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Level: dissertation

You searched for subject:(teachers ). Showing records 1 – 30 of 94 total matches.

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North Carolina State University

1. Dingle, Jesse M. Let the Dialogue Begin: Diversity and the White Preservice Teacher.

Degree: EdD, Adult and Community College Education, 2005, North Carolina State University

 The purpose of this qualitative study has been to explore the various experiences that may have an influence on the perceived readiness of White preservice… (more)

Subjects/Keywords: preservice teachers; White teachers; diversity

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APA (6th Edition):

Dingle, J. M. (2005). Let the Dialogue Begin: Diversity and the White Preservice Teacher. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3610

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):

Dingle, Jesse M. “Let the Dialogue Begin: Diversity and the White Preservice Teacher.” 2005. Thesis, North Carolina State University. Accessed October 16, 2019. http://www.lib.ncsu.edu/resolver/1840.16/3610.

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

MLA Handbook (7th Edition):

Dingle, Jesse M. “Let the Dialogue Begin: Diversity and the White Preservice Teacher.” 2005. Web. 16 Oct 2019.

Vancouver:

Dingle JM. Let the Dialogue Begin: Diversity and the White Preservice Teacher. [Internet] [Thesis]. North Carolina State University; 2005. [cited 2019 Oct 16]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3610.

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

Council of Science Editors:

Dingle JM. Let the Dialogue Begin: Diversity and the White Preservice Teacher. [Thesis]. North Carolina State University; 2005. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3610

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


Georgia State University

2. Olson, Siri Marie. Special Education Teacher Retention in Small Schools.

Degree: Doctor of Education (EdD), Early Childhood Education, 2017, Georgia State University

  Special education teacher attrition is a widespread problem in the United States (Billingsley 2005; Boe, 2006; Duffy & Forgan, 2005). Although researchers have explored… (more)

Subjects/Keywords: Special education teachers; Small schools; Attrition of special education teachers; Retention of special education teachers; high performing small schools

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APA (6th Edition):

Olson, S. M. (2017). Special Education Teacher Retention in Small Schools. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/35

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):

Olson, Siri Marie. “Special Education Teacher Retention in Small Schools.” 2017. Thesis, Georgia State University. Accessed October 16, 2019. https://scholarworks.gsu.edu/ece_diss/35.

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

MLA Handbook (7th Edition):

Olson, Siri Marie. “Special Education Teacher Retention in Small Schools.” 2017. Web. 16 Oct 2019.

Vancouver:

Olson SM. Special Education Teacher Retention in Small Schools. [Internet] [Thesis]. Georgia State University; 2017. [cited 2019 Oct 16]. Available from: https://scholarworks.gsu.edu/ece_diss/35.

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

Council of Science Editors:

Olson SM. Special Education Teacher Retention in Small Schools. [Thesis]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/ece_diss/35

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

3. Miele, Anthony. Complicating Whiteness: Identifications of Veteran White Teachers in Multicultural Settings.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2013, University of San Francisco

  A scrupulous search of whiteness literatures in relation to multicultural education reveals a preponderance of scholarship noting White privilege and race evasiveness. Given contrasting… (more)

Subjects/Keywords: Education; Identity; Multicultural; Teachers; White; Education

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APA (6th Edition):

Miele, A. (2013). Complicating Whiteness: Identifications of Veteran White Teachers in Multicultural Settings. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/72

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):

Miele, Anthony. “Complicating Whiteness: Identifications of Veteran White Teachers in Multicultural Settings.” 2013. Thesis, University of San Francisco. Accessed October 16, 2019. https://repository.usfca.edu/diss/72.

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

MLA Handbook (7th Edition):

Miele, Anthony. “Complicating Whiteness: Identifications of Veteran White Teachers in Multicultural Settings.” 2013. Web. 16 Oct 2019.

Vancouver:

Miele A. Complicating Whiteness: Identifications of Veteran White Teachers in Multicultural Settings. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Oct 16]. Available from: https://repository.usfca.edu/diss/72.

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

Council of Science Editors:

Miele A. Complicating Whiteness: Identifications of Veteran White Teachers in Multicultural Settings. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/72

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


Kennesaw State University

4. Pearce, Michelle L. The Effects of Instructional Leadership on Teacher Efficacy.

Degree: Doctor of Education in Educational Leadership for Learning Dissertations, Educational Leadership, 2017, Kennesaw State University

  This study sought to examine the effects of instructional leadership behaviors on teacher efficacy. The body of literature examined influenced the nature and implementation… (more)

Subjects/Keywords: elementary principals and teachers; efficacy; Educational Leadership

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APA (6th Edition):

Pearce, M. L. (2017). The Effects of Instructional Leadership on Teacher Efficacy. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/educleaddoc_etd/5

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):

Pearce, Michelle L. “The Effects of Instructional Leadership on Teacher Efficacy.” 2017. Thesis, Kennesaw State University. Accessed October 16, 2019. https://digitalcommons.kennesaw.edu/educleaddoc_etd/5.

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

MLA Handbook (7th Edition):

Pearce, Michelle L. “The Effects of Instructional Leadership on Teacher Efficacy.” 2017. Web. 16 Oct 2019.

Vancouver:

Pearce ML. The Effects of Instructional Leadership on Teacher Efficacy. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 Oct 16]. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/5.

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

Council of Science Editors:

Pearce ML. The Effects of Instructional Leadership on Teacher Efficacy. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/5

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


Indiana University of Pennsylvania

5. DelMarcelle, Jana. Examining the Significance of Scaffolding on Student Teachers' Written Reflections: A Qualitative Case Study.

Degree: Ded, Professional Studies in Education, 2017, Indiana University of Pennsylvania

  The purpose of this study was to examine the impact that questioning and prompting, based on a researcher-developed framework, had on the content and… (more)

Subjects/Keywords: journals; reflection; student teachers; Curriculum and Instruction

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APA (6th Edition):

DelMarcelle, J. (2017). Examining the Significance of Scaffolding on Student Teachers' Written Reflections: A Qualitative Case Study. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1486

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):

DelMarcelle, Jana. “Examining the Significance of Scaffolding on Student Teachers' Written Reflections: A Qualitative Case Study.” 2017. Thesis, Indiana University of Pennsylvania. Accessed October 16, 2019. https://knowledge.library.iup.edu/etd/1486.

