dos professores do 2º ciclo da Escola 6053 - Luanda - Angola. [Thesis]. Universidade de Évora; 2015. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/17422

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

15. Apgar, Karen Pearse. Teacher Ethics Code Violations that Result in Licensure or Certification Sanctions.

Degree: Education, EdD, Education, 2018, University of Portland

  Given the societal expectation of high ethical standards for teachers, best practice suggests that teacher preparation programs employ real-world case scenarios in their ethics… (more)

Subjects/Keywords: Education; Educational Assessment, Evaluation, and Research; Teacher Education and Professional Development

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APA (6th Edition):

Apgar, K. P. (2018). Teacher Ethics Code Violations that Result in Licensure or Certification Sanctions. (Doctoral Dissertation). University of Portland. Retrieved from https://pilotscholars.up.edu/etd/49

Chicago Manual of Style (16th Edition):

Apgar, Karen Pearse. “Teacher Ethics Code Violations that Result in Licensure or Certification Sanctions.” 2018. Doctoral Dissertation, University of Portland. Accessed October 31, 2020. https://pilotscholars.up.edu/etd/49.

MLA Handbook (7th Edition):

Apgar, Karen Pearse. “Teacher Ethics Code Violations that Result in Licensure or Certification Sanctions.” 2018. Web. 31 Oct 2020.

Vancouver:

Apgar KP. Teacher Ethics Code Violations that Result in Licensure or Certification Sanctions. [Internet] [Doctoral dissertation]. University of Portland; 2018. [cited 2020 Oct 31]. Available from: https://pilotscholars.up.edu/etd/49.

Council of Science Editors:

Apgar KP. Teacher Ethics Code Violations that Result in Licensure or Certification Sanctions. [Doctoral Dissertation]. University of Portland; 2018. Available from: https://pilotscholars.up.edu/etd/49

16. Schultz, Kurt W. The Relationship of the Teaching, Empowering, Leading and Learning (TELL) Survey Responses to Student Smarter Balanced Assessment (SBA) in Math and English: Teacher Professional Development and Student Achievement.

Degree: Education, EdD, Education, 2019, University of Portland

  The purpose of this study is to identify the relationship between changes in teachers’ professional learning conditions and changes in student achievement. The study… (more)

Subjects/Keywords: Education; Educational Assessment, Evaluation, and Research; Teacher Education and Professional Development

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APA (6th Edition):

Schultz, K. W. (2019). The Relationship of the Teaching, Empowering, Leading and Learning (TELL) Survey Responses to Student Smarter Balanced Assessment (SBA) in Math and English: Teacher Professional Development and Student Achievement. (Doctoral Dissertation). University of Portland. Retrieved from https://pilotscholars.up.edu/etd/56

Chicago Manual of Style (16th Edition):

Schultz, Kurt W. “The Relationship of the Teaching, Empowering, Leading and Learning (TELL) Survey Responses to Student Smarter Balanced Assessment (SBA) in Math and English: Teacher Professional Development and Student Achievement.” 2019. Doctoral Dissertation, University of Portland. Accessed October 31, 2020. https://pilotscholars.up.edu/etd/56.

MLA Handbook (7th Edition):

Schultz, Kurt W. “The Relationship of the Teaching, Empowering, Leading and Learning (TELL) Survey Responses to Student Smarter Balanced Assessment (SBA) in Math and English: Teacher Professional Development and Student Achievement.” 2019. Web. 31 Oct 2020.

Vancouver:

Schultz KW. The Relationship of the Teaching, Empowering, Leading and Learning (TELL) Survey Responses to Student Smarter Balanced Assessment (SBA) in Math and English: Teacher Professional Development and Student Achievement. [Internet] [Doctoral dissertation]. University of Portland; 2019. [cited 2020 Oct 31]. Available from: https://pilotscholars.up.edu/etd/56.

