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

Level: thesis

You searched for subject:(teachers ). Showing records 1 – 30 of 105 total matches.

[1] [2] [3] [4]

Search Limiters

Last 2 Years | English Only

Degrees

▼ Search Limiters


Purdue University

1. Wu, Margaret Elizabeth. Pregnancy in the Classroom.

Degree: MSEd, Curriculum & Instruction, 2015, Purdue University

 This study examines the lived experiences of four high school teachers who have taught while they were pregnant. The teachers’ experiences are contextualized within a… (more)

Subjects/Keywords: Abjection; Education; Pregnancy; Pregnant Teachers; Teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wu, M. E. (2015). Pregnancy in the Classroom. (Thesis). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_theses/1085

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

Chicago Manual of Style (16th Edition):

Wu, Margaret Elizabeth. “Pregnancy in the Classroom.” 2015. Thesis, Purdue University. Accessed October 14, 2019. https://docs.lib.purdue.edu/open_access_theses/1085.

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

MLA Handbook (7th Edition):

Wu, Margaret Elizabeth. “Pregnancy in the Classroom.” 2015. Web. 14 Oct 2019.

Vancouver:

Wu ME. Pregnancy in the Classroom. [Internet] [Thesis]. Purdue University; 2015. [cited 2019 Oct 14]. Available from: https://docs.lib.purdue.edu/open_access_theses/1085.

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

Council of Science Editors:

Wu ME. Pregnancy in the Classroom. [Thesis]. Purdue University; 2015. Available from: https://docs.lib.purdue.edu/open_access_theses/1085

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


University of Illinois – Urbana-Champaign

2. Barber, E.U. Ontario system of education.

Degree: M.L. (master's), Law, 1884, University of Illinois – Urbana-Champaign

Subjects/Keywords: Education; Teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Barber, E. U. (1884). Ontario system of education. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/91811

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):

Barber, E U. “Ontario system of education.” 1884. Thesis, University of Illinois – Urbana-Champaign. Accessed October 14, 2019. http://hdl.handle.net/2142/91811.

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

MLA Handbook (7th Edition):

Barber, E U. “Ontario system of education.” 1884. Web. 14 Oct 2019.

Vancouver:

Barber EU. Ontario system of education. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 1884. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/2142/91811.

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

Council of Science Editors:

Barber EU. Ontario system of education. [Thesis]. University of Illinois – Urbana-Champaign; 1884. Available from: http://hdl.handle.net/2142/91811

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


Purdue University

3. Sedberry, Tiffany Michelle. Listening To Teacher Voices: Using Narrative Inquiry To Understand The Lives Of Beginning, Experienced And Veteran Female English Teachers.

Degree: MSEd, Curriculum & Instruction, 2013, Purdue University

  Research shows that teacher retention is an issue of serious concern. Job dissatisfaction from personal and professional stressors is causing teachers at different experience… (more)

Subjects/Keywords: female teachers; teacher lives; teachers; education; english; language; Education; Women's Studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sedberry, T. M. (2013). Listening To Teacher Voices: Using Narrative Inquiry To Understand The Lives Of Beginning, Experienced And Veteran Female English Teachers. (Thesis). Purdue University. Retrieved from http://docs.lib.purdue.edu/open_access_theses/75

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):

Sedberry, Tiffany Michelle. “Listening To Teacher Voices: Using Narrative Inquiry To Understand The Lives Of Beginning, Experienced And Veteran Female English Teachers.” 2013. Thesis, Purdue University. Accessed October 14, 2019. http://docs.lib.purdue.edu/open_access_theses/75.

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

MLA Handbook (7th Edition):

Sedberry, Tiffany Michelle. “Listening To Teacher Voices: Using Narrative Inquiry To Understand The Lives Of Beginning, Experienced And Veteran Female English Teachers.” 2013. Web. 14 Oct 2019.

Vancouver:

Sedberry TM. Listening To Teacher Voices: Using Narrative Inquiry To Understand The Lives Of Beginning, Experienced And Veteran Female English Teachers. [Internet] [Thesis]. Purdue University; 2013. [cited 2019 Oct 14]. Available from: http://docs.lib.purdue.edu/open_access_theses/75.

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

Council of Science Editors:

Sedberry TM. Listening To Teacher Voices: Using Narrative Inquiry To Understand The Lives Of Beginning, Experienced And Veteran Female English Teachers. [Thesis]. Purdue University; 2013. Available from: http://docs.lib.purdue.edu/open_access_theses/75

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


SUNY College at Brockport

4. Marriott, Stephen T. The Effects of Training on Preservice Teachers using Computerized Systematic Observation.

Degree: MSEd, Kinesiology, Sport Studies and Physical Education, 2009, SUNY College at Brockport

  Although systematic observation software systems are being used in teacher preparation programs, research investigating the type and amount of training pre-service educators need to… (more)

Subjects/Keywords: Physical Education; pre-service teachers; teachers' training; Curriculum and Instruction; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Marriott, S. T. (2009). The Effects of Training on Preservice Teachers using Computerized Systematic Observation. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/pes_theses/7

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):

Marriott, Stephen T. “The Effects of Training on Preservice Teachers using Computerized Systematic Observation.” 2009. Thesis, SUNY College at Brockport. Accessed October 14, 2019. https://digitalcommons.brockport.edu/pes_theses/7.

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

MLA Handbook (7th Edition):

Marriott, Stephen T. “The Effects of Training on Preservice Teachers using Computerized Systematic Observation.” 2009. Web. 14 Oct 2019.

Vancouver:

Marriott ST. The Effects of Training on Preservice Teachers using Computerized Systematic Observation. [Internet] [Thesis]. SUNY College at Brockport; 2009. [cited 2019 Oct 14]. Available from: https://digitalcommons.brockport.edu/pes_theses/7.

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

Council of Science Editors:

Marriott ST. The Effects of Training on Preservice Teachers using Computerized Systematic Observation. [Thesis]. SUNY College at Brockport; 2009. Available from: https://digitalcommons.brockport.edu/pes_theses/7

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


University of Wisconsin – Milwaukee

5. Greunke, Shawna Christine. Developing the Identity of an Elementary General Music Teacher: Perspectives of Veteran Music Educators.

