Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(teacher self efficacy). Showing records 1 – 30 of 335 total matches.

[1] [2] [3] [4] [5] … [12]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

Country

▼ Search Limiters


University of Georgia

1. Taylor, Simpfronia. An examination of the relationship between teacher self-efficacy of non-public school teachers and implementing computers for instruction.

Degree: EdD, Workforce Education, 2011, University of Georgia

 The purpose of this study was to examine the perceptions of non-public school teachers in the southern U.S. about teacher self-efficacy and implementing computers for… (more)

Subjects/Keywords: Teacher self-efficacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Taylor, S. (2011). An examination of the relationship between teacher self-efficacy of non-public school teachers and implementing computers for instruction. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/taylor_simpfronia_201105_edd

Chicago Manual of Style (16th Edition):

Taylor, Simpfronia. “An examination of the relationship between teacher self-efficacy of non-public school teachers and implementing computers for instruction.” 2011. Doctoral Dissertation, University of Georgia. Accessed April 26, 2019. http://purl.galileo.usg.edu/uga_etd/taylor_simpfronia_201105_edd.

MLA Handbook (7th Edition):

Taylor, Simpfronia. “An examination of the relationship between teacher self-efficacy of non-public school teachers and implementing computers for instruction.” 2011. Web. 26 Apr 2019.

Vancouver:

Taylor S. An examination of the relationship between teacher self-efficacy of non-public school teachers and implementing computers for instruction. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Apr 26]. Available from: http://purl.galileo.usg.edu/uga_etd/taylor_simpfronia_201105_edd.

Council of Science Editors:

Taylor S. An examination of the relationship between teacher self-efficacy of non-public school teachers and implementing computers for instruction. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/taylor_simpfronia_201105_edd


University of Oklahoma

2. Mickel, Natasha. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.

Degree: PhD, 2015, University of Oklahoma

 This study examined teachers’ autonomy, teachers’ motivation, teachers’ self-efficacy, and teachers’ perceptions of state mandated testing, in the context of NCLB. The research design included… (more)

Subjects/Keywords: Teacher Motivation; Teacher Self Efficacy; Teacher Perceptions

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mickel, N. (2015). EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14635

Chicago Manual of Style (16th Edition):

Mickel, Natasha. “EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed April 26, 2019. http://hdl.handle.net/11244/14635.

MLA Handbook (7th Edition):

Mickel, Natasha. “EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.” 2015. Web. 26 Apr 2019.

Vancouver:

Mickel N. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/11244/14635.

Council of Science Editors:

Mickel N. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14635


California State University – Sacramento

3. Curtaz, Diana Michele. Perceived causes of stress and burnout as reported by elementary teachers at an urban school.

Degree: MA, Education (Educational Leadership, 2010, California State University – Sacramento

 The purpose of this research was to conduct a case study of elementary teachers to understand their perceptions on the causes of burnout and their… (more)

Subjects/Keywords: Teacher atrrition; Self-efficacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Curtaz, D. M. (2010). Perceived causes of stress and burnout as reported by elementary teachers at an urban school. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/174

Chicago Manual of Style (16th Edition):

Curtaz, Diana Michele. “Perceived causes of stress and burnout as reported by elementary teachers at an urban school.” 2010. Masters Thesis, California State University – Sacramento. Accessed April 26, 2019. http://hdl.handle.net/10211.9/174.

MLA Handbook (7th Edition):

Curtaz, Diana Michele. “Perceived causes of stress and burnout as reported by elementary teachers at an urban school.” 2010. Web. 26 Apr 2019.

Vancouver:

Curtaz DM. Perceived causes of stress and burnout as reported by elementary teachers at an urban school. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10211.9/174.

Council of Science Editors:

Curtaz DM. Perceived causes of stress and burnout as reported by elementary teachers at an urban school. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/174


University of Houston

4. Foulds, Gregory A. The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers.

Degree: Educational Leadership and Policy Studies, Department of, 2017, University of Houston

 As school teaching staffs become increasingly younger, the role principals play in helping teachers develop a positive teaching identity in the first five years of… (more)

Subjects/Keywords: Positive Teacher Identity; Self-Efficacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Foulds, G. A. (2017). The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1849

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):

Foulds, Gregory A. “The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers.” 2017. Thesis, University of Houston. Accessed April 26, 2019. http://hdl.handle.net/10657/1849.

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

MLA Handbook (7th Edition):

Foulds, Gregory A. “The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers.” 2017. Web. 26 Apr 2019.

Vancouver:

Foulds GA. The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers. [Internet] [Thesis]. University of Houston; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10657/1849.

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

Council of Science Editors:

Foulds GA. The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers. [Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1849

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


Penn State University

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

Degree: 2017, Penn State University

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Favre, David. “THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY.” 2017. Thesis, Penn State University. Accessed April 26, 2019. https://etda.libraries.psu.edu/catalog/13859def5107.

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

MLA Handbook (7th Edition):

Favre, David. “THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY.” 2017. Web. 26 Apr 2019.

Vancouver:

Favre D. THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY. [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Apr 26]. Available from: https://etda.libraries.psu.edu/catalog/13859def5107.

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

Council of Science Editors:

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

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


Liberty University

6. Sorrells-Blackmon, Franleata. A Comparative Study of Middle School Teacher Character Education Efficacy Beliefs in Northeast Georgia.

