Dissertations / Theses on the topic 'Effective teaching practice'
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Paulmann, Greg. "Master teachers' critical practice and student learning strategies a case study in an urban school district /." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1263657018.
Full textTitle from PDF t.p. (viewed March 25, 2010). Advisor: Elizabeth Holloway, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2009."--from the title page. Includes bibliographical references (p. 171-175).
Flores, Muxí Maria del Carmen. "Identifying Effective CLIL Teaching Practice in Higher Education: A Case Study of Integrated Practices in Pre-Service Teacher Education." Doctoral thesis, Universitat Ramon Llull, 2018. http://hdl.handle.net/10803/650899.
Full textEsta tesis estudia los procesos de enseñanza y aprendizaje que tienen lugar en dos asignaturas CLIL impartidas en la Facultad de Psicología, Ciencias de la Educación y del Deporte Blanquerna, Universidad Ramon Llull. El estudio tiene como objetivo identificar la Práctica docente AICLE/CLIL efectiva (ECTP) en la formación inicial de los futuros maestros y evaluar cómo la enseñanza a través del AICLE/CLIL puede afectar la adquisición de contenido, del lenguaje específico de la asignatura y del conocimiento ECTP. Siguiendo un enfoque integrador, se ha buscado evidencia utilizando métodos cuantitativos y cualitativos, con datos recopilados sobre producto (rendimiento), proceso (práctica docente) y participantes (estudiantes y docentes). Mediante la revisión y análisis de la literatura, se ha especificado el concepto de ECTP y se ha diseñado y utilizado una herramienta de observación para explorar ECTP. Las percepciones de los estudiantes y los profesores han revelado estrategias y prácticas de enseñanza que se han identificado en esta tesis como ECTP. Los datos pueden llevar a confirmar que la enseñanza AICLE/CLIL afecta positivamente la adquisición de los contenidos y del lenguaje específico de la asignatura. Sin embargo, los datos también han descubierto algunos resultados contradictorios.
This thesis studies the teaching and learning processes taking place in two CLIL subjects taught at the Faculty of Psychology, Education and Sports Sciences Blanquerna, University Ramon Llull. Content and language integrated learning focuses on both language and non language content aims. The study aims to identify Effective CLIL Teaching Practice (ECTP) in pre-service Teacher Education and to assess how teaching through CLIL may affect the acquisition of content knowledge, of subject-specific language and of ECTP knowledge Following an integrative approach, evidence has been sought using quantitative and qualitative methods, with data gathered on product (performance), process (teaching practice) and participants (students and teachers). Through literature revision and analysis, the concept of ECTP has been specified and a tool for observation has been designed and used to explore ECTP. Perceptions from the students and the teachers have revealed strategies and teaching practices that have been identified in this thesis as ECTP. Data may lead to confirm that CLIL teaching positively affects the acquisition subject contents and of subject-specific language. However data have also uncovered some contradictory results.
Padden, Dawn H. "Effective school -wide discipline through Positive Behavior Supports: An analysis of current practice." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539618530.
Full textKyriakides, Elena. "Effective teaching of literacy in Cyprus : an investigation of the practice of Grade 1 teachers." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10018408/.
Full textHuang, Jo-Ying Angela. "Effective harp pedagogy - A Study of Techniques, Physical and Mental." Thesis, University of Canterbury. Centre for Fine Arts, Music and Theatre, 2011. http://hdl.handle.net/10092/6256.
Full textLiese, Anne Brackney. "Special Educators' Perceptions on Effective Preparation and Practice for Student Success." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4528.
Full textWickham, Barbara Martin. "Designing Effective Professional Development for Teaching Students in Poverty: Impact on Teacher Beliefs and Classroom Practice." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97519.
Full textDoctor of Education
Poverty has a consequential impact on student achievement. The No Child Left Behind Act and more recently the Every Student Succeeds Act required educators to close the achievement gap that exists for students from poverty. While this gap remains, high-poverty, high-achieving schools do exist. The purpose of this study was to discern the impact of practitioner-designed professional development (PD) on teacher beliefs about students from poverty. The study focused on the creation and implementation of PD designed to help teachers explore their beliefs, and investigated whether these beliefs changed after teachers received PD addressing teaching students from poverty. Findings from the study indicate that practitioner-designed PD can impact teachers' beliefs and lead to changes in their instructional practices. This research could provide guidance for school administrators and higher education leaders who seek to develop and implement PD that addresses teaching students in poverty.