Degree: MM, Music, 2017, University of Wisconsin – Milwaukee

  Developing a teacher identity is an essential component for the career of an elementary general music educator. This study explored existing literature on teacher… (more)

Subjects/Keywords: Elementary Music; Master Teacher Mindset; Music Education; Novice Teachers; Teacher Identity; Veteran Teachers; Music Pedagogy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Greunke, S. C. (2017). Developing the Identity of an Elementary General Music Teacher: Perspectives of Veteran Music Educators. (Thesis). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1630

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):

Greunke, Shawna Christine. “Developing the Identity of an Elementary General Music Teacher: Perspectives of Veteran Music Educators.” 2017. Thesis, University of Wisconsin – Milwaukee. Accessed October 14, 2019. https://dc.uwm.edu/etd/1630.

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

MLA Handbook (7th Edition):

Greunke, Shawna Christine. “Developing the Identity of an Elementary General Music Teacher: Perspectives of Veteran Music Educators.” 2017. Web. 14 Oct 2019.

Vancouver:

Greunke SC. Developing the Identity of an Elementary General Music Teacher: Perspectives of Veteran Music Educators. [Internet] [Thesis]. University of Wisconsin – Milwaukee; 2017. [cited 2019 Oct 14]. Available from: https://dc.uwm.edu/etd/1630.

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

Council of Science Editors:

Greunke SC. Developing the Identity of an Elementary General Music Teacher: Perspectives of Veteran Music Educators. [Thesis]. University of Wisconsin – Milwaukee; 2017. Available from: https://dc.uwm.edu/etd/1630

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


Indiana University of Pennsylvania

6. Miri, Mir Abdullah. Integrating Writing Activities in the English Department Literature Courses at an Afghan University.

Degree: MA, English, 2016, Indiana University of Pennsylvania

  This qualitative study aimed to investigate the reported experiences five Afghan English language teachers regarding the integration of writing activities in literature courses at… (more)

Subjects/Keywords: Afghan context; Afghan English language teachers; Integrating writing activities; locally situated pedagogy; reported experiences of teachers; writing and literature

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Miri, M. A. (2016). Integrating Writing Activities in the English Department Literature Courses at an Afghan University. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1366

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):

Miri, Mir Abdullah. “Integrating Writing Activities in the English Department Literature Courses at an Afghan University.” 2016. Thesis, Indiana University of Pennsylvania. Accessed October 14, 2019. https://knowledge.library.iup.edu/etd/1366.

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

MLA Handbook (7th Edition):

Miri, Mir Abdullah. “Integrating Writing Activities in the English Department Literature Courses at an Afghan University.” 2016. Web. 14 Oct 2019.

Vancouver:

Miri MA. Integrating Writing Activities in the English Department Literature Courses at an Afghan University. [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2019 Oct 14]. Available from: https://knowledge.library.iup.edu/etd/1366.

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

Council of Science Editors:

Miri MA. Integrating Writing Activities in the English Department Literature Courses at an Afghan University. [Thesis]. Indiana University of Pennsylvania; 2016. Available from: https://knowledge.library.iup.edu/etd/1366

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


Georgia State University

7. Bennett, Dia. The Hidden Curriculum: A Narrative Study on Instructors’ Need to Understand the Behavior & Schooling of African American Youth of Low Socioeconomic Status.

Degree: MA, African-American Studies, 2017, Georgia State University

  The purpose of this study is to +understand the instructor perspective of their pedagogical approach to the needs of African American students of low… (more)

Subjects/Keywords: African American; Urban; Education; School; Socioeconomic Status; Class; Teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bennett, D. (2017). The Hidden Curriculum: A Narrative Study on Instructors’ Need to Understand the Behavior & Schooling of African American Youth of Low Socioeconomic Status. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/aas_theses/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):

Bennett, Dia. “The Hidden Curriculum: A Narrative Study on Instructors’ Need to Understand the Behavior & Schooling of African American Youth of Low Socioeconomic Status.” 2017. Thesis, Georgia State University. Accessed October 14, 2019. https://scholarworks.gsu.edu/aas_theses/40.

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

MLA Handbook (7th Edition):

Bennett, Dia. “The Hidden Curriculum: A Narrative Study on Instructors’ Need to Understand the Behavior & Schooling of African American Youth of Low Socioeconomic Status.” 2017. Web. 14 Oct 2019.

Vancouver:

Bennett D. The Hidden Curriculum: A Narrative Study on Instructors’ Need to Understand the Behavior & Schooling of African American Youth of Low Socioeconomic Status. [Internet] [Thesis]. Georgia State University; 2017. [cited 2019 Oct 14]. Available from: https://scholarworks.gsu.edu/aas_theses/40.

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

Council of Science Editors:

Bennett D. The Hidden Curriculum: A Narrative Study on Instructors’ Need to Understand the Behavior & Schooling of African American Youth of Low Socioeconomic Status. [Thesis]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/aas_theses/40

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


Georgia State University

8. Thornton, Letitia Y. Teaching Black Kids when Black Excellence isn't a Curriculum Priority - a Phenomenological Study.

Degree: MA, African-American Studies, 2017, Georgia State University

  This study examines the Culturally Relevant Pedagogy (CRP) strategies of culturally aware teachers who serve high populations of African American students. This study posits… (more)

Subjects/Keywords: African American; Cultural relevance; Pedagogy; Teachers; Strategy; Students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Thornton, L. Y. (2017). Teaching Black Kids when Black Excellence isn't a Curriculum Priority - a Phenomenological Study. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/aas_theses/46

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):

Thornton, Letitia Y. “Teaching Black Kids when Black Excellence isn't a Curriculum Priority - a Phenomenological Study.” 2017. Thesis, Georgia State University. Accessed October 14, 2019. https://scholarworks.gsu.edu/aas_theses/46.