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

MLA Handbook (7th Edition):

DelMarcelle, Jana. “Examining the Significance of Scaffolding on Student Teachers' Written Reflections: A Qualitative Case Study.” 2017. Web. 16 Oct 2019.

Vancouver:

DelMarcelle J. Examining the Significance of Scaffolding on Student Teachers' Written Reflections: A Qualitative Case Study. [Internet] [Thesis]. Indiana University of Pennsylvania; 2017. [cited 2019 Oct 16]. Available from: https://knowledge.library.iup.edu/etd/1486.

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

Council of Science Editors:

DelMarcelle J. Examining the Significance of Scaffolding on Student Teachers' Written Reflections: A Qualitative Case Study. [Thesis]. Indiana University of Pennsylvania; 2017. Available from: https://knowledge.library.iup.edu/etd/1486

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


Indiana University of Pennsylvania

6. Matson, Brigette. A Study of Teachers' and Principals' Beliefs About Leadership Behaviors in Relation to School Performance.

Degree: Ded, Professional Studies in Education, 2018, Indiana University of Pennsylvania

  Schools with similar demographics have varying school performance; these differences exist among schools across Western Pennsylvania. Questions remain as to why some schools perform… (more)

Subjects/Keywords: education; leadership; perception; principals; school performance; teachers

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APA (6th Edition):

Matson, B. (2018). A Study of Teachers' and Principals' Beliefs About Leadership Behaviors in Relation to School Performance. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1611

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):

Matson, Brigette. “A Study of Teachers' and Principals' Beliefs About Leadership Behaviors in Relation to School Performance.” 2018. Thesis, Indiana University of Pennsylvania. Accessed October 16, 2019. https://knowledge.library.iup.edu/etd/1611.

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

MLA Handbook (7th Edition):

Matson, Brigette. “A Study of Teachers' and Principals' Beliefs About Leadership Behaviors in Relation to School Performance.” 2018. Web. 16 Oct 2019.

Vancouver:

Matson B. A Study of Teachers' and Principals' Beliefs About Leadership Behaviors in Relation to School Performance. [Internet] [Thesis]. Indiana University of Pennsylvania; 2018. [cited 2019 Oct 16]. Available from: https://knowledge.library.iup.edu/etd/1611.

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

Council of Science Editors:

Matson B. A Study of Teachers' and Principals' Beliefs About Leadership Behaviors in Relation to School Performance. [Thesis]. Indiana University of Pennsylvania; 2018. Available from: https://knowledge.library.iup.edu/etd/1611

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


Kennesaw State University

7. Spruill, Sylvia Martinez. Assessment in Secondary Environments: How Co-Teachers Navigate the Competing Demands of Theory, Policy, and Practice.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2013, Kennesaw State University

  The purpose of the current study was to examine how co-teachers in an inclusive environment perceive assessment as well as how they navigate and… (more)

Subjects/Keywords: secondary teachers; teaching assessment; co-teachers; inclusiveness; government mandates; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Spruill, S. M. (2013). Assessment in Secondary Environments: How Co-Teachers Navigate the Competing Demands of Theory, Policy, and Practice. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/577

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):

Spruill, Sylvia Martinez. “Assessment in Secondary Environments: How Co-Teachers Navigate the Competing Demands of Theory, Policy, and Practice.” 2013. Thesis, Kennesaw State University. Accessed October 16, 2019. https://digitalcommons.kennesaw.edu/etd/577.

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

MLA Handbook (7th Edition):

Spruill, Sylvia Martinez. “Assessment in Secondary Environments: How Co-Teachers Navigate the Competing Demands of Theory, Policy, and Practice.” 2013. Web. 16 Oct 2019.

Vancouver:

Spruill SM. Assessment in Secondary Environments: How Co-Teachers Navigate the Competing Demands of Theory, Policy, and Practice. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2019 Oct 16]. Available from: https://digitalcommons.kennesaw.edu/etd/577.

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

Council of Science Editors:

Spruill SM. Assessment in Secondary Environments: How Co-Teachers Navigate the Competing Demands of Theory, Policy, and Practice. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/577

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


Kennesaw State University

8. Creel, Sally Michelle. Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2013, Kennesaw State University

  The purpose of this study was to investigate how participation in a sustained professional development, the Math Science Partnership, improves teacher self-efficacy in science… (more)

Subjects/Keywords: professional development; science teachers; self-efficacy; elementary teachers; Teacher Education and Professional Development

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APA (6th Edition):

Creel, S. M. (2013). Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/592

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):

Creel, Sally Michelle. “Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science.” 2013. Thesis, Kennesaw State University. Accessed October 16, 2019. https://digitalcommons.kennesaw.edu/etd/592.

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

MLA Handbook (7th Edition):

Creel, Sally Michelle. “Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science.” 2013. Web. 16 Oct 2019.

Vancouver:

Creel SM. Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2019 Oct 16]. Available from: https://digitalcommons.kennesaw.edu/etd/592.

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

Council of Science Editors:

Creel SM. Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/592

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


University of Illinois – Urbana-Champaign

9. Rhodes, Andrew Land. Early-career music teachers’ perceptions of the Facebook Band Directors Group as professional induction.

Degree: EdD, Music Education, 2017, University of Illinois – Urbana-Champaign

 The dissertation investigates how early-stage teachers choose to engage with Facebook Band Directors Group (FBDG) and their perceptions of FBDG as a form of teacher… (more)

Subjects/Keywords: Early-career teachers; Early-stage teachers; Music teachers; Facebook Band Directors Group; Professional teacher induction; Online community of practice; Distributed community of practice

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APA (6th Edition):

Rhodes, A. L. (2017). Early-career music teachers’ perceptions of the Facebook Band Directors Group as professional induction. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99347

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):

Rhodes, Andrew Land. “Early-career music teachers’ perceptions of the Facebook Band Directors Group as professional induction.” 2017. Thesis, University of Illinois – Urbana-Champaign. Accessed October 16, 2019. http://hdl.handle.net/2142/99347.