Bossaer, John. "Four Strategies for Becoming a More Effective Educator – Part 3: Teaching Students to Think Critically." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7794.
Full textAbrahams, Byron. "Teachers’ experiences in implementing habits of mind which promote mathematics learners’ relational understanding, while operating within a community of practice." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2498.
Full textCurrent insights into the South African education crisis suggest that emphasis needs to be placed on developing teachers’ mathematical knowledge for teaching (MKfT) through ongoing professional development. Aiming to provide insight into teacher professional development, this research describes an initiative undertaken by a group of Mathematics teachers who formed a Community of Practice at their school. Through the implementation of Habits of Mind that promotes Relational Understanding, these teachers attempt to improve the teaching and learning of Mathematics at their school, and further their professional development. A qualitative phenomenological design of inquiry was conducted to describe the teachers’ experiences when implementing Habits of Mind in their teaching. Group interviews, individual interviews and documentary sources were used to gain a rich description of the lived experiences of these teachers during the research period. To analyse the data a combination of Giorgi’s phenomenological model and the interconnected model of professional growth was used. Results indicate three insights into teacher professional development: (1) Communities of Practice promote the sharing and development of MKfT though the mechanism of collaboration; (2) Teachers are challenged when implementing intervention strategies as firstly their learners are challenged in their literacy ability which limits their articulation in Mathematics lessons, and secondly they are faced with time constraints imposed by workload demands; (3) The attempt to implement intervention strategies within a Community of Practice, despite being challenging, encourages reflective practice which informs individuals’ professional practice and supports ongoing professional development.
Verst, Amy L. "Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195054.
Full textWheeler, John J. "Designing and Implementing Effective Social Skill Interventions for Learners with ASD: Applying the Evidence to Practice." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/267.
Full textDawson, David Bruce. "A case study in how theoretical concepts underlying integrated learning object-based instructional systems translate into effective practice." [Pensacola, Fla.] : University of West Florida, 2003. http://purl.fcla.edu/fcla/etd/WFE0000023.
Full textRansom, Whitney. "The Scholarship of Teaching: Contributing Factors to Improved Teaching Performance Among University Faculty Members." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2327.pdf.
Full textAl-Hinai, Nasser Said. "Effective college teaching and students’ ratings of teachers : what students think, what faculty believe, and what actual ratings show : implications for policy and practice in teaching quality assurance and control in higher education in Oman." Thesis, Durham University, 2011. http://etheses.dur.ac.uk/649/.
Full textCook, Whitt Katahdin Abigail. "A Structural Model of Elementary Teachers' Knowledge, Beliefs, and Practices for Next Generation Science Teaching." Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1469091648.
Full textLee, Toi-na Monique, and 李黛娜. "A study of the theory and practice of using the integrative and effective approach to the learning and teaching of Chinese characters to preschoolers = "You er zong he gao xiao shi zi fa" : li lun yu shi jian de yan jiu." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/212605.
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Education
Doctoral
Doctor of Philosophy
Ou, Chun-Ming. "The Dynamics Among Non-English Speaking Online Learners' Language Proficiency, Coping Mechanisms,and Cultural Intelligence: Implications for Effective Practice for Online Cross-cultural Collaboration." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1338383346.
Full textMcMurtry, Kim. "Effective Teaching Practices in Online Higher Education." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/372.
Full textKloock, Lois Gayle. "Direct teaching methods naturally practiced by effective and less effective teachers." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39749.
Full textEd. D.
Warnock, Teresa Georgeanne. "School System Improvement through Building Leadership, Adult Learning, and Capacity: A Consideration of Instructional Rounds as a Systemic Improvement Practice." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062801/.
Full textFarmer, Vickie L. "Effective teaching practices in the linguistically diverse university classroom /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7894.