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

MLA Handbook (7th Edition):

Thornton, Letitia Y. “Teaching Black Kids when Black Excellence isn't a Curriculum Priority - a Phenomenological Study.” 2017. Web. 14 Oct 2019.

Vancouver:

Thornton LY. Teaching Black Kids when Black Excellence isn't a Curriculum Priority - a Phenomenological Study. [Internet] [Thesis]. Georgia State University; 2017. [cited 2019 Oct 14]. Available from: https://scholarworks.gsu.edu/aas_theses/46.

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

Council of Science Editors:

Thornton LY. Teaching Black Kids when Black Excellence isn't a Curriculum Priority - a Phenomenological Study. [Thesis]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/aas_theses/46

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


California State University – San Bernardino

9. Hernandez, Rosio. THE LINK BETWEEN FOSTER YOUTH AND TEACHERS USING EMPOWERMENT: DO TRUSTING RELATIONSHIPS IMPROVE OUTCOMES?.

Degree: MSW, School of Social Work, 2017, California State University – San Bernardino

  This study presents findings on elementary teacher’s relationship with foster youth, whether teachers are able to use an empowerment approach to build trust and… (more)

Subjects/Keywords: foster children; teachers; trust; relationships; outcomes; Social Work

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hernandez, R. (2017). THE LINK BETWEEN FOSTER YOUTH AND TEACHERS USING EMPOWERMENT: DO TRUSTING RELATIONSHIPS IMPROVE OUTCOMES?. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/583

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):

Hernandez, Rosio. “THE LINK BETWEEN FOSTER YOUTH AND TEACHERS USING EMPOWERMENT: DO TRUSTING RELATIONSHIPS IMPROVE OUTCOMES?.” 2017. Thesis, California State University – San Bernardino. Accessed October 14, 2019. http://scholarworks.lib.csusb.edu/etd/583.

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

MLA Handbook (7th Edition):

Hernandez, Rosio. “THE LINK BETWEEN FOSTER YOUTH AND TEACHERS USING EMPOWERMENT: DO TRUSTING RELATIONSHIPS IMPROVE OUTCOMES?.” 2017. Web. 14 Oct 2019.

Vancouver:

Hernandez R. THE LINK BETWEEN FOSTER YOUTH AND TEACHERS USING EMPOWERMENT: DO TRUSTING RELATIONSHIPS IMPROVE OUTCOMES?. [Internet] [Thesis]. California State University – San Bernardino; 2017. [cited 2019 Oct 14]. Available from: http://scholarworks.lib.csusb.edu/etd/583.

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

Council of Science Editors:

Hernandez R. THE LINK BETWEEN FOSTER YOUTH AND TEACHERS USING EMPOWERMENT: DO TRUSTING RELATIONSHIPS IMPROVE OUTCOMES?. [Thesis]. California State University – San Bernardino; 2017. Available from: http://scholarworks.lib.csusb.edu/etd/583

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

10. Russell, Kamahl Taylor. Secondary teachers’ perceptions toward school leadership: A generational divide?.

Degree: Master of Education (Research) (MEd(Res)), 2017, Australian Catholic University

 There has been a diminishing pool of suitable candidates for school leadership positions in the Australian Catholic education sector. Currently, there are three major generational… (more)

Subjects/Keywords: generation; school leadership; secondary teachers; non-parametric tests; positivism; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Russell, K. T. (2017). Secondary teachers’ perceptions toward school leadership: A generational divide?. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/641

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):

Russell, Kamahl Taylor. “Secondary teachers’ perceptions toward school leadership: A generational divide?.” 2017. Thesis, Australian Catholic University. Accessed October 14, 2019. https://researchbank.acu.edu.au/theses/641.

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

MLA Handbook (7th Edition):

Russell, Kamahl Taylor. “Secondary teachers’ perceptions toward school leadership: A generational divide?.” 2017. Web. 14 Oct 2019.

Vancouver:

Russell KT. Secondary teachers’ perceptions toward school leadership: A generational divide?. [Internet] [Thesis]. Australian Catholic University; 2017. [cited 2019 Oct 14]. Available from: https://researchbank.acu.edu.au/theses/641.

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

Council of Science Editors:

Russell KT. Secondary teachers’ perceptions toward school leadership: A generational divide?. [Thesis]. Australian Catholic University; 2017. Available from: https://researchbank.acu.edu.au/theses/641

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


California State University – San Bernardino

11. Stark, Charles Henry. The impact of background variables on the philosophical transition of vocational teachers.

Degree: MAin Education, Education, 1994, California State University – San Bernardino

Subjects/Keywords: Vocational teachers  – California; Vocational teachers  – Social conditions  – California; Vocational teachers  – Certification; Vocational teachers  – Training of; Vocational Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Stark, C. H. (1994). The impact of background variables on the philosophical transition of vocational teachers. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/902

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):

Stark, Charles Henry. “The impact of background variables on the philosophical transition of vocational teachers.” 1994. Thesis, California State University – San Bernardino. Accessed October 14, 2019. http://scholarworks.lib.csusb.edu/etd-project/902.

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

MLA Handbook (7th Edition):

Stark, Charles Henry. “The impact of background variables on the philosophical transition of vocational teachers.” 1994. Web. 14 Oct 2019.

Vancouver:

Stark CH. The impact of background variables on the philosophical transition of vocational teachers. [Internet] [Thesis]. California State University – San Bernardino; 1994. [cited 2019 Oct 14]. Available from: http://scholarworks.lib.csusb.edu/etd-project/902.

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

Council of Science Editors:

Stark CH. The impact of background variables on the philosophical transition of vocational teachers. [Thesis]. California State University – San Bernardino; 1994. Available from: http://scholarworks.lib.csusb.edu/etd-project/902

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


SUNY College at Brockport

12. Gilmore, Jacquelyn. Groundbreaking Training: Providing Teachers with Extensive Mentor-based Technology Integration Support.

Degree: MSEd, Education and Human Development, 2011, SUNY College at Brockport

This research looks to show the effectiveness of the mentor based training progran1 for teachers and the teachers' ability to implement the technology as well as improve student achievement.

