Dissertationen zum Thema „Teachers“
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Badali, Salvador John. „Seconded teachers as teacher educators“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0006/NQ34509.pdf.
Erickson, Stacy Johnson. „An examination of the relationship between professional development and teacher turnover /“. view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404348121&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 92-98). Also available for download via the World Wide Web; free to University of Oregon users.
Bishop, Judith E. „Teacher supervision of preservice teachers : a naturalistic study of teachers' professional development /“. Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7753.
Player, Daniel W. „Monetary and non-monetary returns to ability in the market for public school teachers /“. Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7505.
Zhang, Jizhi. „Teacher Education and Beginning Teachers' Teaching Practices:An Observational Study of First-year Teachers“. Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195283.
Kim, Taehyung. „Teachers' conceptual metaphors for mentoring“. Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1189012812.
Halladay, Patrick. „Mid-career changers an investigation of non-traditional entrants into teaching /“. Diss., Connect to online resource - MSU authorized users, 2008.
Title from PDF t.p. (viewed on July 8, 2009) Includes bibliographical references (p. 287-297). Also issued in print.
Corkery, Debra L. „Developmental practices for effective teacher evaluation /“. free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962515.
Kasperbauer, Holly Jo. „Student teachers' perceptions of important characteristics of cooperating teachers“. Texas A&M University, 2005. http://hdl.handle.net/1969.1/4372.
Pettway, Martha Lee Williams Spencer William Allen. „Novice teachers' assessment of their teacher education programs“. Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/PETTWAY_MARTHA_27.pdf.
Grider-Mehaffey, Alice A. „Teacher attitudes of principal leadership practices : teachers hired by the principal vs. teachers inherited“. Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272424.
Department of Educational Leadership
Holbert, Romena M. Garrett. „Student Teachers’ Perceptions of Cooperating Teachers as Teacher Educators: Development of Standards Based Scales“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292943698.
Çapa, Yesim. „Factors influencing first-year teachers' sense of efficacy“. The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1110229553.
Yalcin, Tugba. „Classroom Teachers And Teacher Educators'“. Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612167/index.pdf.
educational needs from the window of local characteristics of Kars, and classroom teachers&rsquo
needs with regard to the new elementary school curriculum. The data were collected from classroom teachers based on the responses they gave on a survey questionnaire and from interview data with teacher educators that was collected through a semi-structured interview form. Data gathered were analyzed utilizing content analysis method. The major findings of the study revealed the following about that the new elementary school curriculum: (1) active student understanding and common skills were mentioned
(2) its appropriateness to students&rsquo
level
(3) relevancy to students&rsquo
everyday life
(4) its comprehensiveness
and (5) variety that were somehow achieved. On the other hand, the findings also showed that there were problems with regard to the new elementary school curriculum: (1) lack of parental involvement to educational process in Kars
(2) over crowding of classrooms
(3) insufficient materials in schools
(4) insufficient in meeting local characteristics and conditions of Kars.
Klitsie, Clara. „Teacher conversations : what happens when teachers talk“. Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020081.
Helsby, Gill. „Educational reform, teachers' work and teacher professionalism“. Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310453.
Trejo-Guzman, Nelly Paulina. „The teacher self construction of language teachers“. Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/97914.
Hall, Megan Olivia. „Teacher Clarity Strategies of Highly Effective Teachers“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6572.
Denton, Eric Matthew. „Teachers' perceptions of how leadership styles and practices of principals influence their job satisfaction and retention“. Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
Stearns, Catherine L. „Student Teachers’ Changing Confidence in Teaching“. Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801883/.
Epps, Rebekah Barnes. „Cooperating Teacher Effectiveness as Perceived by Student Teachers and Cooperating Teachers in Ohio Agricultural Education“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280772093.
Slye, Gail Lynn. „The relationship between teacher empowerment and teacher satisfaction for novice and veteran teachers /“. free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946296.
Rodriguez, Caroline M. „Attitudes of teachers and teacher trainees towards faculty unionization /“. View online, 1988. http://repository.eiu.edu/theses/docs/32211998881742.pdf.
Wutke, Michael A. „Missouri new-teacher attrition : why are they leaving the profession? /“. free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164553.
Giacometti, Karen S. Myers. „Factors affecting job satisfaction and retention of beginning teachers /“. Blacksburg, Va. : University Libraries, Virginia Polytechnic Institute and State University, 2005. http://scholar.lib.vt.edu/theses/available/etd-11152005-172907/.
Lavigne, Alyson Leah. „Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching“. Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193771.
Lockman, Alison Schirmer. „Changes in teacher efficacy and beliefs during a one-year teacher preparation program“. Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1163188044.
Chan, Pui-wah. „A case study on the induction of novice expatriate English teachers in a caput secondary school“. Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17602002.
Groves, Katherine A. (Katherine Alice). „A Comparison of Teachers' Sense of Efficacy of Traditionally and Alternatively Certified First Year Teachers“. Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278702/.