Degree: 2017, Liberty University

 Research in the field of education has identified both the importance of character education in schools and the relationship between teacher efficacy and student success.… (more)

Subjects/Keywords: Character Education; Efficacy Beliefs; Self-Efficacy; Teacher Efficacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sorrells-Blackmon, F. (2017). A Comparative Study of Middle School Teacher Character Education Efficacy Beliefs in Northeast Georgia. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1434

Chicago Manual of Style (16th Edition):

Sorrells-Blackmon, Franleata. “A Comparative Study of Middle School Teacher Character Education Efficacy Beliefs in Northeast Georgia.” 2017. Doctoral Dissertation, Liberty University. Accessed April 26, 2019. http://digitalcommons.liberty.edu/doctoral/1434.

MLA Handbook (7th Edition):

Sorrells-Blackmon, Franleata. “A Comparative Study of Middle School Teacher Character Education Efficacy Beliefs in Northeast Georgia.” 2017. Web. 26 Apr 2019.

Vancouver:

Sorrells-Blackmon F. A Comparative Study of Middle School Teacher Character Education Efficacy Beliefs in Northeast Georgia. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Apr 26]. Available from: http://digitalcommons.liberty.edu/doctoral/1434.

Council of Science Editors:

Sorrells-Blackmon F. A Comparative Study of Middle School Teacher Character Education Efficacy Beliefs in Northeast Georgia. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1434


NSYSU

7. Chiang, Chia-Hsun. The Relationship among Collective Teacher Efficacy, Teacher Self-Efficacy and Teaching Behaviors among Elementary School Homeroom Teachers.

Degree: PhD, Education, 2014, NSYSU

 The purpose of the study was to investigate the relationship among collective teacher efficacy, teacher self-efficacy and teaching behaviors among elementary school homeroom teachers in… (more)

Subjects/Keywords: hierarchical linear modeling; teaching behaviors; collective teacher efficacy; teacher self-efficacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chiang, C. (2014). The Relationship among Collective Teacher Efficacy, Teacher Self-Efficacy and Teaching Behaviors among Elementary School Homeroom Teachers. (Doctoral Dissertation). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0416114-124703

Chicago Manual of Style (16th Edition):

Chiang, Chia-Hsun. “The Relationship among Collective Teacher Efficacy, Teacher Self-Efficacy and Teaching Behaviors among Elementary School Homeroom Teachers.” 2014. Doctoral Dissertation, NSYSU. Accessed April 26, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0416114-124703.

MLA Handbook (7th Edition):

Chiang, Chia-Hsun. “The Relationship among Collective Teacher Efficacy, Teacher Self-Efficacy and Teaching Behaviors among Elementary School Homeroom Teachers.” 2014. Web. 26 Apr 2019.

Vancouver:

Chiang C. The Relationship among Collective Teacher Efficacy, Teacher Self-Efficacy and Teaching Behaviors among Elementary School Homeroom Teachers. [Internet] [Doctoral dissertation]. NSYSU; 2014. [cited 2019 Apr 26]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0416114-124703.

Council of Science Editors:

Chiang C. The Relationship among Collective Teacher Efficacy, Teacher Self-Efficacy and Teaching Behaviors among Elementary School Homeroom Teachers. [Doctoral Dissertation]. NSYSU; 2014. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0416114-124703


University of South Florida

8. Stewart, Keri. The Mediating Role of Classroom Social Environment between Teacher Self-efficacy and Student Adjustment.

Degree: 2014, University of South Florida

 The purpose of this study is to investigate whether students' perceptions of the classroom social environment mediate the relations between teacher self-efficacy and student adjustment.… (more)

Subjects/Keywords: academic self-efficacy; social self-efficacy; student engagement; teacher support; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Stewart, K. (2014). The Mediating Role of Classroom Social Environment between Teacher Self-efficacy and Student Adjustment. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/5316

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):

Stewart, Keri. “The Mediating Role of Classroom Social Environment between Teacher Self-efficacy and Student Adjustment.” 2014. Thesis, University of South Florida. Accessed April 26, 2019. https://scholarcommons.usf.edu/etd/5316.

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

MLA Handbook (7th Edition):

Stewart, Keri. “The Mediating Role of Classroom Social Environment between Teacher Self-efficacy and Student Adjustment.” 2014. Web. 26 Apr 2019.

Vancouver:

Stewart K. The Mediating Role of Classroom Social Environment between Teacher Self-efficacy and Student Adjustment. [Internet] [Thesis]. University of South Florida; 2014. [cited 2019 Apr 26]. Available from: https://scholarcommons.usf.edu/etd/5316.

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

Council of Science Editors:

Stewart K. The Mediating Role of Classroom Social Environment between Teacher Self-efficacy and Student Adjustment. [Thesis]. University of South Florida; 2014. Available from: https://scholarcommons.usf.edu/etd/5316

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


Virginia Tech

9. Phillips, Daniel Michael. The Relationship between Teacher Efficacy Levels and Virginia Standards of Learning Fifth Grade Math Achievement in One Virginia School Division.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 The purpose of this study was to investigate the relationship between teacher efficacy levels and fifth grade Virginia SOL Mathematic achievement. This study sought to… (more)

Subjects/Keywords: Personal Teacher Efficacy; General Teacher Efficacy; Total Teacher Efficacy; Teacher Efficacy; Self-Efficacy; Collective Teacher Efficacy; Student Engagement; Student Learning; Student Achievement; High-Stakes Testing; Accountability; Educational Lea

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Phillips, D. M. (2015). The Relationship between Teacher Efficacy Levels and Virginia Standards of Learning Fifth Grade Math Achievement in One Virginia School Division. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51626

Chicago Manual of Style (16th Edition):

Phillips, Daniel Michael. “The Relationship between Teacher Efficacy Levels and Virginia Standards of Learning Fifth Grade Math Achievement in One Virginia School Division.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 26, 2019. http://hdl.handle.net/10919/51626.