Subjects/Keywords: Teachers skill training; Instructional Technology; Model Classroom; mentoring; professional development; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gilmore, J. (2011). Groundbreaking Training: Providing Teachers with Extensive Mentor-based Technology Integration Support. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/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):

Gilmore, Jacquelyn. “Groundbreaking Training: Providing Teachers with Extensive Mentor-based Technology Integration Support.” 2011. Thesis, SUNY College at Brockport. Accessed October 14, 2019. https://digitalcommons.brockport.edu/ehd_theses/52.

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

MLA Handbook (7th Edition):

Gilmore, Jacquelyn. “Groundbreaking Training: Providing Teachers with Extensive Mentor-based Technology Integration Support.” 2011. Web. 14 Oct 2019.

Vancouver:

Gilmore J. Groundbreaking Training: Providing Teachers with Extensive Mentor-based Technology Integration Support. [Internet] [Thesis]. SUNY College at Brockport; 2011. [cited 2019 Oct 14]. Available from: https://digitalcommons.brockport.edu/ehd_theses/52.

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

Council of Science Editors:

Gilmore J. Groundbreaking Training: Providing Teachers with Extensive Mentor-based Technology Integration Support. [Thesis]. SUNY College at Brockport; 2011. Available from: https://digitalcommons.brockport.edu/ehd_theses/52

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


SUNY College at Brockport

13. Dettelis, Diana Marie. Relationships Between Teachers' Attitudes and Homework Practices in a Rural Public Middle School.

Degree: MSEd, Education and Human Development, 2010, SUNY College at Brockport

Based on the lack of prior research and inconsistency regarding teachers and homework, this study focuses on the teachers' influential decisions that pertain to homework. In the current study, the research question addressed is: What is the relationship between teachers' attitudes toward homework and their homework practices?

Subjects/Keywords: Teachers Attitudes; Effectiveness of homework; parents and homework; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dettelis, D. M. (2010). Relationships Between Teachers' Attitudes and Homework Practices in a Rural Public Middle School. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/53

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):

Dettelis, Diana Marie. “Relationships Between Teachers' Attitudes and Homework Practices in a Rural Public Middle School.” 2010. Thesis, SUNY College at Brockport. Accessed October 14, 2019. https://digitalcommons.brockport.edu/ehd_theses/53.

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

MLA Handbook (7th Edition):

Dettelis, Diana Marie. “Relationships Between Teachers' Attitudes and Homework Practices in a Rural Public Middle School.” 2010. Web. 14 Oct 2019.

Vancouver:

Dettelis DM. Relationships Between Teachers' Attitudes and Homework Practices in a Rural Public Middle School. [Internet] [Thesis]. SUNY College at Brockport; 2010. [cited 2019 Oct 14]. Available from: https://digitalcommons.brockport.edu/ehd_theses/53.

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

Council of Science Editors:

Dettelis DM. Relationships Between Teachers' Attitudes and Homework Practices in a Rural Public Middle School. [Thesis]. SUNY College at Brockport; 2010. Available from: https://digitalcommons.brockport.edu/ehd_theses/53

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


SUNY College at Brockport

14. Schepis, Stephanie. Students' and Teachers' Perceptions of a Basal Reading Program.

Degree: MSEd, Education and Human Development, 2013, SUNY College at Brockport

  The following research portrays both students' and teachers' perceptions of a basal reading program. The participants for this study are four teachers and approximately… (more)

Subjects/Keywords: Basal; Reading; Reading Program; Students' Perceptions; Teachers' Perceptions; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Schepis, S. (2013). Students' and Teachers' Perceptions of a Basal Reading Program. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/206

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):

Schepis, Stephanie. “Students' and Teachers' Perceptions of a Basal Reading Program.” 2013. Thesis, SUNY College at Brockport. Accessed October 14, 2019. https://digitalcommons.brockport.edu/ehd_theses/206.

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

MLA Handbook (7th Edition):

Schepis, Stephanie. “Students' and Teachers' Perceptions of a Basal Reading Program.” 2013. Web. 14 Oct 2019.

Vancouver:

Schepis S. Students' and Teachers' Perceptions of a Basal Reading Program. [Internet] [Thesis]. SUNY College at Brockport; 2013. [cited 2019 Oct 14]. Available from: https://digitalcommons.brockport.edu/ehd_theses/206.

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

Council of Science Editors:

Schepis S. Students' and Teachers' Perceptions of a Basal Reading Program. [Thesis]. SUNY College at Brockport; 2013. Available from: https://digitalcommons.brockport.edu/ehd_theses/206

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


SUNY College at Brockport

15. Gallup, Kathryn L. Teachers’ Perceptions of Classroom Management Factors that Contribute to Stress and Likeliness to Seek Consultation from School Counselors.

Degree: MSEd, Counselor Education, 2010, SUNY College at Brockport

 This manuscript examines the various factors that contribute to classroom teachers’ stress as they relate to classroom management, and their likeliness to seek consultation from… (more)

Subjects/Keywords: teachers; job stress; educational counseling; Student Counseling and Personnel Services

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gallup, K. L. (2010). Teachers’ Perceptions of Classroom Management Factors that Contribute to Stress and Likeliness to Seek Consultation from School Counselors. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/edc_theses/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):

Gallup, Kathryn L. “Teachers’ Perceptions of Classroom Management Factors that Contribute to Stress and Likeliness to Seek Consultation from School Counselors.” 2010. Thesis, SUNY College at Brockport. Accessed October 14, 2019. https://digitalcommons.brockport.edu/edc_theses/35.

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

MLA Handbook (7th Edition):

Gallup, Kathryn L. “Teachers’ Perceptions of Classroom Management Factors that Contribute to Stress and Likeliness to Seek Consultation from School Counselors.” 2010. Web. 14 Oct 2019.

Vancouver:

Gallup KL. Teachers’ Perceptions of Classroom Management Factors that Contribute to Stress and Likeliness to Seek Consultation from School Counselors. [Internet] [Thesis]. SUNY College at Brockport; 2010. [cited 2019 Oct 14]. Available from: https://digitalcommons.brockport.edu/edc_theses/35.

