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You searched for subject:(teacher quality). Showing records 1 – 30 of 268 total matches.

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Vanderbilt University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Preston, Courtney Elizabeth. “Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed September 28, 2020. http://hdl.handle.net/1803/13197.

MLA Handbook (7th Edition):

Preston, Courtney Elizabeth. “Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.” 2014. Web. 28 Sep 2020.

Vancouver:

Preston CE. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/1803/13197.

Council of Science Editors:

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


Texas A&M University

2. McGlohn, Robin. Investigating the Distribution of Teacher Quality by Race/Ethnicity and Socioeconomic Status of Students by School in One Large School District.

Degree: EdD, Educational Administration, 2012, Texas A&M University

 The purpose of this study was to examine the relationship between teacher quality variables, student demographic variables, and student performance in order to determine the… (more)

Subjects/Keywords: Teacher quality; Teacher attrition; teacher mobility

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APA (6th Edition):

McGlohn, R. (2012). Investigating the Distribution of Teacher Quality by Race/Ethnicity and Socioeconomic Status of Students by School in One Large School District. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10921

Chicago Manual of Style (16th Edition):

McGlohn, Robin. “Investigating the Distribution of Teacher Quality by Race/Ethnicity and Socioeconomic Status of Students by School in One Large School District.” 2012. Doctoral Dissertation, Texas A&M University. Accessed September 28, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10921.

MLA Handbook (7th Edition):

McGlohn, Robin. “Investigating the Distribution of Teacher Quality by Race/Ethnicity and Socioeconomic Status of Students by School in One Large School District.” 2012. Web. 28 Sep 2020.

Vancouver:

McGlohn R. Investigating the Distribution of Teacher Quality by Race/Ethnicity and Socioeconomic Status of Students by School in One Large School District. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10921.

Council of Science Editors:

McGlohn R. Investigating the Distribution of Teacher Quality by Race/Ethnicity and Socioeconomic Status of Students by School in One Large School District. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10921


Vanderbilt University

3. Van Eaton, Grant Waller. Beyond Traditional Measures of Teacher Quality: Incorporating Cultural Competence to Measure Classroom Community.

Degree: PhD, Learning, Teaching and Diversity, 2017, Vanderbilt University

 This study explores the necessity and validity of including cultural competence as a dimension of the construct of quality teaching and classroom community. Through an… (more)

Subjects/Keywords: cultural competence; teacher observation; IRT; teacher quality

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APA (6th Edition):

Van Eaton, G. W. (2017). Beyond Traditional Measures of Teacher Quality: Incorporating Cultural Competence to Measure Classroom Community. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14410

Chicago Manual of Style (16th Edition):

Van Eaton, Grant Waller. “Beyond Traditional Measures of Teacher Quality: Incorporating Cultural Competence to Measure Classroom Community.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed September 28, 2020. http://hdl.handle.net/1803/14410.

MLA Handbook (7th Edition):

Van Eaton, Grant Waller. “Beyond Traditional Measures of Teacher Quality: Incorporating Cultural Competence to Measure Classroom Community.” 2017. Web. 28 Sep 2020.

Vancouver:

Van Eaton GW. Beyond Traditional Measures of Teacher Quality: Incorporating Cultural Competence to Measure Classroom Community. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/1803/14410.

Council of Science Editors:

Van Eaton GW. Beyond Traditional Measures of Teacher Quality: Incorporating Cultural Competence to Measure Classroom Community. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/14410


Penn State University

4. Madill, Rebecca Anne. Students’ Perceptions of Social Relatedness in the Classroom: The Roles of Student-Teacher Interaction Quality, Children’s Aggressive Behaviors, and Peer Rejection .

Degree: 2011, Penn State University

 The present study examines the roles of classroom characteristics (teacher-child interaction quality) as well as child characteristics (aggression and rejection) in children’s perceptions of social… (more)

Subjects/Keywords: teacher-child interaction quality; Student-teacher relationship

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APA (6th Edition):

Madill, R. A. (2011). Students’ Perceptions of Social Relatedness in the Classroom: The Roles of Student-Teacher Interaction Quality, Children’s Aggressive Behaviors, and Peer Rejection . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/12362

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):

Madill, Rebecca Anne. “Students’ Perceptions of Social Relatedness in the Classroom: The Roles of Student-Teacher Interaction Quality, Children’s Aggressive Behaviors, and Peer Rejection .” 2011. Thesis, Penn State University. Accessed September 28, 2020. https://submit-etda.libraries.psu.edu/catalog/12362.

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

MLA Handbook (7th Edition):

Madill, Rebecca Anne. “Students’ Perceptions of Social Relatedness in the Classroom: The Roles of Student-Teacher Interaction Quality, Children’s Aggressive Behaviors, and Peer Rejection .” 2011. Web. 28 Sep 2020.

Vancouver:

Madill RA. Students’ Perceptions of Social Relatedness in the Classroom: The Roles of Student-Teacher Interaction Quality, Children’s Aggressive Behaviors, and Peer Rejection . [Internet] [Thesis]. Penn State University; 2011. [cited 2020 Sep 28]. Available from: https://submit-etda.libraries.psu.edu/catalog/12362.