Full textHollandsworth, Sue Ellen. "Best practices of National Board certified teachers and non-board certified teachers in grades one and two." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=640.
Full textHughes, Victoria M. "Teacher evaluation practices and teacher job satisfaction." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4468.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 2, 2007) Includes bibliographical references.
Paoletta, Toni Marie. "EXAMINING EFFECTIVE TEACHER PRACTICES IN HIGHER EDUCATION." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1588158069785567.
Full textPrice, Gaylene. "Scaffolding teacher learning : examining teacher practice and the professional development process of teachers with culturally and linguistically diverse (CLD) learners : a dissertation submitted to the College of Education, University of Canterbury at Christchurch in partial fulfilment of the requirement of the degree of Master of Teaching and Learning EDTL 904, University of Canterbury /." Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2682.
Full textReece, Virginia Elizabeth. "Using performance feedback to increase preservice teachers' effective practices teaching elementary students in small math intervention groups /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232419161&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 178-185). Also available for download via the World Wide Web; free to University of Oregon users.
Saturley, Margaret Hoffman. "Educators' Oral Histories of Tampa Bay Area Writing Project Involvement." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6141.
Full textDavidson, U. S. Baker Paul J. Lomeli Ramona A. "Exemplary teaching practices in high schools utilizing the block schedule." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006617.
Full textTitle from title page screen, viewed April 25, 2006. Dissertation Committee: Paul Baker, Ramona Lomeli (co-chairs), Dianne Ashby, Al Azinger. Includes bibliographical references (leaves 154-159) and abstract. Also available in print.
Sherretz, Christine Edwards. "Mindful teachers case studies of intermediate teachers and their mindful teaching practices /." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/fall2006/christine_e_sherretz/sherretz_christine_e_200608_edd.pdf.
Full text"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 105-113) and appendices.
Mpungose, Zanele Carol, M. S. Mabusela, and I. S. Kapueja. "Leadership practices that promote effective teaching and learning in the King Cetshwayo district." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1793.
Full textThe purpose of this study was to investigate the leadership practices that promote effective teaching and learning in primary schools in the King Cetshwayo District. The King Cetshwayo District was chosen, because it has both rural and urban schools, though rural schools are dominant. Both rural and urban schools in this district face the same disadvantages. This study was qualitative in nature and adopted structured interviews to investigate leadership practices that promote effective teaching and learning in the targeted area. The findings revealed that the principals as school leaders perceived leadership practices differently; this leads to huge differences in their leadership. The findings also confirmed that the school principals shared the same activities and practise differently, but for the same purpose of promoting effective teaching and learning in schools they lead. This study further revealed that school leaders need to work together and discuss the ways to overcome the challenges they face, in order to progress and prosper in their leadership practices. The following recommendations were made based on the findings from the interviews. The idea was to determine which leadership practices promote effective teaching and learning in the King Cetshwayo District. It is recommended that the school leaders should plan the workshops where they will gain knowledge regarding the effective practising of their roles effectively to promote teaching and learning in the schools they lead, the school leaders should attend academic meetings set to help them and understand curriculum matters.
Oberg, Timothy Chris. "Teacher voice : how the research-based practices of professional learning teams, implemented to address the challenges of standardization, validate teacher voice /." Connect to dissertation online, 2008.
Find full textMolloy, Melanie A. "Ways to implement the practices of the Met school into a traditional grade 3-5 classroom /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/MMolloyPartI2006.pdf.
Full textRodriguez, Migdalia Elizabeth. "Effective Pedagogical Practices in Online English Language Teacher Education." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/613241.
Full textTselentis, Colleen McDonald. "Effective teaching practices in a preschool music and movement program: An observational study." Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/291902.
Full textBrown, Catherine R. "Best practices for the English language learner and the special education student in the inclusive classroom." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/CBrown2006.pdf.
Full textBritton, Linda R. "The examination of the effects of peer coaching on the practices of pre-service teachers /." Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/brittonl/lindabritton.pdf.
Full textHall, Karen I. "Teaching for Equity and Justice| Methods and Best Practices of Effective Anti-bias Educators." Thesis, Webster University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13814340.
