Tesis sobre el tema "Teacher"
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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.
Texto completoLunn, Jillian Mary. "A Study on Teacher Professionalism and Teacher Leadership: The Teachers' Viewpoint". The University of Waikato, 2006. http://hdl.handle.net/10289/2296.
Texto completoBiggs, 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.
Texto completoGoldstein, Alison. "Teachers' Perceptions of the Influence of Teacher Collaboration on Teacher Morale". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/223.
Texto completoBarnes, Valerie Rose. "Transformative Learning and Teacher Beliefs: A Comparative Study of International Teacher Experiences". Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984215/.
Texto completoGlover, Philip George Anthony. "Examination influences on how teachers teach : a study of teacher talk". Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435744.
Texto completoGrudnoff, Alexandra Barbara. "Becoming a Teacher: An Investigation of the Transition from Student Teacher to Teacher". The University of Waikato, 2007. http://hdl.handle.net/10289/2647.
Texto completoLusty, M. G. F. "Teacher appraisal : teachers' perceptions of an LEA teacher appraisal scheme and its implementation". Thesis, Open University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292280.
Texto completoBriggs, Jane E. "Perceptions of Career and Technical Education Teachers about Teacher Mentoring and Teacher Retention". The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218574016.
Texto completoHuang, Yu-Ting. "Teacher efficacy and factors associated with teacher efficacy of secondary occupational foodservice teachers /". The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488191124571755.
Texto completoSlye, 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.
Texto completoLockman, 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.
Texto completoBanfield, Sara Richelle. "The effect of teacher misbehaviors on teacher credibility and affect". Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3098.
Texto completoDoughney, John F. Laney James Duke. "The relationship of teacher efficacy to teacher concerns and job-embedded professional development". [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9107.
Texto completoConstantine, Frances E. "Adjusting personal expectations: An analysis of early-career teacher narratives". Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/108052/1/Frances_Constantine_Thesis.pdf.
Texto completoKelley, Jerry D. "Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership". Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/eps_diss/70.
Texto completoToale, Mary C. "Teacher clarity and teacher misbehaviors relationships with students' affective learning and teacher credibility /". Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1940.
Texto completoTitle from document title page. Document formatted into pages; contains viii, 90 p. Vita. Includes abstract. Includes bibliographical references (p. 61-66).
Longfield, Judith. "Learning to teach teachers an ethnographic study of novice teacher education instructors /". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3206871.
Texto completoSource: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0081. Advisers: Mary B. McMullen; Jesse Goodman. "Title from dissertation home page (viewed Feb. 8, 2007)."
Pace, Charyl L. "The experiences of alternately certified teachers with teacher mentoring, teacher effectiveness, and student achievement". ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/821.
Texto completoJacob, Johnson Kulangara. "Teachers' Perceptions of a One-to-One Teacher Laptop Program and Teacher Technology Efficacy". ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7876.
Texto completoWright, Karen K. "An Examination of the Relationship Between Teacher Efficacy and Teacher Religiosity". Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33216/.
Texto completoYalcin, Tugba. "Classroom Teachers And Teacher Educators'". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612167/index.pdf.
Texto completoeducational 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.
Texto completoHelsby, Gill. "Educational reform, teachers' work and teacher professionalism". Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310453.
Texto completoTrejo-Guzman, Nelly Paulina. "The teacher self construction of language teachers". Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/97914.
Texto completoHall, Megan Olivia. "Teacher Clarity Strategies of Highly Effective Teachers". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6572.
Texto completoCorkery, 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.
Texto completoChang, Yueh-hsia. "The Pedagogical Content Knowledge of Teacher Educators: A Case Study in a Democratic Teacher Preparation Program". Ohio University / OhioLINK, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1122493565.
Texto completoSwortzel, Kirk A. "Agriculture Teacher Education: A Profile of Preservice Teacher Education Students, Teacher Educators, and Departments and Programs that Prepare Agricultural Education Teachers /". The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935125880847.
Texto completoTeater, Troy A. Lorsback Anthony L. "Development of teacher efficacy". Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128288.