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

Council of Science Editors:

Madill RA. Students’ Perceptions of Social Relatedness in the Classroom: The Roles of Student-Teacher Interaction Quality, Children’s Aggressive Behaviors, and Peer Rejection . [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/12362

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


Eastern Michigan University

5. Light, Barbara J. Why and how teachers transform their instruction.

Degree: PhD, Leadership and Counseling, 2016, Eastern Michigan University

  In his 2011 book The highly qualified teacher: What is teacher quality and how do we measure it? Strong argues that as a profession,… (more)

Subjects/Keywords: instruction; teacher learning; teacher quality; Education

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APA (6th Edition):

Light, B. J. (2016). Why and how teachers transform their instruction. (Doctoral Dissertation). Eastern Michigan University. Retrieved from https://commons.emich.edu/theses/781

Chicago Manual of Style (16th Edition):

Light, Barbara J. “Why and how teachers transform their instruction.” 2016. Doctoral Dissertation, Eastern Michigan University. Accessed September 28, 2020. https://commons.emich.edu/theses/781.

MLA Handbook (7th Edition):

Light, Barbara J. “Why and how teachers transform their instruction.” 2016. Web. 28 Sep 2020.

Vancouver:

Light BJ. Why and how teachers transform their instruction. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2016. [cited 2020 Sep 28]. Available from: https://commons.emich.edu/theses/781.

Council of Science Editors:

Light BJ. Why and how teachers transform their instruction. [Doctoral Dissertation]. Eastern Michigan University; 2016. Available from: https://commons.emich.edu/theses/781


Penn State University

6. Wu, Yu-wei. Transnational Teacher Mobility: Patterns, Qualities, Institutional Actors And Policy Implications.

Degree: 2012, Penn State University

 Over the past two decades, teaching has been subject to several global trends including the long-term erosion of teacher pay, the global standardization of core… (more)

Subjects/Keywords: Transnational teacher mobility; Teacher workforce; Teacher quality; Global teacher labor market; Teacher shortage

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

APA (6th Edition):

Wu, Y. (2012). Transnational Teacher Mobility: Patterns, Qualities, Institutional Actors And Policy Implications. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15340

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):

Wu, Yu-wei. “Transnational Teacher Mobility: Patterns, Qualities, Institutional Actors And Policy Implications.” 2012. Thesis, Penn State University. Accessed September 28, 2020. https://submit-etda.libraries.psu.edu/catalog/15340.

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

MLA Handbook (7th Edition):

Wu, Yu-wei. “Transnational Teacher Mobility: Patterns, Qualities, Institutional Actors And Policy Implications.” 2012. Web. 28 Sep 2020.

Vancouver:

Wu Y. Transnational Teacher Mobility: Patterns, Qualities, Institutional Actors And Policy Implications. [Internet] [Thesis]. Penn State University; 2012. [cited 2020 Sep 28]. Available from: https://submit-etda.libraries.psu.edu/catalog/15340.

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

Council of Science Editors:

Wu Y. Transnational Teacher Mobility: Patterns, Qualities, Institutional Actors And Policy Implications. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/15340

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


University of Illinois – Chicago

7. Horoi, Irina. The Roles of Teacher and Peer Quality on Human Capital Accumulation in Primary and Secondary School.

Degree: 2016, University of Illinois – Chicago

 Policymakers and researchers are interested in factors that drive the production of student learning for determining policies to increase academic achievement and life chances. In… (more)

Subjects/Keywords: Education Production Functions; Teacher Quality; Peer Quality; Teacher Value Added

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APA (6th Edition):

Horoi, I. (2016). The Roles of Teacher and Peer Quality on Human Capital Accumulation in Primary and Secondary School. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21308

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):

Horoi, Irina. “The Roles of Teacher and Peer Quality on Human Capital Accumulation in Primary and Secondary School.” 2016. Thesis, University of Illinois – Chicago. Accessed September 28, 2020. http://hdl.handle.net/10027/21308.

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

MLA Handbook (7th Edition):

Horoi, Irina. “The Roles of Teacher and Peer Quality on Human Capital Accumulation in Primary and Secondary School.” 2016. Web. 28 Sep 2020.

Vancouver:

Horoi I. The Roles of Teacher and Peer Quality on Human Capital Accumulation in Primary and Secondary School. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10027/21308.

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

Council of Science Editors:

Horoi I. The Roles of Teacher and Peer Quality on Human Capital Accumulation in Primary and Secondary School. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21308

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


Vanderbilt University

8. Balch, Ryan Thomas. The Validation of a Student Survey on Teacher Practice.

Degree: PhD, Leadership and Policy Studies, 2012, Vanderbilt University

 Though there is widespread evidence that teachers matter, a more challenging problem exists in attempting to measure teacher effectiveness. It can be argued that student… (more)

Subjects/Keywords: Measures of Teacher Effectiveness; Teacher Quality; Student Surveys; Teacher Evaluation

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

APA (6th Edition):

Balch, R. T. (2012). The Validation of a Student Survey on Teacher Practice. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13181

Chicago Manual of Style (16th Edition):

Balch, Ryan Thomas. “The Validation of a Student Survey on Teacher Practice.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed September 28, 2020. http://hdl.handle.net/1803/13181.

MLA Handbook (7th Edition):

Balch, Ryan Thomas. “The Validation of a Student Survey on Teacher Practice.” 2012. Web. 28 Sep 2020.

Vancouver:

Balch RT. The Validation of a Student Survey on Teacher Practice. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/1803/13181.