MLA Handbook (7th Edition):

Phillips, Daniel Michael. “The Relationship between Teacher Efficacy Levels and Virginia Standards of Learning Fifth Grade Math Achievement in One Virginia School Division.” 2015. Web. 26 Apr 2019.

Vancouver:

Phillips DM. The Relationship between Teacher Efficacy Levels and Virginia Standards of Learning Fifth Grade Math Achievement in One Virginia School Division. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10919/51626.

Council of Science Editors:

Phillips DM. The Relationship between Teacher Efficacy Levels and Virginia Standards of Learning Fifth Grade Math Achievement in One Virginia School Division. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/51626

10. Litz, Christopher. The Differences in Teacher Self- Efficacy Beliefs Among Elementary School Teachers.

Degree: PhD, Educ Foundations & Leadership, 2016, Old Dominion University

  The purpose of this dissertation was to conduct a study that explores the differences in self-efficacy beliefs among specific teacher subgroups within the elementary… (more)

Subjects/Keywords: Collective efficacy; Self-efficacy; Teacher efficacy; Teacher self-efficacy scale; Educational Leadership; Elementary Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Litz, C. (2016). The Differences in Teacher Self- Efficacy Beliefs Among Elementary School Teachers. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780438151192 ; https://digitalcommons.odu.edu/efl_etds/66

Chicago Manual of Style (16th Edition):

Litz, Christopher. “The Differences in Teacher Self- Efficacy Beliefs Among Elementary School Teachers.” 2016. Doctoral Dissertation, Old Dominion University. Accessed April 26, 2019. 9780438151192 ; https://digitalcommons.odu.edu/efl_etds/66.

MLA Handbook (7th Edition):

Litz, Christopher. “The Differences in Teacher Self- Efficacy Beliefs Among Elementary School Teachers.” 2016. Web. 26 Apr 2019.

Vancouver:

Litz C. The Differences in Teacher Self- Efficacy Beliefs Among Elementary School Teachers. [Internet] [Doctoral dissertation]. Old Dominion University; 2016. [cited 2019 Apr 26]. Available from: 9780438151192 ; https://digitalcommons.odu.edu/efl_etds/66.

Council of Science Editors:

Litz C. The Differences in Teacher Self- Efficacy Beliefs Among Elementary School Teachers. [Doctoral Dissertation]. Old Dominion University; 2016. Available from: 9780438151192 ; https://digitalcommons.odu.edu/efl_etds/66


University of Wisconsin – Milwaukee

11. Kroner, Charisse Ann. The Relationship Between Teacher Accountability Measures and Self-Efficacy.

Degree: PhD, Educational Psychology, 2017, University of Wisconsin – Milwaukee

  This study was designed to critically analyze teacher accountability and evaluation systems that are being utilized nation-wide, to discover how the systems impact teacher(more)

Subjects/Keywords: Accountability; Evaluation; Self-Efficacy; Teacher; Educational Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kroner, C. A. (2017). The Relationship Between Teacher Accountability Measures and Self-Efficacy. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1652

Chicago Manual of Style (16th Edition):

Kroner, Charisse Ann. “The Relationship Between Teacher Accountability Measures and Self-Efficacy.” 2017. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed April 26, 2019. https://dc.uwm.edu/etd/1652.

MLA Handbook (7th Edition):

Kroner, Charisse Ann. “The Relationship Between Teacher Accountability Measures and Self-Efficacy.” 2017. Web. 26 Apr 2019.

Vancouver:

Kroner CA. The Relationship Between Teacher Accountability Measures and Self-Efficacy. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2017. [cited 2019 Apr 26]. Available from: https://dc.uwm.edu/etd/1652.

Council of Science Editors:

Kroner CA. The Relationship Between Teacher Accountability Measures and Self-Efficacy. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2017. Available from: https://dc.uwm.edu/etd/1652


Louisiana State University

12. McIver, Elise C. Examination of the Relationship between School Climate and Other School-Based Factors and Teacher Self-Efficacy.

Degree: MA, Psychology, 2014, Louisiana State University

 Years of failed school reform speak to the need for a larger body of evidence that prioritizes the factors documented to be pivotal to student… (more)

Subjects/Keywords: elementary; school climate; teacher self-efficacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McIver, E. C. (2014). Examination of the Relationship between School Climate and Other School-Based Factors and Teacher Self-Efficacy. (Masters Thesis). Louisiana State University. Retrieved from etd-11112014-150356 ; https://digitalcommons.lsu.edu/gradschool_theses/1207

Chicago Manual of Style (16th Edition):

McIver, Elise C. “Examination of the Relationship between School Climate and Other School-Based Factors and Teacher Self-Efficacy.” 2014. Masters Thesis, Louisiana State University. Accessed April 26, 2019. etd-11112014-150356 ; https://digitalcommons.lsu.edu/gradschool_theses/1207.