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

Council of Science Editors:

Gallup KL. Teachers’ Perceptions of Classroom Management Factors that Contribute to Stress and Likeliness to Seek Consultation from School Counselors. [Thesis]. SUNY College at Brockport; 2010. Available from: https://digitalcommons.brockport.edu/edc_theses/35

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


SUNY College at Brockport

16. Cieslak, Fabiana. Instructional Preferences in Aquatics for Children with Visual Impairments and Their Instructors.

Degree: MSEd, Kinesiology, Sport Studies and Physical Education, 2013, SUNY College at Brockport

  The aim of this study was to determine which instructional strategies athletes with visual impairments and their coaches would prefer during swimming classes. Thirteen… (more)

Subjects/Keywords: visual impairment; physical education; teachers; athletes; coaches; Education; Exercise Science; Kinesiology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cieslak, F. (2013). Instructional Preferences in Aquatics for Children with Visual Impairments and Their Instructors. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/pes_theses/12

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):

Cieslak, Fabiana. “Instructional Preferences in Aquatics for Children with Visual Impairments and Their Instructors.” 2013. Thesis, SUNY College at Brockport. Accessed October 14, 2019. https://digitalcommons.brockport.edu/pes_theses/12.

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

MLA Handbook (7th Edition):

Cieslak, Fabiana. “Instructional Preferences in Aquatics for Children with Visual Impairments and Their Instructors.” 2013. Web. 14 Oct 2019.

Vancouver:

Cieslak F. Instructional Preferences in Aquatics for Children with Visual Impairments and Their Instructors. [Internet] [Thesis]. SUNY College at Brockport; 2013. [cited 2019 Oct 14]. Available from: https://digitalcommons.brockport.edu/pes_theses/12.

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

Council of Science Editors:

Cieslak F. Instructional Preferences in Aquatics for Children with Visual Impairments and Their Instructors. [Thesis]. SUNY College at Brockport; 2013. Available from: https://digitalcommons.brockport.edu/pes_theses/12

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


Depaul University

17. Lueck, Micah David. Attracting and retaining teachers in a changing educational system.

Degree: Psychology, 2010, Depaul University

 This study explored a growing organizational literature which has suggested that the record levels of teacher defection that are currently costing American schools dearly in… (more)

Subjects/Keywords: teachers; turnover; organizational commitment; working conditions; mediated relationships

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lueck, M. D. (2010). Attracting and retaining teachers in a changing educational system. (Thesis). Depaul University. Retrieved from http://via.library.depaul.edu/etd/37

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):

Lueck, Micah David. “Attracting and retaining teachers in a changing educational system.” 2010. Thesis, Depaul University. Accessed October 14, 2019. http://via.library.depaul.edu/etd/37.

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

MLA Handbook (7th Edition):

Lueck, Micah David. “Attracting and retaining teachers in a changing educational system.” 2010. Web. 14 Oct 2019.

Vancouver:

Lueck MD. Attracting and retaining teachers in a changing educational system. [Internet] [Thesis]. Depaul University; 2010. [cited 2019 Oct 14]. Available from: http://via.library.depaul.edu/etd/37.

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

Council of Science Editors:

Lueck MD. Attracting and retaining teachers in a changing educational system. [Thesis]. Depaul University; 2010. Available from: http://via.library.depaul.edu/etd/37

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


North Carolina State University

18. Murray, Kathryn Anne. Georgia Agricultural Teachers' Perceived Ability to Balance Family and Career.

Degree: MS, Agricultural and Extension Education, 2010, North Carolina State University

 The purpose of this study was to examine the issue of career and family balance for Georgia agricultural teachers by gender. The research objectives included… (more)

Subjects/Keywords: Georgia; agricultural education; agricultural teachers; balance; spillover; career and family

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Murray, K. A. (2010). Georgia Agricultural Teachers' Perceived Ability to Balance Family and Career. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/6305

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):

Murray, Kathryn Anne. “Georgia Agricultural Teachers' Perceived Ability to Balance Family and Career.” 2010. Thesis, North Carolina State University. Accessed October 14, 2019. http://www.lib.ncsu.edu/resolver/1840.16/6305.

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

MLA Handbook (7th Edition):

Murray, Kathryn Anne. “Georgia Agricultural Teachers' Perceived Ability to Balance Family and Career.” 2010. Web. 14 Oct 2019.

Vancouver:

Murray KA. Georgia Agricultural Teachers' Perceived Ability to Balance Family and Career. [Internet] [Thesis]. North Carolina State University; 2010. [cited 2019 Oct 14]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6305.

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

Council of Science Editors:

Murray KA. Georgia Agricultural Teachers' Perceived Ability to Balance Family and Career. [Thesis]. North Carolina State University; 2010. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6305

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


North Carolina State University

19. Campbell, Matthew Paul. Mathematics Teachers and Professional Learning Communities: Understanding Professional Development in Collaborative Settings.

Degree: MS, Mathematics Education, 2009, North Carolina State University

 As a result of the recent increased emphasis on mathematics professional development (MPD), studies have attempted to identify a set of features that are commonly… (more)

Subjects/Keywords: mathematics teachers; professional learning communities; PLC; professional development; teacher collaboration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Campbell, M. P. (2009). Mathematics Teachers and Professional Learning Communities: Understanding Professional Development in Collaborative Settings. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/928

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):

Campbell, Matthew Paul. “Mathematics Teachers and Professional Learning Communities: Understanding Professional Development in Collaborative Settings.” 2009. Thesis, North Carolina State University. Accessed October 14, 2019. http://www.lib.ncsu.edu/resolver/1840.16/928.

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

MLA Handbook (7th Edition):

Campbell, Matthew Paul. “Mathematics Teachers and Professional Learning Communities: Understanding Professional Development in Collaborative Settings.” 2009. Web. 14 Oct 2019.