Council of Science Editors:

Balch RT. The Validation of a Student Survey on Teacher Practice. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/13181


East Tennessee State University

9. Harrell, Kelley. Teacher Perceptions of the Tennessee Educator Acceleration Model (TEAM).

Degree: EdD (Doctor of Education), Educational Leadership, 2018, East Tennessee State University

  The purpose of this quantitative study was to determine the perceptions of Pre K through 8th grade Tennessee teachers about the impact of Tennessee… (more)

Subjects/Keywords: teacher evaluation; teacher quality; teacher effectiveness; TEAM; Educational Leadership; Elementary Education

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

APA (6th Edition):

Harrell, K. (2018). Teacher Perceptions of the Tennessee Educator Acceleration Model (TEAM). (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3374

Chicago Manual of Style (16th Edition):

Harrell, Kelley. “Teacher Perceptions of the Tennessee Educator Acceleration Model (TEAM).” 2018. Doctoral Dissertation, East Tennessee State University. Accessed September 28, 2020. https://dc.etsu.edu/etd/3374.

MLA Handbook (7th Edition):

Harrell, Kelley. “Teacher Perceptions of the Tennessee Educator Acceleration Model (TEAM).” 2018. Web. 28 Sep 2020.

Vancouver:

Harrell K. Teacher Perceptions of the Tennessee Educator Acceleration Model (TEAM). [Internet] [Doctoral dissertation]. East Tennessee State University; 2018. [cited 2020 Sep 28]. Available from: https://dc.etsu.edu/etd/3374.

Council of Science Editors:

Harrell K. Teacher Perceptions of the Tennessee Educator Acceleration Model (TEAM). [Doctoral Dissertation]. East Tennessee State University; 2018. Available from: https://dc.etsu.edu/etd/3374

10. Thompson, Patricia A. Perspectives of Teacher Quality: Perceptions from Secondary Educators in Private and Public Schools.

Degree: Education, EdD, Education, 2016, University of Portland

  The purpose of this qualitative study was to examine the perceptions of teachers regarding teacher quality. Specifically, this research study examined how the twelve… (more)

Subjects/Keywords: Culturally responsive teaching; Highly qualified teacher; Personal attributes; Pedagogical practices; Teacher effectiveness; Teacher qualifications; Teacher quality; Teacher quality measurements; Education

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

APA (6th Edition):

Thompson, P. A. (2016). Perspectives of Teacher Quality: Perceptions from Secondary Educators in Private and Public Schools. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/27

Chicago Manual of Style (16th Edition):

Thompson, Patricia A. “Perspectives of Teacher Quality: Perceptions from Secondary Educators in Private and Public Schools.” 2016. Doctoral Dissertation, University of Portland. Accessed September 28, 2020. http://pilotscholars.up.edu/etd/27.

MLA Handbook (7th Edition):

Thompson, Patricia A. “Perspectives of Teacher Quality: Perceptions from Secondary Educators in Private and Public Schools.” 2016. Web. 28 Sep 2020.

Vancouver:

Thompson PA. Perspectives of Teacher Quality: Perceptions from Secondary Educators in Private and Public Schools. [Internet] [Doctoral dissertation]. University of Portland; 2016. [cited 2020 Sep 28]. Available from: http://pilotscholars.up.edu/etd/27.

Council of Science Editors:

Thompson PA. Perspectives of Teacher Quality: Perceptions from Secondary Educators in Private and Public Schools. [Doctoral Dissertation]. University of Portland; 2016. Available from: http://pilotscholars.up.edu/etd/27

11. Traver, Joel J. An Analysis of the Relationship between Teacher Candidate Performance Assessment Results and Teaching Quality at the End of the First Year of Teaching.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2017, St. Cloud State University

  Nearly a decade after the 1983 landmark report A Nation at Risk: The Imperative for Education Reform, the National Commission on Teaching and America’s… (more)

Subjects/Keywords: Teacher Performance Assessment; Teaching Quality; Teacher Candidate; Teacher Education; Teacher Evaluation; Educational Leadership

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APA (6th Edition):

Traver, J. J. (2017). An Analysis of the Relationship between Teacher Candidate Performance Assessment Results and Teaching Quality at the End of the First Year of Teaching. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/24

Chicago Manual of Style (16th Edition):

Traver, Joel J. “An Analysis of the Relationship between Teacher Candidate Performance Assessment Results and Teaching Quality at the End of the First Year of Teaching.” 2017. Doctoral Dissertation, St. Cloud State University. Accessed September 28, 2020. https://repository.stcloudstate.edu/edad_etds/24.

MLA Handbook (7th Edition):

Traver, Joel J. “An Analysis of the Relationship between Teacher Candidate Performance Assessment Results and Teaching Quality at the End of the First Year of Teaching.” 2017. Web. 28 Sep 2020.

Vancouver:

Traver JJ. An Analysis of the Relationship between Teacher Candidate Performance Assessment Results and Teaching Quality at the End of the First Year of Teaching. [Internet] [Doctoral dissertation]. St. Cloud State University; 2017. [cited 2020 Sep 28]. Available from: https://repository.stcloudstate.edu/edad_etds/24.

Council of Science Editors:

Traver JJ. An Analysis of the Relationship between Teacher Candidate Performance Assessment Results and Teaching Quality at the End of the First Year of Teaching. [Doctoral Dissertation]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/edad_etds/24


University of Notre Dame

12. Patrick Graff. Teachers in Transition: The Effect of Teacher Turnover on Math Achievement</h1>.

Degree: Sociology, 2019, University of Notre Dame

  Reports in recent years have demonstrated math teacher shortages in hard-to-staff school contexts due to high rates of teacher turnover. In this paper, I… (more)

Subjects/Keywords: Teacher Quality; Teaching; Administrative Data; Indiana; Teachers; Teacher Licensure; Teacher Turnover; Teacher Characteristics

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

APA (6th Edition):

Graff, P. (2019). Teachers in Transition: The Effect of Teacher Turnover on Math Achievement</h1>. (Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/v405s755j6v

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):

Graff, Patrick. “Teachers in Transition: The Effect of Teacher Turnover on Math Achievement</h1>.” 2019. Thesis, University of Notre Dame. Accessed September 28, 2020. https://curate.nd.edu/show/v405s755j6v.