MLA Handbook (7th Edition):

McIver, Elise C. “Examination of the Relationship between School Climate and Other School-Based Factors and Teacher Self-Efficacy.” 2014. Web. 26 Apr 2019.

Vancouver:

McIver EC. Examination of the Relationship between School Climate and Other School-Based Factors and Teacher Self-Efficacy. [Internet] [Masters thesis]. Louisiana State University; 2014. [cited 2019 Apr 26]. Available from: etd-11112014-150356 ; https://digitalcommons.lsu.edu/gradschool_theses/1207.

Council of Science Editors:

McIver EC. Examination of the Relationship between School Climate and Other School-Based Factors and Teacher Self-Efficacy. [Masters Thesis]. Louisiana State University; 2014. Available from: etd-11112014-150356 ; https://digitalcommons.lsu.edu/gradschool_theses/1207


University of Exeter

13. Maxwell, Anna Rebecca. The composition and characteristics of teacher self-efficacy for inclusive practice.

Degree: Thesis (D.Ed.Psy.), 2016, University of Exeter

 In a time when education and inclusion, are very much on the political agenda, what makes some teachers confident and competent teachers of special educational… (more)

Subjects/Keywords: 371.9; self-efficacy; teacher; inclusion; SEN

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Maxwell, A. R. (2016). The composition and characteristics of teacher self-efficacy for inclusive practice. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/24325

Chicago Manual of Style (16th Edition):

Maxwell, Anna Rebecca. “The composition and characteristics of teacher self-efficacy for inclusive practice.” 2016. Doctoral Dissertation, University of Exeter. Accessed April 26, 2019. http://hdl.handle.net/10871/24325.

MLA Handbook (7th Edition):

Maxwell, Anna Rebecca. “The composition and characteristics of teacher self-efficacy for inclusive practice.” 2016. Web. 26 Apr 2019.

Vancouver:

Maxwell AR. The composition and characteristics of teacher self-efficacy for inclusive practice. [Internet] [Doctoral dissertation]. University of Exeter; 2016. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10871/24325.

Council of Science Editors:

Maxwell AR. The composition and characteristics of teacher self-efficacy for inclusive practice. [Doctoral Dissertation]. University of Exeter; 2016. Available from: http://hdl.handle.net/10871/24325


University of New Mexico

14. Miller, Lori. Career Decision Self-Efficacy of Pre-Service Teachers.

Degree: Individual, Family, and Community Education, 2013, University of New Mexico

 This study investigated the level of confidence that pre-service teachers have in regards to Career Decision Self-Efficacy. Career Decision Self-Efficacy is a persons belief and… (more)

Subjects/Keywords: Career Decision Self-Efficacy; Pre-service Teacher

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Miller, L. (2013). Career Decision Self-Efficacy of Pre-Service Teachers. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/22057

Chicago Manual of Style (16th Edition):

Miller, Lori. “Career Decision Self-Efficacy of Pre-Service Teachers.” 2013. Doctoral Dissertation, University of New Mexico. Accessed April 26, 2019. http://hdl.handle.net/1928/22057.

MLA Handbook (7th Edition):

Miller, Lori. “Career Decision Self-Efficacy of Pre-Service Teachers.” 2013. Web. 26 Apr 2019.

Vancouver:

Miller L. Career Decision Self-Efficacy of Pre-Service Teachers. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1928/22057.

Council of Science Editors:

Miller L. Career Decision Self-Efficacy of Pre-Service Teachers. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/22057


Virginia Tech

15. Holt, Brent D. An Exploratory Study of Project Lead the Way Secondary Engineering Educatorsâ Self-Efficacy.

Degree: PhD, Teaching and Learning, 2011, Virginia Tech

 Researchers find that teacher self-efficacy influences student performance and student academic interest (Anderson, Green & Loewen, 1988; Ross, 1992; Ashton & Webb, 1986; Woolfolk &… (more)

Subjects/Keywords: Teacher self-efficacy; PLTW; Engineering education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Holt, B. D. (2011). An Exploratory Study of Project Lead the Way Secondary Engineering Educatorsâ Self-Efficacy. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29552

Chicago Manual of Style (16th Edition):

Holt, Brent D. “An Exploratory Study of Project Lead the Way Secondary Engineering Educatorsâ Self-Efficacy.” 2011. Doctoral Dissertation, Virginia Tech. Accessed April 26, 2019. http://hdl.handle.net/10919/29552.

MLA Handbook (7th Edition):

Holt, Brent D. “An Exploratory Study of Project Lead the Way Secondary Engineering Educatorsâ Self-Efficacy.” 2011. Web. 26 Apr 2019.

Vancouver:

Holt BD. An Exploratory Study of Project Lead the Way Secondary Engineering Educatorsâ Self-Efficacy. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10919/29552.

Council of Science Editors:

Holt BD. An Exploratory Study of Project Lead the Way Secondary Engineering Educatorsâ Self-Efficacy. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/29552


George Mason University

16. Blackmon, Olivia M. Identifying Effective Math Teachers and the Overall Impact on Student Performance in Two Texas Charter High Schools .