Vancouver:

Campbell MP. Mathematics Teachers and Professional Learning Communities: Understanding Professional Development in Collaborative Settings. [Internet] [Thesis]. North Carolina State University; 2009. [cited 2019 Oct 14]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/928.

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

Council of Science Editors:

Campbell MP. Mathematics Teachers and Professional Learning Communities: Understanding Professional Development in Collaborative Settings. [Thesis]. North Carolina State University; 2009. Available from: http://www.lib.ncsu.edu/resolver/1840.16/928

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


Purdue University

20. Herndon, Nicole E. Respiratory And Laryngeal Function In Teachers Pre- And Posta 1-Hour Vocal Loading Challenge.

Degree: MS, Agricultural and Biological Engineering, 2014, Purdue University

Teachers use their voice as a key part of their profession, often speaking at an increased loudness for multiple hours a day. This places… (more)

Subjects/Keywords: Health and environmental sciences; Laryngeal; Respiratory; Teachers; Vocal loading; Rehabilitation and Therapy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Herndon, N. E. (2014). Respiratory And Laryngeal Function In Teachers Pre- And Posta 1-Hour Vocal Loading Challenge. (Thesis). Purdue University. Retrieved from http://docs.lib.purdue.edu/open_access_theses/335

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):

Herndon, Nicole E. “Respiratory And Laryngeal Function In Teachers Pre- And Posta 1-Hour Vocal Loading Challenge.” 2014. Thesis, Purdue University. Accessed October 14, 2019. http://docs.lib.purdue.edu/open_access_theses/335.

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

MLA Handbook (7th Edition):

Herndon, Nicole E. “Respiratory And Laryngeal Function In Teachers Pre- And Posta 1-Hour Vocal Loading Challenge.” 2014. Web. 14 Oct 2019.

Vancouver:

Herndon NE. Respiratory And Laryngeal Function In Teachers Pre- And Posta 1-Hour Vocal Loading Challenge. [Internet] [Thesis]. Purdue University; 2014. [cited 2019 Oct 14]. Available from: http://docs.lib.purdue.edu/open_access_theses/335.

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

Council of Science Editors:

Herndon NE. Respiratory And Laryngeal Function In Teachers Pre- And Posta 1-Hour Vocal Loading Challenge. [Thesis]. Purdue University; 2014. Available from: http://docs.lib.purdue.edu/open_access_theses/335

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

21. Ely, Andra L. Teaching strategies to improve student perceptions of academic success: an approach toward immediacy.

Degree: MS, Communication Studies, 2012, Eastern Washington University

  "Teachers are integral portions of a student's ability to succeed in life. However, too often, many teachers do not take the time to develop… (more)

Subjects/Keywords: Effective teaching – Washington (State) – Cheney – Case studies; Teachers – Rating of; Academic achievement; Communication

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ely, A. L. (2012). Teaching strategies to improve student perceptions of academic success: an approach toward immediacy. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/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):

Ely, Andra L. “Teaching strategies to improve student perceptions of academic success: an approach toward immediacy.” 2012. Thesis, Eastern Washington University. Accessed October 14, 2019. http://dc.ewu.edu/theses/80.

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

MLA Handbook (7th Edition):

Ely, Andra L. “Teaching strategies to improve student perceptions of academic success: an approach toward immediacy.” 2012. Web. 14 Oct 2019.

Vancouver:

Ely AL. Teaching strategies to improve student perceptions of academic success: an approach toward immediacy. [Internet] [Thesis]. Eastern Washington University; 2012. [cited 2019 Oct 14]. Available from: http://dc.ewu.edu/theses/80.

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

Council of Science Editors:

Ely AL. Teaching strategies to improve student perceptions of academic success: an approach toward immediacy. [Thesis]. Eastern Washington University; 2012. Available from: http://dc.ewu.edu/theses/80

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


California State University – San Bernardino

22. Almethen, Mazen Abdurhman. SAUDI SPECIAL EDUCATION TEACHERS’ KNOWLEDGE, SKILLS, AND PROFESSIONAL DEVELOPMENT NEEDS OF ASSISTIVE TECHNOLOGY IN THE CLASSROOM.

Degree: MAin Education, Education, 2017, California State University – San Bernardino

  This project assesses Saudi Arabian special education teachers’ perceptions about their competencies and professional development needs on assistive technology (AT). The researcher developed an… (more)

Subjects/Keywords: Assistive Technology; Special education teachers; Students with disabilities; Education; Special Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Almethen, M. A. (2017). SAUDI SPECIAL EDUCATION TEACHERS’ KNOWLEDGE, SKILLS, AND PROFESSIONAL DEVELOPMENT NEEDS OF ASSISTIVE TECHNOLOGY IN THE CLASSROOM. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/448

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):

Almethen, Mazen Abdurhman. “SAUDI SPECIAL EDUCATION TEACHERS’ KNOWLEDGE, SKILLS, AND PROFESSIONAL DEVELOPMENT NEEDS OF ASSISTIVE TECHNOLOGY IN THE CLASSROOM.” 2017. Thesis, California State University – San Bernardino. Accessed October 14, 2019. http://scholarworks.lib.csusb.edu/etd/448.

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

MLA Handbook (7th Edition):

Almethen, Mazen Abdurhman. “SAUDI SPECIAL EDUCATION TEACHERS’ KNOWLEDGE, SKILLS, AND PROFESSIONAL DEVELOPMENT NEEDS OF ASSISTIVE TECHNOLOGY IN THE CLASSROOM.” 2017. Web. 14 Oct 2019.

Vancouver:

Almethen MA. SAUDI SPECIAL EDUCATION TEACHERS’ KNOWLEDGE, SKILLS, AND PROFESSIONAL DEVELOPMENT NEEDS OF ASSISTIVE TECHNOLOGY IN THE CLASSROOM. [Internet] [Thesis]. California State University – San Bernardino; 2017. [cited 2019 Oct 14]. Available from: http://scholarworks.lib.csusb.edu/etd/448.