Enow, Linda. „Teacher cognition : a study of secondary English teachers“. Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/66017/.
Kavanagh, Michael Christopher. „Teacher cognition among tertiary-level Chinese English teachers“. Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/42620.
Bibliography: p. 246-275.
Introduction -- The research context -- Literature review -- Research methodology -- Case study 1 (Lily) -- Case study 2 (Ailing) -- Case study 3 (Xinyu) -- Cross-case study -- Conclusions.
Teacher cognition studies are rare in the mainland Chinese context; they are also rare in other contexts similarly defined by common features such as non-native speaking language teachers, large classes, publicly-funded institutions, and mandated curricula or materials. This broadly qualitative investigation of three tertiary-level Chinese English teachers sought to elicit views and beliefs about language learning and teaching, their sources, and their links with classroom behaviour. A cyclical series of data collection (including autobiographical writing, interviews, lesson observations and stimulated-recall interviews, documentary data, and a group discussion) was employed to produce four linked studies: three individual case studies and a cross-case study. Interpretive data analysis, achieved through a process of constant comparison, was employed to reveal each teacher's views and beliefs. In order to ensure an emic perspective, each teacher's 'voice' is given prominence through the presentation of data. The interpretation of data suggests the importance of various levels of context to teachers' thinking, including the background Confucian approach to education, previous experiences as learners and teachers, and the situation the teachers encounter at both classroom and institutional levels.
Mode of access: World Wide Web.
275, [140] p. ill
Rawal, Shenila. „Teachers : an investigation into teacher quality and effectiveness“. Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020767/.
Van, Keulen Michael J. „Teachers' Pedagogical Responses to Teacher-Student Sociocultural Differences“. Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837378.
This study employed a model of basic qualitative research which explored teachers’ pedagogical responses to the unique cultural gaps they experienced in schools where most students were of minority cultural identity. Eight teachers who self-identified as majority culture identity formed the sample group for this study. Semistructured interviews were used to collect their insights regarding their pedagogical decision making they used with the students in the school where they were teaching. Additionally, teachers shared what they described were culturally responsive curriculum samples and then provided a reflection on how they implemented this curriculum. The data showed that these teachers understood the value of providing a culturally responsive pedagogy in their classrooms. Despite this, for numerous reasons, teachers struggled to develop and then apply culturally responsive pedagogy that aligned with models described in literature.
Moran, Kelly A. „Teacher Empowerment: School Administrators Leading Teachers to Lead“. Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1443197279.
Wyandt, Beth A. „Teachers' Dispositions toward the Ohio Teacher Evaluation System“. University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1459773952.
Ollison, Jacquelyn. „Improving Teacher Retention by Addressing Teachers' Compassion Fatigue“. Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3602.
McCollum, Irish Phaletta. „Beginning Teachers' Perceptions of a Teacher Mentoring Program“. ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/152.
McCray, Jr Harold Anthony. „Teachers' Perceptions of Factors that Influence Teacher Turnover“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4534.
Gunn, Kelly. „White Teachers/Black Classrooms: A Tale of Two Teachers“. University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275922987.
Gordon, Terry W. „Leadership characteristics of mentor teachers as perceived by mentor teachers/teacher leaders in the induction process /“. The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267024995135.
Lunn, Jillian Mary. „A Study on Teacher Professionalism and Teacher Leadership: The Teachers' Viewpoint“. The University of Waikato, 2006. http://hdl.handle.net/10289/2296.
Biggs, Amy M. „Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education“. Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747.
Goldstein, Alison. „Teachers' Perceptions of the Influence of Teacher Collaboration on Teacher Morale“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/223.
Caresio, Denise Ann Adler Susan A. „Teachers' perspectives of pedagogy in a learning community Critical Friends Group /“. Diss., UMK access, 2005.
"A dissertation in education and social sciences consortium." Advisor: Susan A. Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed May 31, 2006. Includes bibliographical references (leaves 174-195 ). Online version of the print edition.
Ivey, Hannah Worth. „An evaluation of a job embedded professional development program at Lincoln Academy“. View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/iveyh/hannahivey.pdf.
Johnston-Anderson, Natalie. „Teacher career trajectories and aspirations in context: A mixed methods study of second-stage teachers in New South Wales“. Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15549.
Bennett, Douglas Shields. „Teacher efficiency in the implementation of new curriculum supported by professional development /“. CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-09142007-115147/.
Price, Beverly Pearson Witte Maria Margarita. „Teacher perceptions of the impact of professional development and teacher-student relationships on school climate“. Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Price_Beverly_52.pdf.
Gardner, Robert D. „The development of a theoretical model to predict retention, turnover, and attrition of K-12 music teachers in the United States : an analysis of the Schools and staffing survey and Teacher followup survey (1999-2001) /“. Digitized version, 2006. http://hdl.handle.net/1802/5828.
Hooten, Dorleen Billman. „Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy“. Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84221/.