Degree: 2011, George Mason University

 Despite the reforms initiated by the No Child Left Behind Act in 2001, the United States of America still struggles with the gaps in achievement… (more)

Subjects/Keywords: Teacher Self-Efficacy; Student Achievement; Efficacy; High School Student; Self-Efficacy; Math Student Achievement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Blackmon, O. M. (2011). Identifying Effective Math Teachers and the Overall Impact on Student Performance in Two Texas Charter High Schools . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/6593

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):

Blackmon, Olivia M. “Identifying Effective Math Teachers and the Overall Impact on Student Performance in Two Texas Charter High Schools .” 2011. Thesis, George Mason University. Accessed April 26, 2019. http://hdl.handle.net/1920/6593.

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

MLA Handbook (7th Edition):

Blackmon, Olivia M. “Identifying Effective Math Teachers and the Overall Impact on Student Performance in Two Texas Charter High Schools .” 2011. Web. 26 Apr 2019.

Vancouver:

Blackmon OM. Identifying Effective Math Teachers and the Overall Impact on Student Performance in Two Texas Charter High Schools . [Internet] [Thesis]. George Mason University; 2011. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1920/6593.

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

Council of Science Editors:

Blackmon OM. Identifying Effective Math Teachers and the Overall Impact on Student Performance in Two Texas Charter High Schools . [Thesis]. George Mason University; 2011. Available from: http://hdl.handle.net/1920/6593

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


University of Arizona

17. Bressette, Keri Anne. The Influence of Autism-Related Information on General Education Teacher Knowledge of Autism and Self-Efficacy for Inclusion of Students with Autism .

Degree: 2017, University of Arizona

 This study examined the impact of providing general education teachers with increasing levels of information about autism. Specifically, the amount of information given to teachers… (more)

Subjects/Keywords: Autism knowledge; general education; Self-efficacy; Teacher self-efficacy; Teacher training; Autism

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bressette, K. A. (2017). The Influence of Autism-Related Information on General Education Teacher Knowledge of Autism and Self-Efficacy for Inclusion of Students with Autism . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/623028

Chicago Manual of Style (16th Edition):

Bressette, Keri Anne. “The Influence of Autism-Related Information on General Education Teacher Knowledge of Autism and Self-Efficacy for Inclusion of Students with Autism .” 2017. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/623028.

MLA Handbook (7th Edition):

Bressette, Keri Anne. “The Influence of Autism-Related Information on General Education Teacher Knowledge of Autism and Self-Efficacy for Inclusion of Students with Autism .” 2017. Web. 26 Apr 2019.

Vancouver:

Bressette KA. The Influence of Autism-Related Information on General Education Teacher Knowledge of Autism and Self-Efficacy for Inclusion of Students with Autism . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/623028.

Council of Science Editors:

Bressette KA. The Influence of Autism-Related Information on General Education Teacher Knowledge of Autism and Self-Efficacy for Inclusion of Students with Autism . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/623028


University of Arizona

18. Olson, Amy Michelle. Teacher Education Students: Their Experience of Mathematics Anxiety, Self-Efficacy, and Teacher Professional Development .

Degree: 2014, University of Arizona

 This dissertation adds to the teacher education literature by exploring the experiences education students have of mathematics anxiety and self-efficacy for teaching and learning mathematics.… (more)

Subjects/Keywords: mathematics education; self-efficacy; teacher education; teacher efficacy; teacher professional development; Educational Psychology; mathematics anxiety

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Olson, A. M. (2014). Teacher Education Students: Their Experience of Mathematics Anxiety, Self-Efficacy, and Teacher Professional Development . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/319880

Chicago Manual of Style (16th Edition):

Olson, Amy Michelle. “Teacher Education Students: Their Experience of Mathematics Anxiety, Self-Efficacy, and Teacher Professional Development .” 2014. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/319880.

MLA Handbook (7th Edition):

Olson, Amy Michelle. “Teacher Education Students: Their Experience of Mathematics Anxiety, Self-Efficacy, and Teacher Professional Development .” 2014. Web. 26 Apr 2019.

Vancouver:

Olson AM. Teacher Education Students: Their Experience of Mathematics Anxiety, Self-Efficacy, and Teacher Professional Development . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/319880.

Council of Science Editors:

Olson AM. Teacher Education Students: Their Experience of Mathematics Anxiety, Self-Efficacy, and Teacher Professional Development . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/319880


Northeastern University

19. Higgs-Coulthard, Katherine. Navigating the gap between scripted writing curricula and teacher efficacy: a narrative inquiry into teachers' implementation of scripted materials in their classrooms.

Degree: EdD, School of Education, 2018, Northeastern University

 Since the No Child Left Behind Act of 2001 linked federal monies to student performance on standardized tests, schools have faced increased pressure to provide… (more)

Subjects/Keywords: curricular adoption; scripted curriculum; self-efficacy; teacher efficacy; writing instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Higgs-Coulthard, K. (2018). Navigating the gap between scripted writing curricula and teacher efficacy: a narrative inquiry into teachers' implementation of scripted materials in their classrooms. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20280849

Chicago Manual of Style (16th Edition):

Higgs-Coulthard, Katherine. “Navigating the gap between scripted writing curricula and teacher efficacy: a narrative inquiry into teachers' implementation of scripted materials in their classrooms.” 2018. Doctoral Dissertation, Northeastern University. Accessed April 26, 2019. http://hdl.handle.net/2047/D20280849.

MLA Handbook (7th Edition):

Higgs-Coulthard, Katherine. “Navigating the gap between scripted writing curricula and teacher efficacy: a narrative inquiry into teachers' implementation of scripted materials in their classrooms.” 2018. Web. 26 Apr 2019.