Council of Science Editors:

Schultz KW. The Relationship of the Teaching, Empowering, Leading and Learning (TELL) Survey Responses to Student Smarter Balanced Assessment (SBA) in Math and English: Teacher Professional Development and Student Achievement. [Doctoral Dissertation]. University of Portland; 2019. Available from: https://pilotscholars.up.edu/etd/56


Indiana State University

17. Reckard, Kathryn Margaret. The impact of compensation models on professional development and collaboration .

Degree: Indiana State University

 The purpose of this study was to determine whether professional developmen t a nd collaboration practices are a ffected by performance pay in schools. The… (more)

Subjects/Keywords: Professional development; Teacher evaluation

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APA (6th Edition):

Reckard, K. M. (n.d.). The impact of compensation models on professional development and collaboration . (Thesis). Indiana State University. Retrieved from http://hdl.handle.net/10484/8150

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Reckard, Kathryn Margaret. “The impact of compensation models on professional development and collaboration .” Thesis, Indiana State University. Accessed October 31, 2020. http://hdl.handle.net/10484/8150.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Reckard, Kathryn Margaret. “The impact of compensation models on professional development and collaboration .” Web. 31 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Reckard KM. The impact of compensation models on professional development and collaboration . [Internet] [Thesis]. Indiana State University; [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10484/8150.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Reckard KM. The impact of compensation models on professional development and collaboration . [Thesis]. Indiana State University; Available from: http://hdl.handle.net/10484/8150

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


University of Georgia

18. Bentley, Patricia Ann. Instructional supervision and gifted education.

Degree: 2014, University of Georgia

 This qualitative study examined the perspectives of elementary school teachers assigned to the gifted program in one school system in Georgia. The researcher sought to… (more)

Subjects/Keywords: Instructional Supervision; Gifted Education; Teacher Evaluation; Professional Development

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APA (6th Edition):

Bentley, P. A. (2014). Instructional supervision and gifted education. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22873

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):

Bentley, Patricia Ann. “Instructional supervision and gifted education.” 2014. Thesis, University of Georgia. Accessed October 31, 2020. http://hdl.handle.net/10724/22873.

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

MLA Handbook (7th Edition):

Bentley, Patricia Ann. “Instructional supervision and gifted education.” 2014. Web. 31 Oct 2020.

Vancouver:

Bentley PA. Instructional supervision and gifted education. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10724/22873.

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

Council of Science Editors:

Bentley PA. Instructional supervision and gifted education. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22873

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


Utah State University

19. Scott, Dinah. The Influence of an English-as-a-Second-Language Professional Development Program on Perceptions of Teacher Efficacy for Instructing English Language Learners.

Degree: PhD, Education, 2019, Utah State University

  English language learners (ELLs) are the fastest growing student group in U.S. public schools. ELLs also consistently lag behind their native-English speaking peers in… (more)

Subjects/Keywords: English learners; professional development; program evaluation; teacher efficacy; Education

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

APA (6th Edition):

Scott, D. (2019). The Influence of an English-as-a-Second-Language Professional Development Program on Perceptions of Teacher Efficacy for Instructing English Language Learners. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7662

Chicago Manual of Style (16th Edition):

Scott, Dinah. “The Influence of an English-as-a-Second-Language Professional Development Program on Perceptions of Teacher Efficacy for Instructing English Language Learners.” 2019. Doctoral Dissertation, Utah State University. Accessed October 31, 2020. https://digitalcommons.usu.edu/etd/7662.

MLA Handbook (7th Edition):

Scott, Dinah. “The Influence of an English-as-a-Second-Language Professional Development Program on Perceptions of Teacher Efficacy for Instructing English Language Learners.” 2019. Web. 31 Oct 2020.

Vancouver:

Scott D. The Influence of an English-as-a-Second-Language Professional Development Program on Perceptions of Teacher Efficacy for Instructing English Language Learners. [Internet] [Doctoral dissertation]. Utah State University; 2019. [cited 2020 Oct 31]. Available from: https://digitalcommons.usu.edu/etd/7662.

Council of Science Editors:

Scott D. The Influence of an English-as-a-Second-Language Professional Development Program on Perceptions of Teacher Efficacy for Instructing English Language Learners. [Doctoral Dissertation]. Utah State University; 2019. Available from: https://digitalcommons.usu.edu/etd/7662


Purdue University

20. Eberline, Andrew Dale. Perceptions of and Experiences with the Indiana Teacher Evaluation System in Physical Education.

Degree: PhD, Health and Kinesiology, 2016, Purdue University

 Physical educators face a difficult task of using limited time and resources to fully impact students in the gymnasium. Physical education is labeled as a… (more)

Subjects/Keywords: Accountability; Administration; Physical Education; Professional Development; Qualitative; Teacher Evaluation

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APA (6th Edition):

Eberline, A. D. (2016). Perceptions of and Experiences with the Indiana Teacher Evaluation System in Physical Education. (Doctoral Dissertation). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/1247

Chicago Manual of Style (16th Edition):

Eberline, Andrew Dale. “Perceptions of and Experiences with the Indiana Teacher Evaluation System in Physical Education.” 2016. Doctoral Dissertation, Purdue University. Accessed October 31, 2020. https://docs.lib.purdue.edu/open_access_dissertations/1247.

