Rozprawy doktorskie na temat „Teacher training”
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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.
Pełny tekst źródłaBrown, Christopher J. "Filial Therapy Training with Undergraduate Teacher Trainees; Child-Teacher Relationship Training". Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2538/.
Pełny tekst źródłaLusty, 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.
Pełny tekst źródłaHelsby, Gill. "Educational reform, teachers' work and teacher professionalism". Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310453.
Pełny tekst źródłaLindberg, J. Ola, i Anders D. Olofsson. "Training teachers through technology : A case study of a distance-based teacher training programme". Doctoral thesis, Umeå universitet, Pedagogik, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-626.
Pełny tekst źródłaLindberg, J. Ola Olofsson Anders D. "Training teachers through technology : a case study of a distance-based teacher training programme /". Umeå : Department of Education, Umeå University, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-626.
Pełny tekst źródłaMills, Jeanette Marie. "What are the issues involved in using e-portfolios as a pedagogical tool?" Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/312429.
Pełny tekst źródłaBarron, Elaine Bernadette. "Primary headteachers' perceptions of training teachers fit to practise within changing landscapes of teacher training". Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/621834.
Pełny tekst źródłaBarnes, 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/.
Pełny tekst źródłaLewis, Derek. "Teacher appraisal : secondary teachers' reactions to issues and schemes". Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252736.
Pełny tekst źródłaSegall, Avner. "Disturbing practice : reading and writing (social studies) teacher education as text". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/NQ46419.pdf.
Pełny tekst źródłaLongfield, 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.
Pełny tekst źródłaSource: 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)."
Luik, Piret. "A Novice Teacher's Shoebox: A Volunteer EFL Teacher Training Curriculum". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3595.
Pełny tekst źródłaShamaly, John J. Jr. "The Effects of Teacher Training vs. Teacher and Parent Training on the Aggressive Behavior of Preschoolers". DigitalCommons@USU, 1988. https://digitalcommons.usu.edu/etd/5962.
Pełny tekst źródłaJofili, Zelia Maria Soares. "Fostering teachers' critical thinking : some paths to teacher development programmes". Thesis, Roehampton University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336986.
Pełny tekst źródłaUdofot, M. "A teacher education proramme for Nigerian junior secondary school teachers". Thesis, University of Bristol, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356251.
Pełny tekst źródłaAlmon, Holly C. "The Effects of Workshop Training and Coaching on the Acquisition and Generalization of Teaching Skills". Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4442/.
Pełny tekst źródłaFox, Emily E. "Traumatic Brain Injury: Teacher Training Programs and Teacher Candidate Knowledge". University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311003996.
Pełny tekst źródłaYoung, Danielle Marie. "Program Evaluation of Behavior Management Training for Preschool Teachers: Teacher Outcomes". TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1440.
Pełny tekst źródłaSweetingham, Pauline Margaret. "Class teacher - support teacher relationships in secondary schools". Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300064.
Pełny tekst źródłaSteele, Kristi. "Differentiated teacher training for differentiated instruction". [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/KSteele2006.pdf.
Pełny tekst źródłaOzad, Bahire. "The reflective model of teacher training:". Thesis, University of Manchester, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489331.
Pełny tekst źródłaKaratepe, Cigdem. "Teaching pragmalinguistics in teacher training programmes". Thesis, University of Liverpool, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367232.
Pełny tekst źródłaBostock, John Raymond. "Conceptualising teacher education in professional training". Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/313187/.
Pełny tekst źródłaBraithwaite, Bruce B. "Brazilian teacher/child evangelist training manual". Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
Pełny tekst źródłaIncludes Portuguese text of the manual, "O Professor-Evangelista de Crianças," and the English translation, "The Children's Evangelist-Teacher." Includes bibliographical references (leaves 120-126).
Matei, Speranta-Gabriela. "Student teachers as researchers : an inquiry-oriented approach to initial teacher education". Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269853.
Pełny tekst źródłaMARKS, MELISSA J. "FROM COURSEWORK TO CLASSROOM: A QUALITATIVE STUDY ON THE INFLUENCE OF PRESERVICE SOCIALIZATION". University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022625173.
Pełny tekst źródłaPope, D. "Conceptions of subject knowledge in primary initial teacher training : the perspectives of student teachers and teacher educators". Thesis, Liverpool John Moores University, 2017. http://researchonline.ljmu.ac.uk/5762/.