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

MLA Handbook (7th Edition):

Rhodes, Andrew Land. “Early-career music teachers’ perceptions of the Facebook Band Directors Group as professional induction.” 2017. Web. 16 Oct 2019.

Vancouver:

Rhodes AL. Early-career music teachers’ perceptions of the Facebook Band Directors Group as professional induction. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/2142/99347.

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

Council of Science Editors:

Rhodes AL. Early-career music teachers’ perceptions of the Facebook Band Directors Group as professional induction. [Thesis]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99347

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

10. Christensen, Justin James Dixon. An Investigation of First-Year Teacher Induction Programs in Jesuit Secondary Schools within the California Province.

Degree: Doctor of Education (EdD), Leadership Studies, 2013, University of San Francisco

  This mixed methods study invited principals (n=5) and first-year teachers (n=25) in five Jesuit secondary schools in the California Province to participate. Online surveys… (more)

Subjects/Keywords: Catholic; Induction; Jesuit; Mentoring; Mentor Teachers; New Teachers; Educational Administration and Supervision; Educational Leadership; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Christensen, J. J. D. (2013). An Investigation of First-Year Teacher Induction Programs in Jesuit Secondary Schools within the California Province. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/82

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):

Christensen, Justin James Dixon. “An Investigation of First-Year Teacher Induction Programs in Jesuit Secondary Schools within the California Province.” 2013. Thesis, University of San Francisco. Accessed October 16, 2019. https://repository.usfca.edu/diss/82.

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

MLA Handbook (7th Edition):

Christensen, Justin James Dixon. “An Investigation of First-Year Teacher Induction Programs in Jesuit Secondary Schools within the California Province.” 2013. Web. 16 Oct 2019.

Vancouver:

Christensen JJD. An Investigation of First-Year Teacher Induction Programs in Jesuit Secondary Schools within the California Province. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Oct 16]. Available from: https://repository.usfca.edu/diss/82.

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

Council of Science Editors:

Christensen JJD. An Investigation of First-Year Teacher Induction Programs in Jesuit Secondary Schools within the California Province. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/82

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

11. Greene Henning, Theresa. Catholic Secondary School Principals' Perceptions of the Qualities of Effective Catholic Secondary School Teachers.

Degree: Doctor of Education (EdD), Leadership Studies, 2015, University of San Francisco

  Church documents and scholars have affirmed that the success of Catholic schools is largely dependent on the effectiveness of their teachers. Teacher effectiveness in… (more)

Subjects/Keywords: Catholic Education; Ideal Catholic School Teachers; Qualities of Effective Teachers; Education; Educational Leadership; Teacher Education and Professional Development

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APA (6th Edition):

Greene Henning, T. (2015). Catholic Secondary School Principals' Perceptions of the Qualities of Effective Catholic Secondary School Teachers. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/295

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):

Greene Henning, Theresa. “Catholic Secondary School Principals' Perceptions of the Qualities of Effective Catholic Secondary School Teachers.” 2015. Thesis, University of San Francisco. Accessed October 16, 2019. https://repository.usfca.edu/diss/295.

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

MLA Handbook (7th Edition):

Greene Henning, Theresa. “Catholic Secondary School Principals' Perceptions of the Qualities of Effective Catholic Secondary School Teachers.” 2015. Web. 16 Oct 2019.

Vancouver:

Greene Henning T. Catholic Secondary School Principals' Perceptions of the Qualities of Effective Catholic Secondary School Teachers. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Oct 16]. Available from: https://repository.usfca.edu/diss/295.

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

Council of Science Editors:

Greene Henning T. Catholic Secondary School Principals' Perceptions of the Qualities of Effective Catholic Secondary School Teachers. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/295

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


Georgia State University

12. Brack, Tracie Welborn, Ed.D. Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2015, Georgia State University

  This study examined teachers’ perceptions of school climate as it relates to subject area in an elementary school setting. For the purpose of this… (more)

Subjects/Keywords: Arts; Accountability; Teacher Perception; School Climate; Homeroom Teachers; Special Area Teachers; Testing; Race to the Top

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

APA (6th Edition):

Brack, Tracie Welborn, E. D. (2015). Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/126

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):

Brack, Tracie Welborn, Ed D. “Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school.” 2015. Thesis, Georgia State University. Accessed October 16, 2019. https://scholarworks.gsu.edu/eps_diss/126.

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

MLA Handbook (7th Edition):

Brack, Tracie Welborn, Ed D. “Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school.” 2015. Web. 16 Oct 2019.

Vancouver:

Brack, Tracie Welborn ED. Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school. [Internet] [Thesis]. Georgia State University; 2015. [cited 2019 Oct 16]. Available from: https://scholarworks.gsu.edu/eps_diss/126.

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

Council of Science Editors:

Brack, Tracie Welborn ED. Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/126

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


Florida International University

13. Carr, Diann P. Middle School Teachers' Intentions to Refer Eating Disorder Students for Professional Counseling.

Degree: Doctor of Education (EdD), Educational Leadership, 2011, Florida International University

  Eating disorders can lead to a negative impact on students' academic growth, nutrition and can cause death (Claude-Pierre, 1997; Manley, Rickson, & Standeven, 2000;… (more)

Subjects/Keywords: anorexia nervosa; bulimia nervosa; middle school teachers; eating disorder; student referral; theory of planned behavior; anorexia; bulimia; teachers' intentions to refer

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APA (6th Edition):

Carr, D. P. (2011). Middle School Teachers' Intentions to Refer Eating Disorder Students for Professional Counseling. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/517 ; 10.25148/etd.FI11120710 ; FI11120710

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):

Carr, Diann P. “Middle School Teachers' Intentions to Refer Eating Disorder Students for Professional Counseling.” 2011. Thesis, Florida International University. Accessed October 16, 2019. http://digitalcommons.fiu.edu/etd/517 ; 10.25148/etd.FI11120710 ; FI11120710.

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

MLA Handbook (7th Edition):

Carr, Diann P. “Middle School Teachers' Intentions to Refer Eating Disorder Students for Professional Counseling.” 2011. Web. 16 Oct 2019.