Texto completoTitle from title page screen, viewed March 21, 2005. Dissertation Committee: Anthony L. Lorsbach (chair), Thomas P. Crumpler, Kathleen M. Crawford, Rosalyn Templeton. Includes bibliographical references (leaves 195-200) and abstract. Also available in print.
Edgar, Don Wayne. "Structured communication: effects on teaching efficacy of student teachers and student teacher - cooperating teacher relationships". Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/5975.
Texto completoPrice, 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.
Texto completoErickson, 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.
Texto completoTypescript. 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.
Weatherwax, Amanda Luke. "Becoming Teacher: How Teacher Subjects Are Made and Remade in Little Turtle High School's Teacher Academy". Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1271103334.
Texto completoWomack, Janet Leigh. "The Patterns and Possible Costs of Teacher Absenteeism: Are Teacher Absences an Indicator of Student Achievement?" Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/24821.
Texto completoEd. D.
Warmack, Michael. "The effectiveness of teacher certification programs as measured by student achievement and teacher attrition". To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
Texto completoEnow, Linda. "Teacher cognition : a study of secondary English teachers". Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/66017/.
Texto completoKavanagh, Michael Christopher. "Teacher cognition among tertiary-level Chinese English teachers". Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/42620.
Texto completoBibliography: 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
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.
Texto completoRawal, Shenila. "Teachers : an investigation into teacher quality and effectiveness". Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020767/.
Texto completoVan, Keulen Michael J. "Teachers' Pedagogical Responses to Teacher-Student Sociocultural Differences". Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837378.
Texto completoThis 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.
Texto completoWyandt, Beth A. "Teachers' Dispositions toward the Ohio Teacher Evaluation System". University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1459773952.
Texto completoOllison, Jacquelyn. "Improving Teacher Retention by Addressing Teachers' Compassion Fatigue". Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3602.
Texto completoMcCollum, Irish Phaletta. "Beginning Teachers' Perceptions of a Teacher Mentoring Program". ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/152.
Texto completoMcCray, Jr Harold Anthony. "Teachers' Perceptions of Factors that Influence Teacher Turnover". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4534.
Texto completoMalahy, Sandra. "Workplace bullying| Teacher-to-teacher". Thesis, Western Illinois University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739757.
Texto completoResearchers on bullying have given little attention to workplace bullying. This study examined the frequency among teacher-to-teacher bullying in the public school environment. From a sample of 318 teachers in 18 elementary, five high school, and three unit districts, rates of bullying were identified by three negative act sub-factors—work-related, person-related, and physically intimidating related bullying. Teacher demographics were utilized to determine if certain subsets of the population were more susceptible to bullying than others.
This study collected and analyzed data using a mixed-methods approach. Six questions were developed to address the purpose of the study and to provide the context within which data were gathered to answer the questions. The Negative Acts Questionnaire-Revised was utilized for the purpose of measuring exposure to bullying in the workplace. Six demographic questions preceded the 22 questions of the Negative Acts Questionnaire-Revised. One self-identifying question asked at the conclusion of the survey whether the participant identified as a bully, onlooker, or victim. The qualitative portion of the study examined laws as well as school district documents to determine how teachers were informed of anti-workplace bullying policies.
Statistical significance was found between teachers who had less than 10 years of teaching experience and teachers with 10-30 years of teaching experience for the work-related and person-related bullying. Teachers with graduate degrees reported higher frequency of encountering negative acts compared to teachers with bachelor degrees. The difference was found to be statistically significant in all three sub-factors. There were no significant statistical differences found with gender, age, grade level taught, or teaching experience for the physically intimidating sub-factor. One percent of the teachers (n = 3) perceived themselves as bullies; 72.6 percent of the teachers (n = 231) self-identified as onlookers; and 18.9 percent (n = 60), self-identified as a victim of bullying by another teacher. There are currently no federal or state laws; or Illinois School Codes that address workplace bullying. One school district of the 26 had anti-bullying workplace policy language. In this study, the highest frequency of encountering negative acts related to having your opinion ignored, or being ignored or excluded.
Irwin, Bartholomew. "Teacher Attitudes Toward Teacher Evaluation". Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/85527.
Texto completoEd. D.
Govinda, Ishwar Lingam y n/a. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji". Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20041021.131036.
Texto completoGovinda, Ishwar Lingam. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366112.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
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