Vancouver:

Higgs-Coulthard K. Navigating the gap between scripted writing curricula and teacher efficacy: a narrative inquiry into teachers' implementation of scripted materials in their classrooms. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/2047/D20280849.

Council of Science Editors:

Higgs-Coulthard K. Navigating the gap between scripted writing curricula and teacher efficacy: a narrative inquiry into teachers' implementation of scripted materials in their classrooms. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20280849


East Tennessee State University

20. Williams, Kelly M. Dynamics of Efficacy for Teachers in Formal Leadership Roles: A Case Study.

Degree: EdD (Doctor of Education), Educational Leadership, 2015, East Tennessee State University

  Effective leadership has a positive impact upon schools and student achievement. Teacher inclusion in leadership efforts has grown during a time of school reform.… (more)

Subjects/Keywords: education; teacher leadership; self-efficacy; teaching efficacy; educational administration; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Williams, K. M. (2015). Dynamics of Efficacy for Teachers in Formal Leadership Roles: A Case Study. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2503

Chicago Manual of Style (16th Edition):

Williams, Kelly M. “Dynamics of Efficacy for Teachers in Formal Leadership Roles: A Case Study.” 2015. Doctoral Dissertation, East Tennessee State University. Accessed April 26, 2019. https://dc.etsu.edu/etd/2503.

MLA Handbook (7th Edition):

Williams, Kelly M. “Dynamics of Efficacy for Teachers in Formal Leadership Roles: A Case Study.” 2015. Web. 26 Apr 2019.

Vancouver:

Williams KM. Dynamics of Efficacy for Teachers in Formal Leadership Roles: A Case Study. [Internet] [Doctoral dissertation]. East Tennessee State University; 2015. [cited 2019 Apr 26]. Available from: https://dc.etsu.edu/etd/2503.

Council of Science Editors:

Williams KM. Dynamics of Efficacy for Teachers in Formal Leadership Roles: A Case Study. [Doctoral Dissertation]. East Tennessee State University; 2015. Available from: https://dc.etsu.edu/etd/2503


University of Alberta

21. Offrey, Laura D. Parent-Teacher Relationships and Preschooler Outcomes: The Importance of Parent Self-Efficacy Among Low-Income Families.

Degree: PhD, Department of Educational Psychology, 2015, University of Alberta

 In this quantitative study, the associations among parent-teacher relationships, parent self-efficacy (PSE), and preschooler outcomes in low-income families were explored. Specifically, the direct and indirect… (more)

Subjects/Keywords: Low-Income; Parent-Teacher Relationships; Parent Self-Efficacy; Preschoolers; Mother Efficacy; Father Efficacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Offrey, L. D. (2015). Parent-Teacher Relationships and Preschooler Outcomes: The Importance of Parent Self-Efficacy Among Low-Income Families. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/1r66j354p

Chicago Manual of Style (16th Edition):

Offrey, Laura D. “Parent-Teacher Relationships and Preschooler Outcomes: The Importance of Parent Self-Efficacy Among Low-Income Families.” 2015. Doctoral Dissertation, University of Alberta. Accessed April 26, 2019. https://era.library.ualberta.ca/files/1r66j354p.

MLA Handbook (7th Edition):

Offrey, Laura D. “Parent-Teacher Relationships and Preschooler Outcomes: The Importance of Parent Self-Efficacy Among Low-Income Families.” 2015. Web. 26 Apr 2019.

Vancouver:

Offrey LD. Parent-Teacher Relationships and Preschooler Outcomes: The Importance of Parent Self-Efficacy Among Low-Income Families. [Internet] [Doctoral dissertation]. University of Alberta; 2015. [cited 2019 Apr 26]. Available from: https://era.library.ualberta.ca/files/1r66j354p.

Council of Science Editors:

Offrey LD. Parent-Teacher Relationships and Preschooler Outcomes: The Importance of Parent Self-Efficacy Among Low-Income Families. [Doctoral Dissertation]. University of Alberta; 2015. Available from: https://era.library.ualberta.ca/files/1r66j354p


University of Southern California

22. McGovern, Jacqueline Rose. Teacher efficacy and classroom management in the primary setting.

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

 Problematic behavior is an escalating concern in schools and one of the most serious distresses of both teachers and parents. Students who display disruptive behaviors… (more)

Subjects/Keywords: efficacy; teacher efficacy; self-efficacy; primary; classroom; behavior; management; strategy; strategies; method; methods; student; students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McGovern, J. R. (2015). Teacher efficacy and classroom management in the primary setting. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550729/rec/6334

Chicago Manual of Style (16th Edition):

McGovern, Jacqueline Rose. “Teacher efficacy and classroom management in the primary setting.” 2015. Doctoral Dissertation, University of Southern California. Accessed April 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550729/rec/6334.

MLA Handbook (7th Edition):

McGovern, Jacqueline Rose. “Teacher efficacy and classroom management in the primary setting.” 2015. Web. 26 Apr 2019.

Vancouver:

McGovern JR. Teacher efficacy and classroom management in the primary setting. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Apr 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550729/rec/6334.