Vancouver:

Carr DP. Middle School Teachers' Intentions to Refer Eating Disorder Students for Professional Counseling. [Internet] [Thesis]. Florida International University; 2011. [cited 2019 Oct 16]. Available from: http://digitalcommons.fiu.edu/etd/517 ; 10.25148/etd.FI11120710 ; FI11120710.

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

Council of Science Editors:

Carr DP. Middle School Teachers' Intentions to Refer Eating Disorder Students for Professional Counseling. [Thesis]. Florida International University; 2011. Available from: http://digitalcommons.fiu.edu/etd/517 ; 10.25148/etd.FI11120710 ; FI11120710

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

14. Nduati, Stephen Nzyoki. Investigating the Extent of Collaboration Between Jesuit Administrators and non-Jesuit Faculty and Staff in Jesuit Secondary Schools in the Eastern Africa Province: Staying True to Mission.

Degree: Doctor of Education (EdD), Leadership Studies, 2017, University of San Francisco

  Investigating the Extent of Collaboration Between Jesuit Administrators and non-Jesuit Faculty and Staff in Jesuit Secondary Schools in the Eastern Africa Province: Staying True… (more)

Subjects/Keywords: Administration; Collaboration; Jesuits; Jesuit Secondary Schools; Nonteaching Staff; Teachers; Educational Leadership

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APA (6th Edition):

Nduati, S. N. (2017). Investigating the Extent of Collaboration Between Jesuit Administrators and non-Jesuit Faculty and Staff in Jesuit Secondary Schools in the Eastern Africa Province: Staying True to Mission. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/333

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):

Nduati, Stephen Nzyoki. “Investigating the Extent of Collaboration Between Jesuit Administrators and non-Jesuit Faculty and Staff in Jesuit Secondary Schools in the Eastern Africa Province: Staying True to Mission.” 2017. Thesis, University of San Francisco. Accessed October 16, 2019. https://repository.usfca.edu/diss/333.

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

MLA Handbook (7th Edition):

Nduati, Stephen Nzyoki. “Investigating the Extent of Collaboration Between Jesuit Administrators and non-Jesuit Faculty and Staff in Jesuit Secondary Schools in the Eastern Africa Province: Staying True to Mission.” 2017. Web. 16 Oct 2019.

Vancouver:

Nduati SN. Investigating the Extent of Collaboration Between Jesuit Administrators and non-Jesuit Faculty and Staff in Jesuit Secondary Schools in the Eastern Africa Province: Staying True to Mission. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Oct 16]. Available from: https://repository.usfca.edu/diss/333.

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

Council of Science Editors:

Nduati SN. Investigating the Extent of Collaboration Between Jesuit Administrators and non-Jesuit Faculty and Staff in Jesuit Secondary Schools in the Eastern Africa Province: Staying True to Mission. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/333

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

15. McKenna, Rachel Lynn-Pleis. Girls and STEM (Science, Technology, Engineering, and Mathematics) in Catholic Schools: A Mixed Methods Exploration of Interest, Confidence, and Perceptions of STEM.

Degree: Doctor of Education (EdD), Leadership Studies, 2016, University of San Francisco

  Over the past decade, there has been a considerable push in emphasizing STEM—an acronym standing for Science, Technology, Engineering, and Math—as an integral aspect… (more)

Subjects/Keywords: female; girls and STEM; NGSS; science teachers; STEM; Education

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APA (6th Edition):

McKenna, R. L. (2016). Girls and STEM (Science, Technology, Engineering, and Mathematics) in Catholic Schools: A Mixed Methods Exploration of Interest, Confidence, and Perceptions of STEM. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/317

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):

McKenna, Rachel Lynn-Pleis. “Girls and STEM (Science, Technology, Engineering, and Mathematics) in Catholic Schools: A Mixed Methods Exploration of Interest, Confidence, and Perceptions of STEM.” 2016. Thesis, University of San Francisco. Accessed October 16, 2019. https://repository.usfca.edu/diss/317.

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

MLA Handbook (7th Edition):

McKenna, Rachel Lynn-Pleis. “Girls and STEM (Science, Technology, Engineering, and Mathematics) in Catholic Schools: A Mixed Methods Exploration of Interest, Confidence, and Perceptions of STEM.” 2016. Web. 16 Oct 2019.

Vancouver:

McKenna RL. Girls and STEM (Science, Technology, Engineering, and Mathematics) in Catholic Schools: A Mixed Methods Exploration of Interest, Confidence, and Perceptions of STEM. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Oct 16]. Available from: https://repository.usfca.edu/diss/317.

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

Council of Science Editors:

McKenna RL. Girls and STEM (Science, Technology, Engineering, and Mathematics) in Catholic Schools: A Mixed Methods Exploration of Interest, Confidence, and Perceptions of STEM. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/317

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


Kennesaw State University

16. Doss, Patricia Gail. The Effect of Classroom Bibliotherapeutic Intervention on Perceptions of Bullying Among Teachers of Young Children Aged Four and Five.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2010, Kennesaw State University

 This paper investigates how the application of bibliotherapeutic intervention affects teachers’ perceptions of bullying in their young students, ages four and five. Bullying has become… (more)

Subjects/Keywords: bullying; bibliotherapy; young children; teachers’ perceptions; focus groups; interview; Educational Psychology

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

APA (6th Edition):

Doss, P. G. (2010). The Effect of Classroom Bibliotherapeutic Intervention on Perceptions of Bullying Among Teachers of Young Children Aged Four and Five. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/415

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):

Doss, Patricia Gail. “The Effect of Classroom Bibliotherapeutic Intervention on Perceptions of Bullying Among Teachers of Young Children Aged Four and Five.” 2010. Thesis, Kennesaw State University. Accessed October 16, 2019. https://digitalcommons.kennesaw.edu/etd/415.

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

MLA Handbook (7th Edition):

Doss, Patricia Gail. “The Effect of Classroom Bibliotherapeutic Intervention on Perceptions of Bullying Among Teachers of Young Children Aged Four and Five.” 2010. Web. 16 Oct 2019.