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

Council of Science Editors:

Almethen MA. SAUDI SPECIAL EDUCATION TEACHERS’ KNOWLEDGE, SKILLS, AND PROFESSIONAL DEVELOPMENT NEEDS OF ASSISTIVE TECHNOLOGY IN THE CLASSROOM. [Thesis]. California State University – San Bernardino; 2017. Available from: http://scholarworks.lib.csusb.edu/etd/448

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


SUNY College at Brockport

23. Kyle, Sara J. Writing in Mathematics.

Degree: MSEd, Education and Human Development, 2010, SUNY College at Brockport

  Throughout the course of this study students will participate in a variety of different literacy activities. These activities are events where students will participate… (more)

Subjects/Keywords: Thesis 1956; Brockport Thesis Collection; Education; Mathematics; Elementary teachers; interdisciplinary approach in education; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kyle, S. J. (2010). Writing in Mathematics. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/152

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):

Kyle, Sara J. “Writing in Mathematics.” 2010. Thesis, SUNY College at Brockport. Accessed October 14, 2019. https://digitalcommons.brockport.edu/ehd_theses/152.

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

MLA Handbook (7th Edition):

Kyle, Sara J. “Writing in Mathematics.” 2010. Web. 14 Oct 2019.

Vancouver:

Kyle SJ. Writing in Mathematics. [Internet] [Thesis]. SUNY College at Brockport; 2010. [cited 2019 Oct 14]. Available from: https://digitalcommons.brockport.edu/ehd_theses/152.

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

Council of Science Editors:

Kyle SJ. Writing in Mathematics. [Thesis]. SUNY College at Brockport; 2010. Available from: https://digitalcommons.brockport.edu/ehd_theses/152

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


SUNY College at Brockport

24. Magar, Ashley L. Creating Personal Relationships With Students to Improve the Implementation and Planning of Writers Workshop in a Fourth Grade Classroom.

Degree: MSEd, Education and Human Development, 2014, SUNY College at Brockport

  This study investigates how personal, one on one student-teacher relationships influence the implementation and planning of writers workshop. This was a qualitative self -study.… (more)

Subjects/Keywords: student teacher relationships; students; teachers; relationships; writers workshop; fourth grade; grade four; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Magar, A. L. (2014). Creating Personal Relationships With Students to Improve the Implementation and Planning of Writers Workshop in a Fourth Grade Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/399

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):

Magar, Ashley L. “Creating Personal Relationships With Students to Improve the Implementation and Planning of Writers Workshop in a Fourth Grade Classroom.” 2014. Thesis, SUNY College at Brockport. Accessed October 14, 2019. https://digitalcommons.brockport.edu/ehd_theses/399.

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

MLA Handbook (7th Edition):

Magar, Ashley L. “Creating Personal Relationships With Students to Improve the Implementation and Planning of Writers Workshop in a Fourth Grade Classroom.” 2014. Web. 14 Oct 2019.

Vancouver:

Magar AL. Creating Personal Relationships With Students to Improve the Implementation and Planning of Writers Workshop in a Fourth Grade Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2014. [cited 2019 Oct 14]. Available from: https://digitalcommons.brockport.edu/ehd_theses/399.

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

Council of Science Editors:

Magar AL. Creating Personal Relationships With Students to Improve the Implementation and Planning of Writers Workshop in a Fourth Grade Classroom. [Thesis]. SUNY College at Brockport; 2014. Available from: https://digitalcommons.brockport.edu/ehd_theses/399

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


North Carolina State University

25. Bartley, April Young. Teacher Conceptions of Care and the Impact on Elementary School Students.

Degree: MS, Curriculum and Instruction, Elementary Education, 2007, North Carolina State University

Subjects/Keywords: care; culturally responsive teaching; caring teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bartley, A. Y. (2007). Teacher Conceptions of Care and the Impact on Elementary School Students. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/880

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):

Bartley, April Young. “Teacher Conceptions of Care and the Impact on Elementary School Students.” 2007. Thesis, North Carolina State University. Accessed October 14, 2019. http://www.lib.ncsu.edu/resolver/1840.16/880.

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

MLA Handbook (7th Edition):

Bartley, April Young. “Teacher Conceptions of Care and the Impact on Elementary School Students.” 2007. Web. 14 Oct 2019.

Vancouver:

Bartley AY. Teacher Conceptions of Care and the Impact on Elementary School Students. [Internet] [Thesis]. North Carolina State University; 2007. [cited 2019 Oct 14]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/880.

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

Council of Science Editors:

Bartley AY. Teacher Conceptions of Care and the Impact on Elementary School Students. [Thesis]. North Carolina State University; 2007. Available from: http://www.lib.ncsu.edu/resolver/1840.16/880

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


California State University – San Bernardino

26. Young, Susan Amanda. A faculty technology training program for the teachers of Washington Charter School.

Degree: MAin Education, Education, 1997, California State University – San Bernardino

Subjects/Keywords: Washington Charter School (Palm Desert); Teachers  – Training of; Technical education teachers; College teachers; Technological forecasting; Instructional Media Design

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Young, S. A. (1997). A faculty technology training program for the teachers of Washington Charter School. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1535

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):

Young, Susan Amanda. “A faculty technology training program for the teachers of Washington Charter School.” 1997. Thesis, California State University – San Bernardino. Accessed October 14, 2019. http://scholarworks.lib.csusb.edu/etd-project/1535.

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

MLA Handbook (7th Edition):

Young, Susan Amanda. “A faculty technology training program for the teachers of Washington Charter School.” 1997. Web. 14 Oct 2019.

Vancouver:

Young SA. A faculty technology training program for the teachers of Washington Charter School. [Internet] [Thesis]. California State University – San Bernardino; 1997. [cited 2019 Oct 14]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1535.