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

MLA Handbook (7th Edition):

Graff, Patrick. “Teachers in Transition: The Effect of Teacher Turnover on Math Achievement</h1>.” 2019. Web. 28 Sep 2020.

Vancouver:

Graff P. Teachers in Transition: The Effect of Teacher Turnover on Math Achievement</h1>. [Internet] [Thesis]. University of Notre Dame; 2019. [cited 2020 Sep 28]. Available from: https://curate.nd.edu/show/v405s755j6v.

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

Council of Science Editors:

Graff P. Teachers in Transition: The Effect of Teacher Turnover on Math Achievement</h1>. [Thesis]. University of Notre Dame; 2019. Available from: https://curate.nd.edu/show/v405s755j6v

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


University of Sydney

13. Hart, Nicole Maree. Triads, third spaces and the activity of school-based mentoring .

Degree: 2016, University of Sydney

 Traditionally pre-service and supervising teachers and tertiary educators have considered professional experience to be an invaluable component of teacher preparation. However, little has changed over… (more)

Subjects/Keywords: Mentoring; Professional experience; Standards; Teacher quality

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

APA (6th Edition):

Hart, N. M. (2016). Triads, third spaces and the activity of school-based mentoring . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/16150

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):

Hart, Nicole Maree. “Triads, third spaces and the activity of school-based mentoring .” 2016. Thesis, University of Sydney. Accessed September 28, 2020. http://hdl.handle.net/2123/16150.

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

MLA Handbook (7th Edition):

Hart, Nicole Maree. “Triads, third spaces and the activity of school-based mentoring .” 2016. Web. 28 Sep 2020.

Vancouver:

Hart NM. Triads, third spaces and the activity of school-based mentoring . [Internet] [Thesis]. University of Sydney; 2016. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2123/16150.

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

Council of Science Editors:

Hart NM. Triads, third spaces and the activity of school-based mentoring . [Thesis]. University of Sydney; 2016. Available from: http://hdl.handle.net/2123/16150

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


Virginia Tech

14. McLean, Paul Douglas. A Study of the Relationship Between Building Conditions, Selected Teacher Qualifications, and Student Attendance in High and Low Performing Elementary Schools.

Degree: PhD, Educational Leadership and Policy Studies, 2011, Virginia Tech

 The No Child Left Behind legislation has served to make educators throughout the country more aware of the need to increase student academic performance on… (more)

Subjects/Keywords: student achievement; building conditions; teacher quality

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

APA (6th Edition):

McLean, P. D. (2011). A Study of the Relationship Between Building Conditions, Selected Teacher Qualifications, and Student Attendance in High and Low Performing Elementary Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26762

Chicago Manual of Style (16th Edition):

McLean, Paul Douglas. “A Study of the Relationship Between Building Conditions, Selected Teacher Qualifications, and Student Attendance in High and Low Performing Elementary Schools.” 2011. Doctoral Dissertation, Virginia Tech. Accessed September 28, 2020. http://hdl.handle.net/10919/26762.

MLA Handbook (7th Edition):

McLean, Paul Douglas. “A Study of the Relationship Between Building Conditions, Selected Teacher Qualifications, and Student Attendance in High and Low Performing Elementary Schools.” 2011. Web. 28 Sep 2020.

Vancouver:

McLean PD. A Study of the Relationship Between Building Conditions, Selected Teacher Qualifications, and Student Attendance in High and Low Performing Elementary Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10919/26762.

Council of Science Editors:

McLean PD. A Study of the Relationship Between Building Conditions, Selected Teacher Qualifications, and Student Attendance in High and Low Performing Elementary Schools. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/26762


University of North Texas

15. Macias-Brown, Armandina A. An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations.

Degree: 2011, University of North Texas

 This research examined whether or not relationships exist between preschool teacher quality and parent involvement as indicated by the Hoover-Dempsey and Sandler Model of Parent… (more)

Subjects/Keywords: Teacher quality; early childhood; parental engagement

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APA (6th Edition):

Macias-Brown, A. A. (2011). An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc68006/

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):

Macias-Brown, Armandina A. “An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations.” 2011. Thesis, University of North Texas. Accessed September 28, 2020. https://digital.library.unt.edu/ark:/67531/metadc68006/.

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

MLA Handbook (7th Edition):

Macias-Brown, Armandina A. “An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations.” 2011. Web. 28 Sep 2020.

Vancouver:

Macias-Brown AA. An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations. [Internet] [Thesis]. University of North Texas; 2011. [cited 2020 Sep 28]. Available from: https://digital.library.unt.edu/ark:/67531/metadc68006/.