Vancouver:

Doss PG. The Effect of Classroom Bibliotherapeutic Intervention on Perceptions of Bullying Among Teachers of Young Children Aged Four and Five. [Internet] [Thesis]. Kennesaw State University; 2010. [cited 2019 Oct 16]. Available from: https://digitalcommons.kennesaw.edu/etd/415.

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

Council of Science Editors:

Doss PG. The Effect of Classroom Bibliotherapeutic Intervention on Perceptions of Bullying Among Teachers of Young Children Aged Four and Five. [Thesis]. Kennesaw State University; 2010. Available from: https://digitalcommons.kennesaw.edu/etd/415

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


Kennesaw State University

17. Hamby, Patsy A. Writing across the Curriculum: Case Studies of Three Content-Area Teachers.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2011, Kennesaw State University

  In a qualitative study in a school district transitioning from rural to suburban based on a population growth and a shift in demographics, attitudes… (more)

Subjects/Keywords: writing; teachers; past experiences; case studies; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Hamby, P. A. (2011). Writing across the Curriculum: Case Studies of Three Content-Area Teachers. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/477

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):

Hamby, Patsy A. “Writing across the Curriculum: Case Studies of Three Content-Area Teachers.” 2011. Thesis, Kennesaw State University. Accessed October 16, 2019. https://digitalcommons.kennesaw.edu/etd/477.

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

MLA Handbook (7th Edition):

Hamby, Patsy A. “Writing across the Curriculum: Case Studies of Three Content-Area Teachers.” 2011. Web. 16 Oct 2019.

Vancouver:

Hamby PA. Writing across the Curriculum: Case Studies of Three Content-Area Teachers. [Internet] [Thesis]. Kennesaw State University; 2011. [cited 2019 Oct 16]. Available from: https://digitalcommons.kennesaw.edu/etd/477.

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

Council of Science Editors:

Hamby PA. Writing across the Curriculum: Case Studies of Three Content-Area Teachers. [Thesis]. Kennesaw State University; 2011. Available from: https://digitalcommons.kennesaw.edu/etd/477

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


California State University – San Bernardino

18. Durkee, Wendy L. From Outlaw to Outlier: The Role of Teacher Attachment Style in Addressing Student Behavior Problems in Kindergarten.

Degree: Doctor of Education in Educational Leadership, Educational Leadership and Curriculum, 2017, California State University – San Bernardino

  The purpose of this study was to add to the understanding of how teachers impact the emotional and behavioral development of kindergartners. This study… (more)

Subjects/Keywords: Outlaw; Outlier; Attachment; Teachers; Kindergarten; Relationship; Educational Leadership

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APA (6th Edition):

Durkee, W. L. (2017). From Outlaw to Outlier: The Role of Teacher Attachment Style in Addressing Student Behavior Problems in Kindergarten. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/610

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):

Durkee, Wendy L. “From Outlaw to Outlier: The Role of Teacher Attachment Style in Addressing Student Behavior Problems in Kindergarten.” 2017. Thesis, California State University – San Bernardino. Accessed October 16, 2019. http://scholarworks.lib.csusb.edu/etd/610.

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

MLA Handbook (7th Edition):

Durkee, Wendy L. “From Outlaw to Outlier: The Role of Teacher Attachment Style in Addressing Student Behavior Problems in Kindergarten.” 2017. Web. 16 Oct 2019.

Vancouver:

Durkee WL. From Outlaw to Outlier: The Role of Teacher Attachment Style in Addressing Student Behavior Problems in Kindergarten. [Internet] [Thesis]. California State University – San Bernardino; 2017. [cited 2019 Oct 16]. Available from: http://scholarworks.lib.csusb.edu/etd/610.

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

Council of Science Editors:

Durkee WL. From Outlaw to Outlier: The Role of Teacher Attachment Style in Addressing Student Behavior Problems in Kindergarten. [Thesis]. California State University – San Bernardino; 2017. Available from: http://scholarworks.lib.csusb.edu/etd/610

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


Indiana University of Pennsylvania

19. Pappasergi, Jenifer R. Kindergarten Through Fourth Grade Teacher Perception of Self-Efficacy in Educating Students Diagnosed With Emotional and/or Behavioral Disorders.

Degree: Ded, Professional Studies in Education, 2016, Indiana University of Pennsylvania

  This study was to examine self-efficacy perceptions of elementary teachers, kindergarten through fourth grade, and determine whether or not teacher self-efficacy perceptions differ related… (more)

Subjects/Keywords: Disorders; Elementary; Emotional/Behavioral; General Education; Perceptions; Teachers

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

APA (6th Edition):

Pappasergi, J. R. (2016). Kindergarten Through Fourth Grade Teacher Perception of Self-Efficacy in Educating Students Diagnosed With Emotional and/or Behavioral Disorders. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1379

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):

Pappasergi, Jenifer R. “Kindergarten Through Fourth Grade Teacher Perception of Self-Efficacy in Educating Students Diagnosed With Emotional and/or Behavioral Disorders.” 2016. Thesis, Indiana University of Pennsylvania. Accessed October 16, 2019. https://knowledge.library.iup.edu/etd/1379.

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

MLA Handbook (7th Edition):

Pappasergi, Jenifer R. “Kindergarten Through Fourth Grade Teacher Perception of Self-Efficacy in Educating Students Diagnosed With Emotional and/or Behavioral Disorders.” 2016. Web. 16 Oct 2019.

Vancouver:

Pappasergi JR. Kindergarten Through Fourth Grade Teacher Perception of Self-Efficacy in Educating Students Diagnosed With Emotional and/or Behavioral Disorders. [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2019 Oct 16]. Available from: https://knowledge.library.iup.edu/etd/1379.