MLA Handbook (7th Edition):

Eberline, Andrew Dale. “Perceptions of and Experiences with the Indiana Teacher Evaluation System in Physical Education.” 2016. Web. 31 Oct 2020.

Vancouver:

Eberline AD. Perceptions of and Experiences with the Indiana Teacher Evaluation System in Physical Education. [Internet] [Doctoral dissertation]. Purdue University; 2016. [cited 2020 Oct 31]. Available from: https://docs.lib.purdue.edu/open_access_dissertations/1247.

Council of Science Editors:

Eberline AD. Perceptions of and Experiences with the Indiana Teacher Evaluation System in Physical Education. [Doctoral Dissertation]. Purdue University; 2016. Available from: https://docs.lib.purdue.edu/open_access_dissertations/1247


Brigham Young University

21. Andrews, Christopher Daren. Student Self-Assessment: Teachers' Definitions, Reasons, and Beliefs.

Degree: MA, 2016, Brigham Young University

 The purpose of this study was to understand how teachers define student self-assessment (SSA), why teachers use or do not use SSA, and to explore… (more)

Subjects/Keywords: self evaluation (individuals); teacher attitudes; definitions; secondary education; Teacher Education and Professional Development

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APA (6th Edition):

Andrews, C. D. (2016). Student Self-Assessment: Teachers' Definitions, Reasons, and Beliefs. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7393&context=etd

Chicago Manual of Style (16th Edition):

Andrews, Christopher Daren. “Student Self-Assessment: Teachers' Definitions, Reasons, and Beliefs.” 2016. Masters Thesis, Brigham Young University. Accessed October 31, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7393&context=etd.

MLA Handbook (7th Edition):

Andrews, Christopher Daren. “Student Self-Assessment: Teachers' Definitions, Reasons, and Beliefs.” 2016. Web. 31 Oct 2020.

Vancouver:

Andrews CD. Student Self-Assessment: Teachers' Definitions, Reasons, and Beliefs. [Internet] [Masters thesis]. Brigham Young University; 2016. [cited 2020 Oct 31]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7393&context=etd.

Council of Science Editors:

Andrews CD. Student Self-Assessment: Teachers' Definitions, Reasons, and Beliefs. [Masters Thesis]. Brigham Young University; 2016. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7393&context=etd


University of Arkansas

22. Sharp, Leslie Lynne. Teacher and Administrator Perspectives from Experiences in the Teacher Leadership Initiative.

Degree: PhD, 2018, University of Arkansas

Teacher leadership, has been defined by many researchers as the answer to school improvement through the use of teacher leaders leading the effort in… (more)

Subjects/Keywords: Teacher Leadership; Educational Assessment, Evaluation, and Research; Educational Leadership; Other Teacher Education and Professional Development

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APA (6th Edition):

Sharp, L. L. (2018). Teacher and Administrator Perspectives from Experiences in the Teacher Leadership Initiative. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2755

Chicago Manual of Style (16th Edition):

Sharp, Leslie Lynne. “Teacher and Administrator Perspectives from Experiences in the Teacher Leadership Initiative.” 2018. Doctoral Dissertation, University of Arkansas. Accessed October 31, 2020. https://scholarworks.uark.edu/etd/2755.

MLA Handbook (7th Edition):

Sharp, Leslie Lynne. “Teacher and Administrator Perspectives from Experiences in the Teacher Leadership Initiative.” 2018. Web. 31 Oct 2020.

Vancouver:

Sharp LL. Teacher and Administrator Perspectives from Experiences in the Teacher Leadership Initiative. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2020 Oct 31]. Available from: https://scholarworks.uark.edu/etd/2755.

Council of Science Editors:

Sharp LL. Teacher and Administrator Perspectives from Experiences in the Teacher Leadership Initiative. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2755


Western Michigan University

23. Aramath, George A. Investigating Practices of Research-Proven Multidimensional Teacher Evaluation Systems in Michigan Schools.