Council of Science Editors:

McGovern JR. Teacher efficacy and classroom management in the primary setting. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550729/rec/6334


University of New Mexico

23. McCampbell, Shannon. Pre-service Teachers' Self-efficacy for Teaching Mathematics.

Degree: Individual, Family, and Community Education, 2015, University of New Mexico

  Teachers self-efficacy beliefs start forming upon entering their teacher education programs and continue to develop throughout their first few years of teaching. They then… (more)

Subjects/Keywords: self-efficacy; teacher efficacy; mathematics; teacher education; mathematical knowledge for teaching; pre-service teachers; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McCampbell, S. (2015). Pre-service Teachers' Self-efficacy for Teaching Mathematics. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/25803

Chicago Manual of Style (16th Edition):

McCampbell, Shannon. “Pre-service Teachers' Self-efficacy for Teaching Mathematics.” 2015. Doctoral Dissertation, University of New Mexico. Accessed April 26, 2019. http://hdl.handle.net/1928/25803.

MLA Handbook (7th Edition):

McCampbell, Shannon. “Pre-service Teachers' Self-efficacy for Teaching Mathematics.” 2015. Web. 26 Apr 2019.

Vancouver:

McCampbell S. Pre-service Teachers' Self-efficacy for Teaching Mathematics. [Internet] [Doctoral dissertation]. University of New Mexico; 2015. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1928/25803.

Council of Science Editors:

McCampbell S. Pre-service Teachers' Self-efficacy for Teaching Mathematics. [Doctoral Dissertation]. University of New Mexico; 2015. Available from: http://hdl.handle.net/1928/25803

24. Valdner, Faith. Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life.

Degree: Faculty of Educational Sciences, 2014, Linköping UniversityLinköping University

  Students spend most of their waking hours with their teachers and peers, who are considered to be the significant others, that influence their learning… (more)

Subjects/Keywords: Peer influence; teacher influence; teacher-student relationship; teacher expectations; teacher self-efficacy and motivation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Valdner, F. (2014). Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life. (Thesis). Linköping UniversityLinköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-109482

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):

Valdner, Faith. “Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life.” 2014. Thesis, Linköping UniversityLinköping University. Accessed April 26, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-109482.

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

MLA Handbook (7th Edition):

Valdner, Faith. “Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life.” 2014. Web. 26 Apr 2019.

Vancouver:

Valdner F. Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life. [Internet] [Thesis]. Linköping UniversityLinköping University; 2014. [cited 2019 Apr 26]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-109482.

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

Council of Science Editors:

Valdner F. Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life. [Thesis]. Linköping UniversityLinköping University; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-109482

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


University of Southern California

25. Baseri, Shelly Gabay. The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 The ability of teachers to transfer what they have learned in a teacher education program to the classroom has been found by numerous researchers to… (more)

Subjects/Keywords: teacher candidates’ transfer of skills; teacher self-efficacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Baseri, S. G. (2013). The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/127752/rec/7358

Chicago Manual of Style (16th Edition):

Baseri, Shelly Gabay. “The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners.” 2013. Doctoral Dissertation, University of Southern California. Accessed April 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/127752/rec/7358.

MLA Handbook (7th Edition):

Baseri, Shelly Gabay. “The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners.” 2013. Web. 26 Apr 2019.

Vancouver:

Baseri SG. The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Apr 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/127752/rec/7358.

Council of Science Editors:

Baseri SG. The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/127752/rec/7358


University of Saskatchewan

26. Guenther, Brent. Teacher self-efficacy and its relationship to teachers' perceptions of their working conditions.

Degree: 2014, University of Saskatchewan

 Research has shown links between high levels of teacher self-efficacy and increased student achievement. Theorists and educational researchers have identified conditions and resources that increase… (more)

Subjects/Keywords: teacher self-efficacy; teacher working conditions; perception; teachers; Saskatchewan

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Guenther, B. (2014). Teacher self-efficacy and its relationship to teachers' perceptions of their working conditions. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2014-08-1660

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):

Guenther, Brent. “Teacher self-efficacy and its relationship to teachers' perceptions of their working conditions.” 2014. Thesis, University of Saskatchewan. Accessed April 26, 2019. http://hdl.handle.net/10388/ETD-2014-08-1660.

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

MLA Handbook (7th Edition):

Guenther, Brent. “Teacher self-efficacy and its relationship to teachers' perceptions of their working conditions.” 2014. Web. 26 Apr 2019.

Vancouver:

Guenther B. Teacher self-efficacy and its relationship to teachers' perceptions of their working conditions. [Internet] [Thesis]. University of Saskatchewan; 2014. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10388/ETD-2014-08-1660.

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

Council of Science Editors:

Guenther B. Teacher self-efficacy and its relationship to teachers' perceptions of their working conditions. [Thesis]. University of Saskatchewan; 2014. Available from: http://hdl.handle.net/10388/ETD-2014-08-1660

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


University of Oklahoma

27. Patrick, Susan. Exploring Direct and Indirect Relationships among Teacher Self-efficacy, Motivations for Teaching, Teacher-child Interactions, and Child Outcomes in Early Head Start Classrooms.

Degree: PhD, 2016, University of Oklahoma

 More infants and toddlers are in early care and education settings at this time than ever before in history, making the study of these settings… (more)

Subjects/Keywords: early care and education; infant/toddler; teacher self-efficacy; teacher motivation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Patrick, S. (2016). Exploring Direct and Indirect Relationships among Teacher Self-efficacy, Motivations for Teaching, Teacher-child Interactions, and Child Outcomes in Early Head Start Classrooms. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/45026

Chicago Manual of Style (16th Edition):

Patrick, Susan. “Exploring Direct and Indirect Relationships among Teacher Self-efficacy, Motivations for Teaching, Teacher-child Interactions, and Child Outcomes in Early Head Start Classrooms.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed April 26, 2019. http://hdl.handle.net/11244/45026.