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

Council of Science Editors:

Pappasergi JR. Kindergarten Through Fourth Grade Teacher Perception of Self-Efficacy in Educating Students Diagnosed With Emotional and/or Behavioral Disorders. [Thesis]. Indiana University of Pennsylvania; 2016. Available from: https://knowledge.library.iup.edu/etd/1379

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


Indiana University of Pennsylvania

20. Hudson, Terrance. Why Teach? What Motivates African American Males to Choose Teaching as a Career?.

Degree: Ded, Professional Studies in Education, 2017, Indiana University of Pennsylvania

  There is a serious shortage of African American male teachers in the United States. Currently less than 2% of teachers in the United States… (more)

Subjects/Keywords: African America; Education; Programs; Recruiting; Social Justice; Teachers; Education; Educational Leadership

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APA (6th Edition):

Hudson, T. (2017). Why Teach? What Motivates African American Males to Choose Teaching as a Career?. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1458

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):

Hudson, Terrance. “Why Teach? What Motivates African American Males to Choose Teaching as a Career?.” 2017. Thesis, Indiana University of Pennsylvania. Accessed October 16, 2019. https://knowledge.library.iup.edu/etd/1458.

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

MLA Handbook (7th Edition):

Hudson, Terrance. “Why Teach? What Motivates African American Males to Choose Teaching as a Career?.” 2017. Web. 16 Oct 2019.

Vancouver:

Hudson T. Why Teach? What Motivates African American Males to Choose Teaching as a Career?. [Internet] [Thesis]. Indiana University of Pennsylvania; 2017. [cited 2019 Oct 16]. Available from: https://knowledge.library.iup.edu/etd/1458.

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

Council of Science Editors:

Hudson T. Why Teach? What Motivates African American Males to Choose Teaching as a Career?. [Thesis]. Indiana University of Pennsylvania; 2017. Available from: https://knowledge.library.iup.edu/etd/1458

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


Georgia State University

21. Gayle, Nicola A. An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences.

Degree: Doctor of Education (EdD), Early Childhood Education, 2018, Georgia State University

  ABSTRACT This explanatory sequential mixed-methods study focused on pre-K co-teachers’ perceptions of co-teaching, the similarities and differences between special and general education co-teachers’ perceptions… (more)

Subjects/Keywords: Pre-K; Co-teaching; Co-teachers; Perceptions; Self-Efficacy

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APA (6th Edition):

Gayle, N. A. (2018). An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/38

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):

Gayle, Nicola A. “An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences.” 2018. Thesis, Georgia State University. Accessed October 16, 2019. https://scholarworks.gsu.edu/ece_diss/38.

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

MLA Handbook (7th Edition):

Gayle, Nicola A. “An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences.” 2018. Web. 16 Oct 2019.

Vancouver:

Gayle NA. An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences. [Internet] [Thesis]. Georgia State University; 2018. [cited 2019 Oct 16]. Available from: https://scholarworks.gsu.edu/ece_diss/38.

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

Council of Science Editors:

Gayle NA. An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/ece_diss/38

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


Loyola University Chicago

22. Schwartz, Scott. Motivating Factors of Elementary Teachers (K-5) in Illinois Who Belong to Veteran, Baby Boomer, Generation X, and Generation Y Age Bands: A Study of Ways in Which Improved Generational Intelligence Can Impact School Leaders.

Degree: Doctor of Education (EdD), School of Education, 2014, Loyola University Chicago

  The purpose of this study focused on identifying the perceived factors needed for maintaining and improving job satisfaction of K-5 teachers in Illinois. Determining… (more)

Subjects/Keywords: Education; Elementary Teachers; Job Satisfaction; Motivation; Educational Leadership

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APA (6th Edition):

Schwartz, S. (2014). Motivating Factors of Elementary Teachers (K-5) in Illinois Who Belong to Veteran, Baby Boomer, Generation X, and Generation Y Age Bands: A Study of Ways in Which Improved Generational Intelligence Can Impact School Leaders. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/1302

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):

Schwartz, Scott. “Motivating Factors of Elementary Teachers (K-5) in Illinois Who Belong to Veteran, Baby Boomer, Generation X, and Generation Y Age Bands: A Study of Ways in Which Improved Generational Intelligence Can Impact School Leaders.” 2014. Thesis, Loyola University Chicago. Accessed October 16, 2019. https://ecommons.luc.edu/luc_diss/1302.

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

MLA Handbook (7th Edition):

Schwartz, Scott. “Motivating Factors of Elementary Teachers (K-5) in Illinois Who Belong to Veteran, Baby Boomer, Generation X, and Generation Y Age Bands: A Study of Ways in Which Improved Generational Intelligence Can Impact School Leaders.” 2014. Web. 16 Oct 2019.

Vancouver:

Schwartz S. Motivating Factors of Elementary Teachers (K-5) in Illinois Who Belong to Veteran, Baby Boomer, Generation X, and Generation Y Age Bands: A Study of Ways in Which Improved Generational Intelligence Can Impact School Leaders. [Internet] [Thesis]. Loyola University Chicago; 2014. [cited 2019 Oct 16]. Available from: https://ecommons.luc.edu/luc_diss/1302.

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

Council of Science Editors:

Schwartz S. Motivating Factors of Elementary Teachers (K-5) in Illinois Who Belong to Veteran, Baby Boomer, Generation X, and Generation Y Age Bands: A Study of Ways in Which Improved Generational Intelligence Can Impact School Leaders. [Thesis]. Loyola University Chicago; 2014. Available from: https://ecommons.luc.edu/luc_diss/1302

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


Loyola University Chicago

23. Grujanac, Mara Paich. How Does Internet Facilitated Communication Impact Teacher and Parent Partnerships?.

Degree: Doctor of Education (EdD), School of Education, 2011, Loyola University Chicago

  In 2001, Public Law 107-110, known as the No Child Left Behind Act of 2001, mandated that public schools become accountable for the achievement… (more)

Subjects/Keywords: Communication; Education; Elementary; Parents; Teachers; Technology; Educational Administration and Supervision

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

APA (6th Edition):

Grujanac, M. P. (2011). How Does Internet Facilitated Communication Impact Teacher and Parent Partnerships?. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/52

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):

Grujanac, Mara Paich. “How Does Internet Facilitated Communication Impact Teacher and Parent Partnerships?.” 2011. Thesis, Loyola University Chicago. Accessed October 16, 2019. https://ecommons.luc.edu/luc_diss/52.

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

MLA Handbook (7th Edition):

Grujanac, Mara Paich. “How Does Internet Facilitated Communication Impact Teacher and Parent Partnerships?.” 2011. Web. 16 Oct 2019.