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

Council of Science Editors:

Macias-Brown AA. An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc68006/

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


UCLA

16. Merrill, Kate Mansi. Teacher Resilience in High-Poverty Schools: How Do High-Quality Teachers Become Resilient?.

Degree: Education, 2013, UCLA

 The primary purpose of this study was to understand how high-quality teachers who began their career through Teach For America (TFA) became resilient while teaching… (more)

Subjects/Keywords: Teacher education; Educational leadership; Educational administration; teacher persistence; teacher quality; teacher resilience; teacher retention; Teach For America

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

APA (6th Edition):

Merrill, K. M. (2013). Teacher Resilience in High-Poverty Schools: How Do High-Quality Teachers Become Resilient?. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/4pd8t10j

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):

Merrill, Kate Mansi. “Teacher Resilience in High-Poverty Schools: How Do High-Quality Teachers Become Resilient?.” 2013. Thesis, UCLA. Accessed September 28, 2020. http://www.escholarship.org/uc/item/4pd8t10j.

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

MLA Handbook (7th Edition):

Merrill, Kate Mansi. “Teacher Resilience in High-Poverty Schools: How Do High-Quality Teachers Become Resilient?.” 2013. Web. 28 Sep 2020.

Vancouver:

Merrill KM. Teacher Resilience in High-Poverty Schools: How Do High-Quality Teachers Become Resilient?. [Internet] [Thesis]. UCLA; 2013. [cited 2020 Sep 28]. Available from: http://www.escholarship.org/uc/item/4pd8t10j.

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

Council of Science Editors:

Merrill KM. Teacher Resilience in High-Poverty Schools: How Do High-Quality Teachers Become Resilient?. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/4pd8t10j

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


Penn State University

17. Madill, Rebecca Anne. How do elementary school teachers shape children's social development? A study of teachers' use of seating arrangements and responsive teaching.

Degree: 2014, Penn State University

 The elementary school classroom has long been recognized as an important context for children’s social development. Because of their unique role in the classroom, teachers… (more)

Subjects/Keywords: teacher-child interactions; teacher-child relationship quality; elementary school; seating arrangements

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

APA (6th Edition):

Madill, R. A. (2014). How do elementary school teachers shape children's social development? A study of teachers' use of seating arrangements and responsive teaching. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/22626

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):

Madill, Rebecca Anne. “How do elementary school teachers shape children's social development? A study of teachers' use of seating arrangements and responsive teaching.” 2014. Thesis, Penn State University. Accessed September 28, 2020. https://submit-etda.libraries.psu.edu/catalog/22626.

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

MLA Handbook (7th Edition):

Madill, Rebecca Anne. “How do elementary school teachers shape children's social development? A study of teachers' use of seating arrangements and responsive teaching.” 2014. Web. 28 Sep 2020.

Vancouver:

Madill RA. How do elementary school teachers shape children's social development? A study of teachers' use of seating arrangements and responsive teaching. [Internet] [Thesis]. Penn State University; 2014. [cited 2020 Sep 28]. Available from: https://submit-etda.libraries.psu.edu/catalog/22626.

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

Council of Science Editors:

Madill RA. How do elementary school teachers shape children's social development? A study of teachers' use of seating arrangements and responsive teaching. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/22626

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


The Ohio State University

18. Liu, Jianfang. A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching.

Degree: PhD, ED Policy and Leadership, 2008, The Ohio State University

  The purpose of this study is to compare teacher candidates and first-year teachers by gender and licensure level, in terms of their perceptions of… (more)

Subjects/Keywords: Teacher Education; teacher education; quality; efficacy beliefs; concerns

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

APA (6th Edition):

Liu, J. (2008). A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1225902746

Chicago Manual of Style (16th Edition):

Liu, Jianfang. “A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching.” 2008. Doctoral Dissertation, The Ohio State University. Accessed September 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1225902746.

MLA Handbook (7th Edition):

Liu, Jianfang. “A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching.” 2008. Web. 28 Sep 2020.

Vancouver:

Liu J. A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2020 Sep 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1225902746.

Council of Science Editors:

Liu J. A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1225902746


University of Adelaide

19. Bowshall, Loretta Anne. Who Owns the Practicum? Initial Teacher Education Initiatives in Three Australian States.

Degree: 2018, University of Adelaide

 Over the last three decades, there have been over 100 reviews in Australia, focussing on the efficacy of teacher education; many, critiquing initial teacher education… (more)

Subjects/Keywords: Initial Teacher Education initiatives; practicum; teacher-quality; applied policy research

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

APA (6th Edition):

Bowshall, L. A. (2018). Who Owns the Practicum? Initial Teacher Education Initiatives in Three Australian States. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/119969

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):

Bowshall, Loretta Anne. “Who Owns the Practicum? Initial Teacher Education Initiatives in Three Australian States.” 2018. Thesis, University of Adelaide. Accessed September 28, 2020. http://hdl.handle.net/2440/119969.

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

MLA Handbook (7th Edition):

Bowshall, Loretta Anne. “Who Owns the Practicum? Initial Teacher Education Initiatives in Three Australian States.” 2018. Web. 28 Sep 2020.

Vancouver:

Bowshall LA. Who Owns the Practicum? Initial Teacher Education Initiatives in Three Australian States. [Internet] [Thesis]. University of Adelaide; 2018. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2440/119969.

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

Council of Science Editors:

Bowshall LA. Who Owns the Practicum? Initial Teacher Education Initiatives in Three Australian States. [Thesis]. University of Adelaide; 2018. Available from: http://hdl.handle.net/2440/119969

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


University of Illinois – Urbana-Champaign

20. Hidalgo Standen, Maria Carolina. Snapshots to re-imagine teacher quality in southern Chile.

Degree: PhD, Educational Psychology, 2015, University of Illinois – Urbana-Champaign

 Considering the important role of teachers in improving learning outcomes, teacher evaluation is considered a priority for educational policy makers. This dissertation addresses three issues… (more)

Subjects/Keywords: Teacher Evaluation; Photo Elicitation; Research Methods; Teacher Quality

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

APA (6th Edition):

Hidalgo Standen, M. C. (2015). Snapshots to re-imagine teacher quality in southern Chile. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/89124

Chicago Manual of Style (16th Edition):

Hidalgo Standen, Maria Carolina. “Snapshots to re-imagine teacher quality in southern Chile.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/89124.