Full textThis study is the result of the researcher’s 25-year tenure in public education. That tenure developed a passion for disrupting racism and modeling social justice pedagogies to dismantle the barriers to educational equity in classrooms. The researcher wants to enact a vision of denouncing oppressive structures for students by positioning teachers to play a critical role in transforming society. The researcher contextualizes multicultural education, critical race theory, and social justice education to develop an overview of anti-bias teaching. Moreover, the researcher suggests the theoretical frames from multicultural education, critical race theory, and social justice education represent the underpinnings of anti-bias education.
Prejudice, bias, and stereotypes continue to exist in schools. For this reason, multicultural education and social justice education equip teachers with the strategies to recognize prejudice, bias, and stereotypes that create barriers to equitable education. This study will add to the growing field of educational research for equity-oriented teaching practices so school systems have the tools to dismantle inequities. The researcher’s study focuses on equity-centered approach through anti-bias teaching patterns of the 2016 Teaching Tolerance award-winning teachers.
What are the best practices and skills necessary for an anti-bias classroom setting? A study of the identified anti-bias 2016 award-winning educators from Teaching Tolerance program are the subjects of this research. The researcher’s goal is to identify patterns of teaching, and then compare these practices to Marilyn Cochran-Smith’s Six Principles of Social Justice. The outcome of the research will add to the growing educational equity work and provide teachers support needed to act in their classrooms for anti-bias education. Educators can transform and provide equitable teaching and learning for all students.
The design of the work is the case study. The researcher chose case study research because it allows the researcher to ask how and why questions. For the investigation, the case study method is the best fit for data collection and analysis. Moreover, case study design allows for description and narration in the research. This format will allow the reader to immerse him/herself in the lives of the teachers so they gain a better understanding of anti-bias educators.
Makoelle, Tsediso Michael. "Exploring teaching practices that are effective in promoting inclusion in South African secondary schools." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html.
Full textHutchings, Gregory C. Jr. "Effective teaching practices and teacher efficacy beliefs of International Baccalaureate Middle Years Programme teachers." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618531.
Full textBugler, Ann Kathleen. "Perceptions and practices of effective distance teaching a survey of faculty at Iowa State University /." [Ames, Iowa : Iowa State University], 2006.
Find full textUnobskey, Arthur. "Driving a Rigorous Analysis and Implementation of Effective Teaching Practices by Middle School Math Teachers." Thesis, Boston College, 2009. http://hdl.handle.net/2345/626.
Full textOften educational researchers believe that the way to get teacher groups to improve their own teaching is to have them work in groups, share common assessments, look at the results, and choose the approach of the teacher who achieved the most success. Teachers, however, often resist this approach to identifying a "best practice" because it creates a competitive climate in which one teacher will be identified as the best. Conversations about teaching, when they do occur, thus often remain superficial. Teachers most often say to each other that they respect each other's approach; when they do disagree, they focus briefly on ideological differences and then move on to another topic before identifying the specific instructional techniques that work. This dynamic persists in all schools, but particularly in high performing schools in which most students are succeeding, teachers choose to avoid these difficult conversations and thus avoid close examination of their practices. This study examines a leadership project that strove to draw teachers into fruitful conversations about best practice by diminishing competitiveness within the group. Rather than asking them to compare student performance on common assessments, and identify the teacher whose students did the best, the Principal/Researcher focused teachers on the goal of establishing a common approach to teaching certain math topics. In order to find this common approach, teachers had to examine their practices very closely, adopting some new ones but keeping the ones that worked. Rather than the work of one teacher, the "best practice" that the group members chose was a synthesis of strong teaching methods from all members of the group
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
Roy, Meagan. "Effective Practices for Teaching Learners with Autism Spectrum Disorders: Validation of a Program Assessment Tool." ScholarWorks @ UVM, 2010. http://scholarworks.uvm.edu/graddis/204.
Full textVan, Heerden Sene. "Newly qualified teachers ‘classroom practices as supported by initial teacher education." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2870.