Vancouver:

Grujanac MP. How Does Internet Facilitated Communication Impact Teacher and Parent Partnerships?. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2019 Oct 16]. Available from: https://ecommons.luc.edu/luc_diss/52.

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

Council of Science Editors:

Grujanac MP. How Does Internet Facilitated Communication Impact Teacher and Parent Partnerships?. [Thesis]. Loyola University Chicago; 2011. Available from: https://ecommons.luc.edu/luc_diss/52

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


Florida International University

24. Gach, Lauren Sherrill. A Study of Teachers' Espoused Instructional Beliefs.

Degree: Educational Leadership, 2001, Florida International University

  The purpose of this study was to investigate teachers’ espoused instructional beliefs and whether they differed in relation to schools’ socioeconomic status, extent of… (more)

Subjects/Keywords: teachers' espoused beliefs; instructional beliefs

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APA (6th Edition):

Gach, L. S. (2001). A Study of Teachers' Espoused Instructional Beliefs. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/53 ; 10.25148/etd.FI08081518 ; FI08081518

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):

Gach, Lauren Sherrill. “A Study of Teachers' Espoused Instructional Beliefs.” 2001. Thesis, Florida International University. Accessed October 16, 2019. http://digitalcommons.fiu.edu/etd/53 ; 10.25148/etd.FI08081518 ; FI08081518.

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

MLA Handbook (7th Edition):

Gach, Lauren Sherrill. “A Study of Teachers' Espoused Instructional Beliefs.” 2001. Web. 16 Oct 2019.

Vancouver:

Gach LS. A Study of Teachers' Espoused Instructional Beliefs. [Internet] [Thesis]. Florida International University; 2001. [cited 2019 Oct 16]. Available from: http://digitalcommons.fiu.edu/etd/53 ; 10.25148/etd.FI08081518 ; FI08081518.

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

Council of Science Editors:

Gach LS. A Study of Teachers' Espoused Instructional Beliefs. [Thesis]. Florida International University; 2001. Available from: http://digitalcommons.fiu.edu/etd/53 ; 10.25148/etd.FI08081518 ; FI08081518

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


Georgia State University

25. Merchant, Hafeez. Becoming Mentors: Mentor Praxis and Self-directed Development.

Degree: Doctor of Education (EdD), Middle and Secondary Education, 2019, Georgia State University

  Mentoring is a dyadic relationship that provides support by an experienced individual to a novice entering a profession (Mullen, 2012). This qualitative case study… (more)

Subjects/Keywords: mentoring; self-directed learning; novice teachers; social studies

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

APA (6th Edition):

Merchant, H. (2019). Becoming Mentors: Mentor Praxis and Self-directed Development. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/80

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):

Merchant, Hafeez. “Becoming Mentors: Mentor Praxis and Self-directed Development.” 2019. Thesis, Georgia State University. Accessed October 16, 2019. https://scholarworks.gsu.edu/mse_diss/80.

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

MLA Handbook (7th Edition):

Merchant, Hafeez. “Becoming Mentors: Mentor Praxis and Self-directed Development.” 2019. Web. 16 Oct 2019.

Vancouver:

Merchant H. Becoming Mentors: Mentor Praxis and Self-directed Development. [Internet] [Thesis]. Georgia State University; 2019. [cited 2019 Oct 16]. Available from: https://scholarworks.gsu.edu/mse_diss/80.

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

Council of Science Editors:

Merchant H. Becoming Mentors: Mentor Praxis and Self-directed Development. [Thesis]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/mse_diss/80

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


University of Vermont

26. Carroll, Brian F. Exploring the Perception of Self-Efficacy Among Teachers and Principals in Meeting.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2011, University of Vermont

EXPLORING THE PERCEPTION OF SELF-EFFICACY AMONG TEACHERS AND PRINCIPALS IN MEETING THE DEMANDS OF CONTEMPORARY SCHOOL REFORM INITIATIVES Advisors/Committee Members: Aiken, Judith.

Subjects/Keywords: Teachers in rural communities; Education reform; Teacher skills; Self-efficacy

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APA (6th Edition):

Carroll, B. F. (2011). Exploring the Perception of Self-Efficacy Among Teachers and Principals in Meeting. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/40

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):

Carroll, Brian F. “Exploring the Perception of Self-Efficacy Among Teachers and Principals in Meeting.” 2011. Thesis, University of Vermont. Accessed October 16, 2019. https://scholarworks.uvm.edu/graddis/40.

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

MLA Handbook (7th Edition):

Carroll, Brian F. “Exploring the Perception of Self-Efficacy Among Teachers and Principals in Meeting.” 2011. Web. 16 Oct 2019.

Vancouver:

Carroll BF. Exploring the Perception of Self-Efficacy Among Teachers and Principals in Meeting. [Internet] [Thesis]. University of Vermont; 2011. [cited 2019 Oct 16]. Available from: https://scholarworks.uvm.edu/graddis/40.

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

Council of Science Editors:

Carroll BF. Exploring the Perception of Self-Efficacy Among Teachers and Principals in Meeting. [Thesis]. University of Vermont; 2011. Available from: https://scholarworks.uvm.edu/graddis/40

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


Kennesaw State University

27. Roth, Joel A. Making the Struggle Productive: Conceptualizing the Role and Impact of the Mathematics Teacher in Episodes of Productive Struggle.

Degree: Doctor of Education in Secondary Education, Education, 2019, Kennesaw State University

  Productive struggle is a necessary and important part of mathematics learning, occurring when students engage, grapple, and make sense of mathematical ideas and relationships… (more)

Subjects/Keywords: Productive Struggle; Mathematics Teachers; Teacher Response; Secondary Education

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APA (6th Edition):

Roth, J. A. (2019). Making the Struggle Productive: Conceptualizing the Role and Impact of the Mathematics Teacher in Episodes of Productive Struggle. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/seceddoc_etd/16

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):

Roth, Joel A. “Making the Struggle Productive: Conceptualizing the Role and Impact of the Mathematics Teacher in Episodes of Productive Struggle.” 2019. Thesis, Kennesaw State University. Accessed October 16, 2019. https://digitalcommons.kennesaw.edu/seceddoc_etd/16.

