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Dissertations from 2019

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Hidden in Plain Sight : Knowledge Broker Teachers and Professional Development, Margaret M. Jusinski (2019)

Dissertations from 2018

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State of Mind : A Poststructural Analysis of Governmentality and Teacher Education Professionalism Using Policy Texts, Todd A. Bates (2018)

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Learning to Teach Physics : Exploring Teacher Knowledge, Practice, and Identity, Nellista E. Bess (2018)

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Collaborative Teacher-Driven Professional Development : The Documented Journey of a Practitioner Action Research Teacher Study Group, Brenna D. Bohny (2018)

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Developing and Validating the Teacher Self-Efficacy for Teaching Students with Autism Spectrum Disorder in Inclusive Classrooms (TSE-ASDI) Scale, Corinne Gaffney Catalano (2018)

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Rethinking Teaching in STEM Education in a Community College : Role of Instructional Consultation and Digital Technologies, Shelley Chih-Hsian Kurland (2018)

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Cultivating Success : How Two General Education Teachers Created Inclusion Classrooms for Their Students, Natalie A. Lacatena (2018)

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Online Connectivity : A Social Study of Educators’ Affinity for Teaching and Learning Using Social Media, Beverly R. Plein (2018)

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In Their Own Words: Teachers Make Meaning of Participation in a Community of Practice, Laura Lee Ripley (2018)

Dissertations from 2017

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Teacher Preparation for Linguistically Rich Classrooms : A Qualitative Study of Take-up in Relation to Linguistically Responsive Teaching, Melissa A. Collucci (2017)

Dissertations from 2016

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Negotiating a Mentor Practice in an Age of Reform, Linda Whalen Abrams (2016)

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The Professional Identities of Mainstream Teachers of English Learners : A Discourse Analysis, Adrian D. Martin (2016)

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Modeling Reading Teacher Expertise : Using the Model of Domain Learning to Examine Reading Recovery Teacher Expertise, Tammy Mills (2016)

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Encouraging Teachers to Design Their Own Professional Learning Through Inquiry : An Elementary Principal Conducts Practitioner Action Research, Michael G. Ryan (2016)