MLA Handbook (7th Edition):

Hidalgo Standen, Maria Carolina. “Snapshots to re-imagine teacher quality in southern Chile.” 2015. Web. 28 Sep 2020.

Vancouver:

Hidalgo Standen MC. Snapshots to re-imagine teacher quality in southern Chile. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/89124.

Council of Science Editors:

Hidalgo Standen MC. Snapshots to re-imagine teacher quality in southern Chile. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/89124


University of Houston

21. Ismayil, Gulmira 1972-. PRE-CONCEPTIONS OF EFFECTIVE TEACHING PRACTICES AND DESIRED PROFESSIONAL QUALITIES FOR NOVICE TEACHERS.

Degree: EdD, Curriculum and Instruction, 2012, University of Houston

 The call for educational reform that focuses on teachers’ academic and instructional skills and content knowledge has been of great interest for many educational scholars… (more)

Subjects/Keywords: Teacher evaluation; Teacher preparation; Teacher quality; Novice teachers; Work experience; Curriculum and instruction

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

APA (6th Edition):

Ismayil, G. 1. (2012). PRE-CONCEPTIONS OF EFFECTIVE TEACHING PRACTICES AND DESIRED PROFESSIONAL QUALITIES FOR NOVICE TEACHERS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/795

Chicago Manual of Style (16th Edition):

Ismayil, Gulmira 1972-. “PRE-CONCEPTIONS OF EFFECTIVE TEACHING PRACTICES AND DESIRED PROFESSIONAL QUALITIES FOR NOVICE TEACHERS.” 2012. Doctoral Dissertation, University of Houston. Accessed September 28, 2020. http://hdl.handle.net/10657/795.

MLA Handbook (7th Edition):

Ismayil, Gulmira 1972-. “PRE-CONCEPTIONS OF EFFECTIVE TEACHING PRACTICES AND DESIRED PROFESSIONAL QUALITIES FOR NOVICE TEACHERS.” 2012. Web. 28 Sep 2020.

Vancouver:

Ismayil G1. PRE-CONCEPTIONS OF EFFECTIVE TEACHING PRACTICES AND DESIRED PROFESSIONAL QUALITIES FOR NOVICE TEACHERS. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10657/795.

Council of Science Editors:

Ismayil G1. PRE-CONCEPTIONS OF EFFECTIVE TEACHING PRACTICES AND DESIRED PROFESSIONAL QUALITIES FOR NOVICE TEACHERS. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/795


University of Kansas

22. Trang, Kim Thien. The Antecedent Factors of Teacher-Child Relationship Quality.

Degree: EdD, Psychology & Research in Education, 2017, University of Kansas

 High-quality relationships with teachers positively impact child academic and social outcomes. Teachers provide emotional and behavioral supports essential for success in the classroom. Less is… (more)

Subjects/Keywords: Educational psychology; Teacher education; Early Childhood Education; Teacher-Child Relationship Quality; Teacher Expectations

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

APA (6th Edition):

Trang, K. T. (2017). The Antecedent Factors of Teacher-Child Relationship Quality. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/25975

Chicago Manual of Style (16th Edition):

Trang, Kim Thien. “The Antecedent Factors of Teacher-Child Relationship Quality.” 2017. Doctoral Dissertation, University of Kansas. Accessed September 28, 2020. http://hdl.handle.net/1808/25975.

MLA Handbook (7th Edition):

Trang, Kim Thien. “The Antecedent Factors of Teacher-Child Relationship Quality.” 2017. Web. 28 Sep 2020.

Vancouver:

Trang KT. The Antecedent Factors of Teacher-Child Relationship Quality. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/1808/25975.

Council of Science Editors:

Trang KT. The Antecedent Factors of Teacher-Child Relationship Quality. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/25975


University of Texas – Austin

23. -9486-8462. Middle school teachers, certification, classroom management, and student discipline : a study of early career teachers in Central Texas schools.

Degree: PhD, Educational Administration, 2015, University of Texas – Austin

 There has been a substantial amount of research conducted that has studied teacher quality in regards to the types of certification training that a teacher(more)

Subjects/Keywords: Teacher quality; Teacher certification; Alternative teacher certification; Traditional teacher certification; Classroom management; Student discipline; Video scenarios

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

APA (6th Edition):

-9486-8462. (2015). Middle school teachers, certification, classroom management, and student discipline : a study of early career teachers in Central Texas schools. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31392

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

Chicago Manual of Style (16th Edition):

-9486-8462. “Middle school teachers, certification, classroom management, and student discipline : a study of early career teachers in Central Texas schools.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed September 28, 2020. http://hdl.handle.net/2152/31392.

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

MLA Handbook (7th Edition):

-9486-8462. “Middle school teachers, certification, classroom management, and student discipline : a study of early career teachers in Central Texas schools.” 2015. Web. 28 Sep 2020.

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

Vancouver:

-9486-8462. Middle school teachers, certification, classroom management, and student discipline : a study of early career teachers in Central Texas schools. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2152/31392.