Degree: PhD, Educational Leadership, Research and Technology, 2014, Western Michigan University

  Traditional teacher evaluation systems have little to no impact on changing teacher behavior or improving student achievement. Subsequently, studies and reports show the lack… (more)

Subjects/Keywords: Teacher evaluation; teacher performance; performance evaluation; multidimensional; framework; effective teacher; Educational Assessment, Evaluation, and Research; Educational Leadership; Teacher Education and Professional Development

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APA (6th Edition):

Aramath, G. A. (2014). Investigating Practices of Research-Proven Multidimensional Teacher Evaluation Systems in Michigan Schools. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/233

Chicago Manual of Style (16th Edition):

Aramath, George A. “Investigating Practices of Research-Proven Multidimensional Teacher Evaluation Systems in Michigan Schools.” 2014. Doctoral Dissertation, Western Michigan University. Accessed October 31, 2020. https://scholarworks.wmich.edu/dissertations/233.

MLA Handbook (7th Edition):

Aramath, George A. “Investigating Practices of Research-Proven Multidimensional Teacher Evaluation Systems in Michigan Schools.” 2014. Web. 31 Oct 2020.

Vancouver:

Aramath GA. Investigating Practices of Research-Proven Multidimensional Teacher Evaluation Systems in Michigan Schools. [Internet] [Doctoral dissertation]. Western Michigan University; 2014. [cited 2020 Oct 31]. Available from: https://scholarworks.wmich.edu/dissertations/233.

Council of Science Editors:

Aramath GA. Investigating Practices of Research-Proven Multidimensional Teacher Evaluation Systems in Michigan Schools. [Doctoral Dissertation]. Western Michigan University; 2014. Available from: https://scholarworks.wmich.edu/dissertations/233


Northeastern University

24. Chew, Christopher. Instructional rounds as professional development for teachers.

Degree: EdD, School of Education, 2013, Northeastern University

 Instructional rounds for educators can create a system and structure in which teachers enter into professional dialogue reflecting on their individual and collective work within… (more)

Subjects/Keywords: communities of practice; critical reflection; Instructional rounds; participatory evaluation; professional development; teacher collaboration; Education; Teacher Education and Professional Development

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APA (6th Edition):

Chew, C. (2013). Instructional rounds as professional development for teachers. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20003017

Chicago Manual of Style (16th Edition):

Chew, Christopher. “Instructional rounds as professional development for teachers.” 2013. Doctoral Dissertation, Northeastern University. Accessed October 31, 2020. http://hdl.handle.net/2047/d20003017.

MLA Handbook (7th Edition):

Chew, Christopher. “Instructional rounds as professional development for teachers.” 2013. Web. 31 Oct 2020.

Vancouver:

Chew C. Instructional rounds as professional development for teachers. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2047/d20003017.

Council of Science Editors:

Chew C. Instructional rounds as professional development for teachers. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20003017

25. Riff, Tim. Increasing Trust and Teacher Voice in Order to Improve Teacher Evaluation in Chicago.

Degree: EdD Doctor of Education, Educational Leadership, 2020, National-Louis University

  Chicago Public Schools’ teacher evaluation program includes cycles of observation and feedback as well as student test scores to determine teacher evaluation scores. Teachers… (more)

Subjects/Keywords: teacher evaluation; value-added model; chicago public schools; student growth; trust; professional development; Educational Leadership; Teacher Education and Professional Development

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APA (6th Edition):

Riff, T. (2020). Increasing Trust and Teacher Voice in Order to Improve Teacher Evaluation in Chicago. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/433

Chicago Manual of Style (16th Edition):

Riff, Tim. “Increasing Trust and Teacher Voice in Order to Improve Teacher Evaluation in Chicago.” 2020. Doctoral Dissertation, National-Louis University. Accessed October 31, 2020. https://digitalcommons.nl.edu/diss/433.

MLA Handbook (7th Edition):

Riff, Tim. “Increasing Trust and Teacher Voice in Order to Improve Teacher Evaluation in Chicago.” 2020. Web. 31 Oct 2020.

Vancouver:

Riff T. Increasing Trust and Teacher Voice in Order to Improve Teacher Evaluation in Chicago. [Internet] [Doctoral dissertation]. National-Louis University; 2020. [cited 2020 Oct 31]. Available from: https://digitalcommons.nl.edu/diss/433.