MLA Handbook (7th Edition):

Patrick, Susan. “Exploring Direct and Indirect Relationships among Teacher Self-efficacy, Motivations for Teaching, Teacher-child Interactions, and Child Outcomes in Early Head Start Classrooms.” 2016. Web. 26 Apr 2019.

Vancouver:

Patrick S. Exploring Direct and Indirect Relationships among Teacher Self-efficacy, Motivations for Teaching, Teacher-child Interactions, and Child Outcomes in Early Head Start Classrooms. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/11244/45026.

Council of Science Editors:

Patrick S. Exploring Direct and Indirect Relationships among Teacher Self-efficacy, Motivations for Teaching, Teacher-child Interactions, and Child Outcomes in Early Head Start Classrooms. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/45026


University of Texas – Austin

28. -2429-6865. Self-efficacy, teacher concerns, and levels of implementation among teachers participating in drama-based instruction professional development.

Degree: Educational Psychology, 2015, University of Texas – Austin

 This mixed-methods study seeks to explore the relationships between teacher concerns, self-efficacy, and level of comfort with the implementation of drama-based instruction (DBI) within a… (more)

Subjects/Keywords: Teacher professional development; Teacher self-efficacy; Drama-based instruction; Arts integration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-2429-6865. (2015). Self-efficacy, teacher concerns, and levels of implementation among teachers participating in drama-based instruction professional development. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/47206

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

Chicago Manual of Style (16th Edition):

-2429-6865. “Self-efficacy, teacher concerns, and levels of implementation among teachers participating in drama-based instruction professional development.” 2015. Thesis, University of Texas – Austin. Accessed April 26, 2019. http://hdl.handle.net/2152/47206.

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

MLA Handbook (7th Edition):

-2429-6865. “Self-efficacy, teacher concerns, and levels of implementation among teachers participating in drama-based instruction professional development.” 2015. Web. 26 Apr 2019.

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

Vancouver:

-2429-6865. Self-efficacy, teacher concerns, and levels of implementation among teachers participating in drama-based instruction professional development. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/2152/47206.

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

Council of Science Editors:

-2429-6865. Self-efficacy, teacher concerns, and levels of implementation among teachers participating in drama-based instruction professional development. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/47206

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

29. Todd, Mark A. Peer Observation as a Tool for Professional Development.

Degree: MA, English, 2017, St. Cloud State University

  Peer observation of teaching represents an opportunity for colleagues to observe one another and gain insights into their professional practice (Richards and Farrell, 2005).… (more)

Subjects/Keywords: Peer observation; professional development; novice teacher; experienced teacher; self-efficacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Todd, M. A. (2017). Peer Observation as a Tool for Professional Development. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/84

Chicago Manual of Style (16th Edition):

Todd, Mark A. “Peer Observation as a Tool for Professional Development.” 2017. Masters Thesis, St. Cloud State University. Accessed April 26, 2019. https://repository.stcloudstate.edu/engl_etds/84.

MLA Handbook (7th Edition):

Todd, Mark A. “Peer Observation as a Tool for Professional Development.” 2017. Web. 26 Apr 2019.

Vancouver:

Todd MA. Peer Observation as a Tool for Professional Development. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2019 Apr 26]. Available from: https://repository.stcloudstate.edu/engl_etds/84.

Council of Science Editors:

Todd MA. Peer Observation as a Tool for Professional Development. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/84


Wayne State University

30. O'neal, Tina. Common Core State Standards’ Influences On Teacher Self-Efficacy And Instructional Practices For Students With Learning Disabilities.

Degree: PhD, Special Education, 2018, Wayne State University

  This study uses survey data to assess the influences of Common Core State Standards on teacher self-efficacy. Participants in this study included African-American teachers… (more)

Subjects/Keywords: Common Core State Standards; Instructional Practices; Self-efficacy; Special Education; teacher self-efficacy; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

O'neal, T. (2018). Common Core State Standards’ Influences On Teacher Self-Efficacy And Instructional Practices For Students With Learning Disabilities. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1953

Chicago Manual of Style (16th Edition):

O'neal, Tina. “Common Core State Standards’ Influences On Teacher Self-Efficacy And Instructional Practices For Students With Learning Disabilities.” 2018. Doctoral Dissertation, Wayne State University. Accessed April 26, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1953.

MLA Handbook (7th Edition):

O'neal, Tina. “Common Core State Standards’ Influences On Teacher Self-Efficacy And Instructional Practices For Students With Learning Disabilities.” 2018. Web. 26 Apr 2019.

Vancouver:

O'neal T. Common Core State Standards’ Influences On Teacher Self-Efficacy And Instructional Practices For Students With Learning Disabilities. [Internet] [Doctoral dissertation]. Wayne State University; 2018. [cited 2019 Apr 26]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1953.

Council of Science Editors:

O'neal T. Common Core State Standards’ Influences On Teacher Self-Efficacy And Instructional Practices For Students With Learning Disabilities. [Doctoral Dissertation]. Wayne State University; 2018. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1953

[1] [2] [3] [4] [5] … [12]

.