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

Council of Science Editors:

-9486-8462. Middle school teachers, certification, classroom management, and student discipline : a study of early career teachers in Central Texas schools. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31392

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


University of Central Florida

24. Mela, Carol. An Analysis Of The School Board Of Brevard County Instructional Personnel Performance Appraisal Instrument And The Validity Of Its Components.

Degree: 2013, University of Central Florida

 This study examined the relationship between the professional practices components of the School Board of Brevard County Instructional Personnel Performance Appraisal System Instrument and student… (more)

Subjects/Keywords: Teacher evaluation; teacher effectiveness; teacher measurement; instructional appraisal instrument; teacher quality; Education; Educational Leadership; Dissertations, Academic  – Education, Education  – Dissertations, Academic

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

APA (6th Edition):

Mela, C. (2013). An Analysis Of The School Board Of Brevard County Instructional Personnel Performance Appraisal Instrument And The Validity Of Its Components. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2560

Chicago Manual of Style (16th Edition):

Mela, Carol. “An Analysis Of The School Board Of Brevard County Instructional Personnel Performance Appraisal Instrument And The Validity Of Its Components.” 2013. Doctoral Dissertation, University of Central Florida. Accessed September 28, 2020. https://stars.library.ucf.edu/etd/2560.

MLA Handbook (7th Edition):

Mela, Carol. “An Analysis Of The School Board Of Brevard County Instructional Personnel Performance Appraisal Instrument And The Validity Of Its Components.” 2013. Web. 28 Sep 2020.

Vancouver:

Mela C. An Analysis Of The School Board Of Brevard County Instructional Personnel Performance Appraisal Instrument And The Validity Of Its Components. [Internet] [Doctoral dissertation]. University of Central Florida; 2013. [cited 2020 Sep 28]. Available from: https://stars.library.ucf.edu/etd/2560.

Council of Science Editors:

Mela C. An Analysis Of The School Board Of Brevard County Instructional Personnel Performance Appraisal Instrument And The Validity Of Its Components. [Doctoral Dissertation]. University of Central Florida; 2013. Available from: https://stars.library.ucf.edu/etd/2560


Universidade Nova

25. Pedroso, Inês. The impact of teachers qualification on students’ achievement.

Degree: 2018, Universidade Nova

 I use an administrative dataset from Portugal to study the relationship between teacher characteristics and student achievement in Mathematics. In the first step, I use… (more)

Subjects/Keywords: Teacher quality; Education; Teacher credentials; Domínio/Área Científica::Ciências Sociais::Economia e Gestão

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

APA (6th Edition):

Pedroso, I. (2018). The impact of teachers qualification on students’ achievement. (Thesis). Universidade Nova. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/32549

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):

Pedroso, Inês. “The impact of teachers qualification on students’ achievement.” 2018. Thesis, Universidade Nova. Accessed September 28, 2020. https://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/32549.

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

MLA Handbook (7th Edition):

Pedroso, Inês. “The impact of teachers qualification on students’ achievement.” 2018. Web. 28 Sep 2020.

Vancouver:

Pedroso I. The impact of teachers qualification on students’ achievement. [Internet] [Thesis]. Universidade Nova; 2018. [cited 2020 Sep 28]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/32549.

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

Council of Science Editors:

Pedroso I. The impact of teachers qualification on students’ achievement. [Thesis]. Universidade Nova; 2018. Available from: https://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/32549

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


Harvard University

26. Han, Eunice Sookyung. Essays on the Teachers' Labor Market.

Degree: PhD, Economics, 2013, Harvard University

Chapter 1 begins with the motivation of my study in teachers' labor market. I employ a monopolistic screening model to show that there exist multiple… (more)

Subjects/Keywords: Economics, Labor; Education policy; Collective Bargaining; Meet-and-Confer; Teacher Compensation; Teacher Quality; Teachers Unions

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APA (6th Edition):

Han, E. S. (2013). Essays on the Teachers' Labor Market. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:11156820

Chicago Manual of Style (16th Edition):

Han, Eunice Sookyung. “Essays on the Teachers' Labor Market.” 2013. Doctoral Dissertation, Harvard University. Accessed September 28, 2020. http://nrs.harvard.edu/urn-3:HUL.InstRepos:11156820.

MLA Handbook (7th Edition):

Han, Eunice Sookyung. “Essays on the Teachers' Labor Market.” 2013. Web. 28 Sep 2020.

Vancouver:

Han ES. Essays on the Teachers' Labor Market. [Internet] [Doctoral dissertation]. Harvard University; 2013. [cited 2020 Sep 28]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:11156820.

Council of Science Editors:

Han ES. Essays on the Teachers' Labor Market. [Doctoral Dissertation]. Harvard University; 2013. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:11156820


Duke University

27. Martinez, Erika Vivian. Essays on the Impact of School Accountability .

Degree: 2011, Duke University

  Comprised of three related chapters, this dissertation evaluates the effects of the North Carolina School Accountability System on agents in different markets using, in… (more)

Subjects/Keywords: Economics; Education, General; Education; House Prices; School Accountability; Teacher Mobility; Teacher Quality

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

APA (6th Edition):

Martinez, E. V. (2011). Essays on the Impact of School Accountability . (Thesis). Duke University. Retrieved from http://hdl.handle.net/10161/3949

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):

Martinez, Erika Vivian. “Essays on the Impact of School Accountability .” 2011. Thesis, Duke University. Accessed September 28, 2020. http://hdl.handle.net/10161/3949.