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

MLA Handbook (7th Edition):

Roth, Joel A. “Making the Struggle Productive: Conceptualizing the Role and Impact of the Mathematics Teacher in Episodes of Productive Struggle.” 2019. Web. 16 Oct 2019.

Vancouver:

Roth JA. Making the Struggle Productive: Conceptualizing the Role and Impact of the Mathematics Teacher in Episodes of Productive Struggle. [Internet] [Thesis]. Kennesaw State University; 2019. [cited 2019 Oct 16]. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/16.

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

Council of Science Editors:

Roth JA. Making the Struggle Productive: Conceptualizing the Role and Impact of the Mathematics Teacher in Episodes of Productive Struggle. [Thesis]. Kennesaw State University; 2019. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/16

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


Lehigh University

28. O'Donnell, Patricia L. The Implementation of Science Inquiry: A Mixed Methods Study of Pre-Service Traditional Teachers, Non-Traditional Teachers and Their Pre-Conceived Epistemological Beliefs.

Degree: EdD, Teaching, Learning, and Technology, 2011, Lehigh University

Subjects/Keywords: Beliefs; Inquiry; Non-Traditional Pre-service Teachers; Pre-Service Teachers; Education; Educational Methods

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

APA (6th Edition):

O'Donnell, P. L. (2011). The Implementation of Science Inquiry: A Mixed Methods Study of Pre-Service Traditional Teachers, Non-Traditional Teachers and Their Pre-Conceived Epistemological Beliefs. (Thesis). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/1354

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):

O'Donnell, Patricia L. “The Implementation of Science Inquiry: A Mixed Methods Study of Pre-Service Traditional Teachers, Non-Traditional Teachers and Their Pre-Conceived Epistemological Beliefs.” 2011. Thesis, Lehigh University. Accessed October 16, 2019. https://preserve.lehigh.edu/etd/1354.

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

MLA Handbook (7th Edition):

O'Donnell, Patricia L. “The Implementation of Science Inquiry: A Mixed Methods Study of Pre-Service Traditional Teachers, Non-Traditional Teachers and Their Pre-Conceived Epistemological Beliefs.” 2011. Web. 16 Oct 2019.

Vancouver:

O'Donnell PL. The Implementation of Science Inquiry: A Mixed Methods Study of Pre-Service Traditional Teachers, Non-Traditional Teachers and Their Pre-Conceived Epistemological Beliefs. [Internet] [Thesis]. Lehigh University; 2011. [cited 2019 Oct 16]. Available from: https://preserve.lehigh.edu/etd/1354.

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

Council of Science Editors:

O'Donnell PL. The Implementation of Science Inquiry: A Mixed Methods Study of Pre-Service Traditional Teachers, Non-Traditional Teachers and Their Pre-Conceived Epistemological Beliefs. [Thesis]. Lehigh University; 2011. Available from: https://preserve.lehigh.edu/etd/1354

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

29. Hirsch, Sally Emily. Understanding the Relationship Between Teacher and Organizational Intercultural Competency in International Schools: A Mixed Methods Study.

Degree: Doctor of Education (EdD), Leadership Studies, 2016, University of San Francisco

  The number of international schools and their student populations are increasing around the world. These schools are culturally diverse educational spaces, providing opportunities for… (more)

Subjects/Keywords: intercultural competency; international education; international schools; leadership; teachers; Education; Teacher Education and Professional Development

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APA (6th Edition):

Hirsch, S. E. (2016). Understanding the Relationship Between Teacher and Organizational Intercultural Competency in International Schools: A Mixed Methods Study. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/302

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):

Hirsch, Sally Emily. “Understanding the Relationship Between Teacher and Organizational Intercultural Competency in International Schools: A Mixed Methods Study.” 2016. Thesis, University of San Francisco. Accessed October 16, 2019. https://repository.usfca.edu/diss/302.

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

MLA Handbook (7th Edition):

Hirsch, Sally Emily. “Understanding the Relationship Between Teacher and Organizational Intercultural Competency in International Schools: A Mixed Methods Study.” 2016. Web. 16 Oct 2019.

Vancouver:

Hirsch SE. Understanding the Relationship Between Teacher and Organizational Intercultural Competency in International Schools: A Mixed Methods Study. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Oct 16]. Available from: https://repository.usfca.edu/diss/302.

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

Council of Science Editors:

Hirsch SE. Understanding the Relationship Between Teacher and Organizational Intercultural Competency in International Schools: A Mixed Methods Study. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/302

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

30. Harrison, Heidi M. Implicit Theories and Perceptions of Academic Changes Among Teachers in Lasallian Secondary Schools in the San Francisco New Orleans District.

Degree: Doctor of Education (EdD), Leadership Studies, 2016, University of San Francisco

  A central issue in education is whether teachers are preparing students to succeed and serve a rapidly changing world. In Catholic Lasallian schools, teachers(more)

Subjects/Keywords: Academic changes; Catholic education; Implicit Theories; Lasallian education; Mindset; Teachers; Educational Leadership

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

APA (6th Edition):

Harrison, H. M. (2016). Implicit Theories and Perceptions of Academic Changes Among Teachers in Lasallian Secondary Schools in the San Francisco New Orleans District. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/318

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):

Harrison, Heidi M. “Implicit Theories and Perceptions of Academic Changes Among Teachers in Lasallian Secondary Schools in the San Francisco New Orleans District.” 2016. Thesis, University of San Francisco. Accessed October 16, 2019. https://repository.usfca.edu/diss/318.

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

MLA Handbook (7th Edition):

Harrison, Heidi M. “Implicit Theories and Perceptions of Academic Changes Among Teachers in Lasallian Secondary Schools in the San Francisco New Orleans District.” 2016. Web. 16 Oct 2019.

Vancouver:

Harrison HM. Implicit Theories and Perceptions of Academic Changes Among Teachers in Lasallian Secondary Schools in the San Francisco New Orleans District. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Oct 16]. Available from: https://repository.usfca.edu/diss/318.

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

Council of Science Editors:

Harrison HM. Implicit Theories and Perceptions of Academic Changes Among Teachers in Lasallian Secondary Schools in the San Francisco New Orleans District. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/318

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

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