Pełny tekst źródła馬天民 i Tian-min Maggie Ma. "Teacher education curriculum and social transition: English teacher training in Shanghai". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960376.
Pełny tekst źródłaAbdullah, Umar. "Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572.
Pełny tekst źródłaMa, Tian-min Maggie. "Teacher education curriculum and social transition : English teacher training in Shanghai /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20136705.
Pełny tekst źródłaThayne, Shelby Werner. "Facilitating Language Learner Motivation: Teacher Motivational Practice and Teacher Motivational Training". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4026.
Pełny tekst źródłaEllefson, Bryan A., i University of Lethbridge Faculty of Education. "Teacher-directed professional development". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/54.
Pełny tekst źródła174 leaves ; 29 cm.
Daytner, Gary Thomas. "The decision to teach and the development of perceived competence and teacher efficacy among teacher candidates". [Bloomington, Ind.] : Indiana University, 2005. 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:3183920.
Pełny tekst źródłaChung, Chih-Hung. "Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs". Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799534/.
Pełny tekst źródłaLETA, MARIA MASELLO. "RELATIONS BETWEEN TEACHERS AND WRITING: A STUDY IN TWO SCHOOLS TEACHER TRAINING". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2002. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=3832@1.
Pełny tekst źródłaA clareza quanto à importância da escrita na formação dos professores, aliada ao fato de que a escrita é um tema recente de investigação, contribuíram para a definição do objeto de estudo desta tese: investigar as relações de professores com a escrita. No primeiro momento, são discutidas questões teóricas que buscam maior compreensão dessa problemática em torno da escrita e sua dimensão formadora., dialogando, especialmente, com os pensadores Mikhail Bakhtin e Roland Barthes, e suas concepções de língua, linguagem, escrita. A pesquisa de campo foi realizada em duas escolas de formação, públicas, estaduais - antigas escolas normais. Como estratégias metodológicas foram utilizadas observações de aulas, entrevistas, questionários e análise de documentos. A comparação entre essas fontes de dados, a busca de convergências e dissonâncias, à luz da base teórica estudada, permitiram no segundo momento, apresentar o cenário e seus atores e quem são os professores das escolas de formação, sem ignorar suas condições de produção. No terceiro momento, rastreando o espaço discursivo, são apresentadas as relações dos professores das escolas de formação com a escrita e suas concepções e sentidos de língua, linguagem e escrita. Estas apontaram para a predominância da linguagem como habilidade mecânica e como escritacópia. Esse estudo conduziu a reflexões sobre a necessidade da (re)dimensão dos cursos das escolas de formação, aqui incluídos os dos Institutos Superiores de Educação bem como os cursos de licenciatura, onde a escrita, independente das disciplinas que a tomam como - matéria - ou - conteúdo -,deve ser tratada essencialmente em sua dimensão formadora, escrita como experiência, produtora de sentidos, que constitui o sujeito- leitor-escritor crítico, transformador.
The clarity in the importance of the writing in the formation of teachers and the writing as a recent subject of investigation had contributed for the definition of the object of study of this thesis: to investigate the relations of teachers with the writing. In first place, theoretical questions are discussed to search greater understanding of this problematic around the writing and its dimension, by dialoguing, especially with the thinkers Mikhail Bakhtin and Roland Barthes, and their conceptions of language and writing. The field research was carried through in two state schools of formation, old teachers chools. Comments of lessons, interviews, questionnaires and analysis of documents had been used as methodological strategies. The matching between these sources of data, the search for convergences, under the light of the studied theoretical base, had allowed, in second place, to present the scene and its actors and who are the teachers of the formation schools, without ignoring their conditions of production. In the third place, tracing the discursive space, the relations between the teachers of the formation schools with the writing and their conceptions and feelings of language are presented. These had pointed to the predominance of the language as mechanic ability and as writing-copy. This study had led to reflections on the necessity of the (re)design of the courses in the schools of formation, where the writing, independent of the subjects taken as content
Henley, Michael J. "Teacher appraisal and its management : a study of the perspectives of teachers". Thesis, University of Leicester, 1992. http://hdl.handle.net/2381/35644.
Pełny tekst źródłaChang, Chien-Ni. "How did the OSU M.Ed. program prepare teachers to be multiculturally competent?" Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124218490.