Council of Science Editors:

Riff T. Increasing Trust and Teacher Voice in Order to Improve Teacher Evaluation in Chicago. [Doctoral Dissertation]. National-Louis University; 2020. Available from: https://digitalcommons.nl.edu/diss/433

26. Vidacovich, Courtney. Measuring Teachers' Knowledge and Use of Data and Assessments: Creating a Measure as a First Step Toward Effective Professional Development.

Degree: PhD, Quantitative Research Methods, 2015, U of Denver

  Current teaching standards and practices are dictated, at least in part, by state- and district-mandated standardized tests. Yet, despite being surrounded by data, teachers… (more)

Subjects/Keywords: Assessment; Classroom assessment; Data use; Measurement; Professional development; Teacher knowledge; Education; Educational Assessment, Evaluation, and Research; Teacher Education and Professional Development

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APA (6th Edition):

Vidacovich, C. (2015). Measuring Teachers' Knowledge and Use of Data and Assessments: Creating a Measure as a First Step Toward Effective Professional Development. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1087

Chicago Manual of Style (16th Edition):

Vidacovich, Courtney. “Measuring Teachers' Knowledge and Use of Data and Assessments: Creating a Measure as a First Step Toward Effective Professional Development.” 2015. Doctoral Dissertation, U of Denver. Accessed October 31, 2020. https://digitalcommons.du.edu/etd/1087.

MLA Handbook (7th Edition):

Vidacovich, Courtney. “Measuring Teachers' Knowledge and Use of Data and Assessments: Creating a Measure as a First Step Toward Effective Professional Development.” 2015. Web. 31 Oct 2020.

Vancouver:

Vidacovich C. Measuring Teachers' Knowledge and Use of Data and Assessments: Creating a Measure as a First Step Toward Effective Professional Development. [Internet] [Doctoral dissertation]. U of Denver; 2015. [cited 2020 Oct 31]. Available from: https://digitalcommons.du.edu/etd/1087.

Council of Science Editors:

Vidacovich C. Measuring Teachers' Knowledge and Use of Data and Assessments: Creating a Measure as a First Step Toward Effective Professional Development. [Doctoral Dissertation]. U of Denver; 2015. Available from: https://digitalcommons.du.edu/etd/1087

27. Piowlski, Lori. Culturally Proficient Teachers.

Degree: 2013, Minnesota State University – Mankato

 Action needs to be taken by teacher preparation programs to prepare culturally proficient educators who are able to deliver equitable instruction and inspire all students… (more)

Subjects/Keywords: teacher preparation; cultural proficiency; education; educators; teachers; teacher education programs; Educational Assessment, Evaluation, and Research; Teacher Education and Professional Development

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APA (6th Edition):

Piowlski, L. (2013). Culturally Proficient Teachers. (Thesis). Minnesota State University – Mankato. Retrieved from https://cornerstone.lib.mnsu.edu/eec-fac-pubs/49 ; http://digitalcommons.unl.edu/cehsedaddiss/161/

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):

Piowlski, Lori. “Culturally Proficient Teachers.” 2013. Thesis, Minnesota State University – Mankato. Accessed October 31, 2020. https://cornerstone.lib.mnsu.edu/eec-fac-pubs/49 ; http://digitalcommons.unl.edu/cehsedaddiss/161/.

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

MLA Handbook (7th Edition):

Piowlski, Lori. “Culturally Proficient Teachers.” 2013. Web. 31 Oct 2020.

Vancouver:

Piowlski L. Culturally Proficient Teachers. [Internet] [Thesis]. Minnesota State University – Mankato; 2013. [cited 2020 Oct 31]. Available from: https://cornerstone.lib.mnsu.edu/eec-fac-pubs/49 ; http://digitalcommons.unl.edu/cehsedaddiss/161/.

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

Council of Science Editors:

Piowlski L. Culturally Proficient Teachers. [Thesis]. Minnesota State University – Mankato; 2013. Available from: https://cornerstone.lib.mnsu.edu/eec-fac-pubs/49 ; http://digitalcommons.unl.edu/cehsedaddiss/161/

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


Northeastern University

28. Campbell, Thomas Francis. Teacher supervision and evaluation: a case study of administrators' and teachers' perceptions of mini observations.