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

Council of Science Editors:

Young SA. A faculty technology training program for the teachers of Washington Charter School. [Thesis]. California State University – San Bernardino; 1997. Available from: http://scholarworks.lib.csusb.edu/etd-project/1535

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


Georgia State University

27. Kucelin, Ana. Teacher Practices, Attitudes, and Perceptions About the Decatur Farm to School Program.

Degree: MS, Nutrition, 2011, Georgia State University

  Purpose: Farm to School (F2S) Programs are increasing in number across the United States, yet research on teachers’ perceptions and practices about F2S is… (more)

Subjects/Keywords: farm to school; teachers' perceptions; teachers' farm to school practices; Decatur Farm to School Program; City Schools of Decatur teachers' attitudes about farm to school; diffusion theory; diffusion theory and farm to school; Nutrition

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kucelin, A. (2011). Teacher Practices, Attitudes, and Perceptions About the Decatur Farm to School Program. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/nutrition_theses/11

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):

Kucelin, Ana. “Teacher Practices, Attitudes, and Perceptions About the Decatur Farm to School Program.” 2011. Thesis, Georgia State University. Accessed October 14, 2019. https://scholarworks.gsu.edu/nutrition_theses/11.

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

MLA Handbook (7th Edition):

Kucelin, Ana. “Teacher Practices, Attitudes, and Perceptions About the Decatur Farm to School Program.” 2011. Web. 14 Oct 2019.

Vancouver:

Kucelin A. Teacher Practices, Attitudes, and Perceptions About the Decatur Farm to School Program. [Internet] [Thesis]. Georgia State University; 2011. [cited 2019 Oct 14]. Available from: https://scholarworks.gsu.edu/nutrition_theses/11.

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

Council of Science Editors:

Kucelin A. Teacher Practices, Attitudes, and Perceptions About the Decatur Farm to School Program. [Thesis]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/nutrition_theses/11

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


California State University – San Bernardino

28. Davis, Victor Corey. Impact of minimum hiring requirements (AB 1725) on the recruitment and employment of community college vocational and technical teachers in California.

Degree: MAin Education, Education, 1995, California State University – San Bernardino

Subjects/Keywords: College teachers  – California  – Selection and appointment; Vocational teachers  – Training of; Vocational teachers  – In-service training; Vocational education  – Administration; Analysis of variance; Vocational Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Davis, V. C. (1995). Impact of minimum hiring requirements (AB 1725) on the recruitment and employment of community college vocational and technical teachers in California. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1038

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):

Davis, Victor Corey. “Impact of minimum hiring requirements (AB 1725) on the recruitment and employment of community college vocational and technical teachers in California.” 1995. Thesis, California State University – San Bernardino. Accessed October 14, 2019. http://scholarworks.lib.csusb.edu/etd-project/1038.

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

MLA Handbook (7th Edition):

Davis, Victor Corey. “Impact of minimum hiring requirements (AB 1725) on the recruitment and employment of community college vocational and technical teachers in California.” 1995. Web. 14 Oct 2019.

Vancouver:

Davis VC. Impact of minimum hiring requirements (AB 1725) on the recruitment and employment of community college vocational and technical teachers in California. [Internet] [Thesis]. California State University – San Bernardino; 1995. [cited 2019 Oct 14]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1038.

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

Council of Science Editors:

Davis VC. Impact of minimum hiring requirements (AB 1725) on the recruitment and employment of community college vocational and technical teachers in California. [Thesis]. California State University – San Bernardino; 1995. Available from: http://scholarworks.lib.csusb.edu/etd-project/1038

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

29. Adebajo, Simileoluwa. Incentives and Teacher Effort: Evidence from Lagos, Nigeria.

Degree: MSIDEC, Economics, 2018, University of San Francisco

  According to recent research (Hattie, 2003), teachers contribute to around 30% of the overall variation in student achievement and success – more than any… (more)

Subjects/Keywords: Incentives; teachers; nigeria; education; students; learning; Education; Educational Assessment, Evaluation, and Research; International and Comparative Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Adebajo, S. (2018). Incentives and Teacher Effort: Evidence from Lagos, Nigeria. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/thes/1058

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):

Adebajo, Simileoluwa. “Incentives and Teacher Effort: Evidence from Lagos, Nigeria.” 2018. Thesis, University of San Francisco. Accessed October 14, 2019. https://repository.usfca.edu/thes/1058.

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

MLA Handbook (7th Edition):

Adebajo, Simileoluwa. “Incentives and Teacher Effort: Evidence from Lagos, Nigeria.” 2018. Web. 14 Oct 2019.

Vancouver:

Adebajo S. Incentives and Teacher Effort: Evidence from Lagos, Nigeria. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Oct 14]. Available from: https://repository.usfca.edu/thes/1058.

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

Council of Science Editors:

Adebajo S. Incentives and Teacher Effort: Evidence from Lagos, Nigeria. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/thes/1058

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

30. Aitken, Yvonne. Student participation in course evaluations: a comparison within degree levels.

Degree: MS, Dental Hygiene, 2013, Eastern Washington University

  "Purpose. Identifying participation motivation within degree levels may offer insight and improve Course Evaluations (CEs) effectiveness. Problem Statement. CEs have been used widely in… (more)

Subjects/Keywords: Student evaluation of curriculum – Washington (State) – Spokane; Student evaluation of teachers – Washington (State) – Spokane; College students – Washington (State) – Spokane – Attitudes; Dentistry

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Aitken, Y. (2013). Student participation in course evaluations: a comparison within degree levels. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/125

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):

Aitken, Yvonne. “Student participation in course evaluations: a comparison within degree levels.” 2013. Thesis, Eastern Washington University. Accessed October 14, 2019. http://dc.ewu.edu/theses/125.

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

MLA Handbook (7th Edition):

Aitken, Yvonne. “Student participation in course evaluations: a comparison within degree levels.” 2013. Web. 14 Oct 2019.

Vancouver:

Aitken Y. Student participation in course evaluations: a comparison within degree levels. [Internet] [Thesis]. Eastern Washington University; 2013. [cited 2019 Oct 14]. Available from: http://dc.ewu.edu/theses/125.

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

Council of Science Editors:

Aitken Y. Student participation in course evaluations: a comparison within degree levels. [Thesis]. Eastern Washington University; 2013. Available from: http://dc.ewu.edu/theses/125

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

[1] [2] [3] [4]

.