Pełny tekst źródłaTitle from first page of PDF file. Document formatted into pages; contains xi, 227 p.; also includes graphics (some col.). Includes bibliographical references (p. 208-221). Available online via OhioLINK's ETD Center
Richards, Gates. "Teacher training for medical students and residents". [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:126.
Pełny tekst źródłaErickson, Leann. "Teacher Perceptions to Response to Intervention Training". Thesis, Minot State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10687011.
Pełny tekst źródłaThe purpose of this study is to examine the degree which teachers have implemented the CHAMPS program within a rural Midwestern School and the effect it is having on student behavior. It examines data received through an on line survey through Survey Monkey to teachers at the elementary, intermediate and high school levels and School Wide Information System (SWIS), an electronic referral system for recording noncompliant student behaviors. The survey had four sections covering demographics, perceptions and trainings of CHAMPs, the use of CHAMPs strategies, and teacher perception of the effects on student behavior. The results indicated that almost 30% of the teachers had not received an overview of RTI and almost 40% had not had CHAMPs training and less than 30% had received training on using the SWIS reports. The elementary and the intermediate teachers have a higher percentage using CHAMPs while the majority of the high school teachers do not. The majority of the teachers indicate there has been no change in student behavior. For any form of RTI including CHAMPs to succeed, it requires administrative support, fidelity, training, accountability, and a communication with a common vocabulary. The data of this study indicates that more training should occur in understanding RTI, implementing CHAMPs and using SWIS referral forms.
Crozier-Smith, Derwyn Frank Percy. "The beginning teacher/principal relationship as a factor in teacher induction". Thesis, Anglia Ruskin University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321412.
Pełny tekst źródłaSuell, Jo Lynn. "Traditional and alternative teacher training programs a comparison of perceptions of training and retention of first-year teachers /". [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000051.
Pełny tekst źródłaHedges, John. "Becoming a teacher in Ghana : a study of newly qualified teachers in Central Region, Ghana". Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247993.
Pełny tekst źródłaKim, Taehyung. "Teachers' conceptual metaphors for mentoring". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1189012812.
Pełny tekst źródłaSchiller, Marjorie Ann. "An interpretive study of teacher change during staff development with teachers of special education". Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185324.
Pełny tekst źródłaHur, Jung Won. "Understanding teacher participation in online communities why do teachers want to participate in online communities of teachers? /". [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278232.
Pełny tekst źródłaSource: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3812. Adviser: Thomas A. Brush. Title from dissertation home page (viewed May 8, 2008).
Baverstock-Angelus, Deborah. "Using teacher narratives for reflection, representation and reforms in teacher training programmes". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39038.pdf.
Pełny tekst źródłaKretz, Heidi Scott. "Teacher perceptions of gender bias in education and recommendations for teacher training". Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007kretzh.pdf.
Pełny tekst źródłaSaii, Mohammad Zaman. "LIBRARY USE IN AFGHAN TEACHER TRAINING COLLEGES : Reading Culture among Teacher Students". Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32349.
Pełny tekst źródłaJones, Robin A. "Relationship of Teacher Training Levels to Teacher Referrals for Twice Exceptional Students". Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645228.
Pełny tekst źródłaAlthough previous studies have acknowledged the role of teacher training in working with children with special needs, none have investigated the relationship between teacher training and referrals. There is a need to understand the factors that affect K-12 classroom teachers' referrals of twice exceptional (2E) students into gifted programs. Supported by the optimal stimulation theory, the purpose of this quantitative study was to determine if there is a relationship between teacher training and 2E student referrals. The survey method was used to collect data from 102 K-12 teachers in the Ohio school district on their teaching credentials, ranging from no training to being certified to teach gifted children.The teachers read a vignette about a hypothetical student who had an emotional behavior disorder and indicated their decision for referral. Phi and Cramer's V tested the validity of the hypothesis that teachers will make referrals according to their level of training. A binary logistic regression was performed to determine which factors predicted the referral of the hypothetical 2E student described in the vignette and the number of self-reported referrals during the previous year. Teachers who received training in the education and learning of exceptional students beyond the current level of degree for K-12 teachers were significantly more likely to refer 2E students to their school's gifted program. Teachers who received advanced training in working with exceptional students were significantly more likely to have made referrals of 2E students during the previous academic year. The results of this study can initiate positive social change by aiding teacher-educators or leaders in education to make specific recommendations for teacher training in an attempt to respond to the needs of 2E students.