Degree: EdD, School of Education, 2013, Northeastern University

 This case study will investigate teachers' and administrators' perceptions of the relationship between mini observations and teacher performance to understand what effect, if any, a… (more)

Subjects/Keywords: Mini observations; Observation; Reflective conversations; Teacher growth; Teacher supervision and evaluation; Education; Educational Administration and Supervision; Teacher Education and Professional Development

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APA (6th Edition):

Campbell, T. F. (2013). Teacher supervision and evaluation: a case study of administrators' and teachers' perceptions of mini observations. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20003016

Chicago Manual of Style (16th Edition):

Campbell, Thomas Francis. “Teacher supervision and evaluation: a case study of administrators' and teachers' perceptions of mini observations.” 2013. Doctoral Dissertation, Northeastern University. Accessed October 31, 2020. http://hdl.handle.net/2047/d20003016.

MLA Handbook (7th Edition):

Campbell, Thomas Francis. “Teacher supervision and evaluation: a case study of administrators' and teachers' perceptions of mini observations.” 2013. Web. 31 Oct 2020.

Vancouver:

Campbell TF. Teacher supervision and evaluation: a case study of administrators' and teachers' perceptions of mini observations. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2047/d20003016.

Council of Science Editors:

Campbell TF. Teacher supervision and evaluation: a case study of administrators' and teachers' perceptions of mini observations. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20003016


University of Colorado

29. Staley, Sara J. Beyond Common Sense: Preservice Teachers' Negotiations of Quality English Language Arts Teaching in an Era of Acute Accountability.

Degree: PhD, Education, 2014, University of Colorado

  This dissertation inquires into the processes by which four preservice teachers of the English language arts (ELA) negotiated competing perspectives on teacher "quality" and… (more)

Subjects/Keywords: Discourse studies; English education; Teacher education; Teacher quality; Educational Assessment, Evaluation, and Research; Teacher Education and Professional Development

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

APA (6th Edition):

Staley, S. J. (2014). Beyond Common Sense: Preservice Teachers' Negotiations of Quality English Language Arts Teaching in an Era of Acute Accountability. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/50

Chicago Manual of Style (16th Edition):

Staley, Sara J. “Beyond Common Sense: Preservice Teachers' Negotiations of Quality English Language Arts Teaching in an Era of Acute Accountability.” 2014. Doctoral Dissertation, University of Colorado. Accessed October 31, 2020. https://scholar.colorado.edu/educ_gradetds/50.

MLA Handbook (7th Edition):

Staley, Sara J. “Beyond Common Sense: Preservice Teachers' Negotiations of Quality English Language Arts Teaching in an Era of Acute Accountability.” 2014. Web. 31 Oct 2020.

Vancouver:

Staley SJ. Beyond Common Sense: Preservice Teachers' Negotiations of Quality English Language Arts Teaching in an Era of Acute Accountability. [Internet] [Doctoral dissertation]. University of Colorado; 2014. [cited 2020 Oct 31]. Available from: https://scholar.colorado.edu/educ_gradetds/50.

Council of Science Editors:

Staley SJ. Beyond Common Sense: Preservice Teachers' Negotiations of Quality English Language Arts Teaching in an Era of Acute Accountability. [Doctoral Dissertation]. University of Colorado; 2014. Available from: https://scholar.colorado.edu/educ_gradetds/50


Boise State University

30. Hancock, Christine Lauren. Parental Response to Disability in Introductory Special Education Textbooks.

Degree: 2011, Boise State University

 Textbooks often play a key role in introductory special education coursework, and may sometimes provide preservice teachers with their only exposure to certain topics. This… (more)

Subjects/Keywords: textbook evaluation; parental response to disability; teacher education; parent teacher cooperation; Teacher Education and Professional Development

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

APA (6th Edition):

Hancock, C. L. (2011). Parental Response to Disability in Introductory Special Education Textbooks. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/224

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):

Hancock, Christine Lauren. “Parental Response to Disability in Introductory Special Education Textbooks.” 2011. Thesis, Boise State University. Accessed October 31, 2020. https://scholarworks.boisestate.edu/td/224.

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

MLA Handbook (7th Edition):

Hancock, Christine Lauren. “Parental Response to Disability in Introductory Special Education Textbooks.” 2011. Web. 31 Oct 2020.

Vancouver:

Hancock CL. Parental Response to Disability in Introductory Special Education Textbooks. [Internet] [Thesis]. Boise State University; 2011. [cited 2020 Oct 31]. Available from: https://scholarworks.boisestate.edu/td/224.

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

Council of Science Editors:

Hancock CL. Parental Response to Disability in Introductory Special Education Textbooks. [Thesis]. Boise State University; 2011. Available from: https://scholarworks.boisestate.edu/td/224

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

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