Full textThe objective of initial teacher education is to prepare teachers to teach effectively in schools. The quality of schools of a country depends on the quality of teachers (Femin-nemser, 2001). Provision of good teachers is, thus, crucial for the quality of teaching in schools. This research seeks to explore newly qualified teachers experiences of learning to teach and how it supports their classroom practices. A mixed method study with an interpretivist emphasis was conducted with teachers, who were in their first year of teaching. Data generation ensued through questionnaires and discussions whereby only some aspects of these were used to complement the main data generation which was the focus groups. Pedagogic Content Knowledge is a knowledge base that allows teachers to effectively pass their content knowledge on to students. Drawing on existing literature, a conceptual framework was developed. The study used the content analysis method where data was categorised according to the themes. The findings show that the Newly Qualified Teachers found their Initial Teacher Education to have had both positive and negative influences on their classroom practices. The heavy administrative duties, adapting to school contexts, relationships with people of influence like lecturers during Initial Teacher Education and mentor teachers, teaching practice (which had the most profound influence on their classroom practice) and the professional knowledge and skills as taught during Initial Teacher Education all played a part in supporting the classroom practices of Newly Qualified Teachers. The implications for policy makers, initial teacher education providers and mentor teachers therefore suggest some adjustment to the structure of Initial Teacher Education programs that would enable improving the development of Pedagogic Content Knowledge including enhanced involvement of schools in Initial Teacher Education to support classroom practice of Newly Qualified Teachers.
Parsley, Kadie Lynn. "A Study of Effective Instructional Practices for Teaching Boys in All-Boys Independent Schools in Virginia." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103153.
Full textDoctor of Education
The purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. For the purposes of this study, the term "instructional practice" refers to a specific teaching method used in a lesson, unit of study, or assigned task that is effective. The participants could deem the practice effective for a variety of reasons, either measurable or immeasurable, including but not limited to a boy's performance level, behavior, engagement, attentiveness, motivation, and/or overall quality of work. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn.
Ouédraogo, Étienne. "Qualité de l'éducation au Burkina-Faso : efficacité des enseignements-apprentissages dans les classes des écoles primaires." Thesis, La Réunion, 2016. http://www.theses.fr/2016LARE0031/document.
Full textThe topic of this Thesis is at the crossroad between many topics of education sciences: pedagogy, didactics, psychology and small group sociology in order to illuminate what concerns « educational relationship in schools ». It focuses on the effectiveness of teaching-learning in fourth grade classes. This Research paper focuses especially on organizers who structure and determine teachers' class activities in Burkina Faso. Classrooms were the places where we collected our data in 2013. An exploratory survey led us to narrow our goal, limiting it to the classroom-interactions between the teacher and his pupils during an educational session, namely grammar class. Secondly, we created a body of data including interviews and comments through films the a sample of 12 teachers and 36 pupils. Then, we tried to find the dimensions of the three areas compared with pupils' and teachers' declarations. The method is the deductive one. The results tend to illustrate that the "educational organization" dominates, followed by "relationship atmosphere" and lastly the "didactic management". Our goal is to better understand teachers' practices in order to suggest actions to be conducted towards improving the quality of education
Coblentz, Chanda Rhodes. "Effective Educational Practices Regarding General Education Teachers and Inclusion of Students With Autism." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3242.
Full textBrown, Alan Victor. "Students' and Teachers' Perceptions of Effective Teaching in the Foreign Language Classroom: A Comparison of Ideals and Ratings." Diss., Tucson, Arizona : University of Arizona, 2006. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1701%5F1%5Fm.pdf&type=application/pdf.
Full textWallace, Tamara Katina. "Investigating the Influence of Race on the Teaching Philosophies and Practices of Effective Teachers of Diverse Students." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/30251.
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King, Laura. "TEACHING CHARACTERISTICS AND PRACTICES WHICH AFFECT LANGUAGE AND LITERACY DEVELOPMENT FOR STUDENTS WITH COMPLEX COMMUNICATION NE." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3600.
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Department of Child, Family and Community Sciences
Education
Exceptional Education
Nag, Anindita. "Teachers as Learners: Impacts of Graduate Teachers Education Programs? Features on In-Service Teachers? Practices." Thesis, North Dakota State University, 2017. https://hdl.handle.net/10365/28544.
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