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

MLA Handbook (7th Edition):

Martinez, Erika Vivian. “Essays on the Impact of School Accountability .” 2011. Web. 28 Sep 2020.

Vancouver:

Martinez EV. Essays on the Impact of School Accountability . [Internet] [Thesis]. Duke University; 2011. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10161/3949.

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

Council of Science Editors:

Martinez EV. Essays on the Impact of School Accountability . [Thesis]. Duke University; 2011. Available from: http://hdl.handle.net/10161/3949

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


Arizona State University

28. Thomas, Jeffrey Johnston. Quality of Professional Life for Teachers: Identifying the Behaviors and Characteristics of Teachers Which Influence Their Professional Lives.

Degree: EdD, Educational Administration and Supervision, 2011, Arizona State University

 This study examined the quality of professional life at a Title I school that has achieved the Arizona Department of Education's highest accountability rating of… (more)

Subjects/Keywords: Education, General; Elementary Education; Teacher Education; Life; Professional; Quality; Retention; Teacher; Trust

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

APA (6th Edition):

Thomas, J. J. (2011). Quality of Professional Life for Teachers: Identifying the Behaviors and Characteristics of Teachers Which Influence Their Professional Lives. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8882

Chicago Manual of Style (16th Edition):

Thomas, Jeffrey Johnston. “Quality of Professional Life for Teachers: Identifying the Behaviors and Characteristics of Teachers Which Influence Their Professional Lives.” 2011. Doctoral Dissertation, Arizona State University. Accessed September 28, 2020. http://repository.asu.edu/items/8882.

MLA Handbook (7th Edition):

Thomas, Jeffrey Johnston. “Quality of Professional Life for Teachers: Identifying the Behaviors and Characteristics of Teachers Which Influence Their Professional Lives.” 2011. Web. 28 Sep 2020.

Vancouver:

Thomas JJ. Quality of Professional Life for Teachers: Identifying the Behaviors and Characteristics of Teachers Which Influence Their Professional Lives. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2020 Sep 28]. Available from: http://repository.asu.edu/items/8882.

Council of Science Editors:

Thomas JJ. Quality of Professional Life for Teachers: Identifying the Behaviors and Characteristics of Teachers Which Influence Their Professional Lives. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/8882


Louisiana State University

29. Adams, YaSheka. Alternative Teacher Certification: The Politics, the Preparation, and the Promise of a Quality Education.

Degree: PhD, Human Resources Management, 2014, Louisiana State University

 Alternative routes to teacher certification have increasingly gained popularity since the early 1980s. This increased attention is due to added focus on teacher quality and… (more)

Subjects/Keywords: education reform; quality education; education; alternative certification; teacher certification; urban education; alternative teacher certification

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

APA (6th Edition):

Adams, Y. (2014). Alternative Teacher Certification: The Politics, the Preparation, and the Promise of a Quality Education. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-10272014-143801 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1792

Chicago Manual of Style (16th Edition):

Adams, YaSheka. “Alternative Teacher Certification: The Politics, the Preparation, and the Promise of a Quality Education.” 2014. Doctoral Dissertation, Louisiana State University. Accessed September 28, 2020. etd-10272014-143801 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1792.

MLA Handbook (7th Edition):

Adams, YaSheka. “Alternative Teacher Certification: The Politics, the Preparation, and the Promise of a Quality Education.” 2014. Web. 28 Sep 2020.

Vancouver:

Adams Y. Alternative Teacher Certification: The Politics, the Preparation, and the Promise of a Quality Education. [Internet] [Doctoral dissertation]. Louisiana State University; 2014. [cited 2020 Sep 28]. Available from: etd-10272014-143801 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1792.

Council of Science Editors:

Adams Y. Alternative Teacher Certification: The Politics, the Preparation, and the Promise of a Quality Education. [Doctoral Dissertation]. Louisiana State University; 2014. Available from: etd-10272014-143801 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1792


Loyola University Chicago

30. Costa, Anthony. Rethinking Teacher Quality: Narrow Versus Broad Conceptions of Capability.

Degree: MA, Educational Leadership, 2014, Loyola University Chicago

  This paper examines the prevailing notion of teacher quality today. While there is wide agreement that teachers are the primary factor in schools determining… (more)

Subjects/Keywords: capability approach; education policy; professionalization; teacher evaluation; teacher quality; working conditions; Educational Administration and Supervision

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APA (6th Edition):

Costa, A. (2014). Rethinking Teacher Quality: Narrow Versus Broad Conceptions of Capability. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_theses/2233

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):

Costa, Anthony. “Rethinking Teacher Quality: Narrow Versus Broad Conceptions of Capability.” 2014. Thesis, Loyola University Chicago. Accessed September 28, 2020. https://ecommons.luc.edu/luc_theses/2233.

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

MLA Handbook (7th Edition):

Costa, Anthony. “Rethinking Teacher Quality: Narrow Versus Broad Conceptions of Capability.” 2014. Web. 28 Sep 2020.

Vancouver:

Costa A. Rethinking Teacher Quality: Narrow Versus Broad Conceptions of Capability. [Internet] [Thesis]. Loyola University Chicago; 2014. [cited 2020 Sep 28]. Available from: https://ecommons.luc.edu/luc_theses/2233.

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

Council of Science Editors:

Costa A. Rethinking Teacher Quality: Narrow Versus Broad Conceptions of Capability. [Thesis]. Loyola University Chicago; 2014. Available from: https://ecommons.luc.edu/luc_theses/2233

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

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