Thesis (EdD) -- Australian Catholic University, 2005. / Submitted in total fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 138-148. Also available in an electronic format via the internet.

Thesis (Ed. D.)--University of Toronto, 2005.

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 158-162).

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 170-189). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9963450.

Thesis (Ph. D., Education)--University of Idaho, December 2007. / Major professor: Russell A. Joki. Includes bibliographical references (leaves 214-220). Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 158-162). Also available in print.

Thesis (Ph.D.)--Kent State University, 2008. / Title from PDF t.p. (viewed Dec. 14, 2009) Advisor: Dr. James Henderson. Keywords: mentoring, curriculum, first year teachers, reflective inquiry, narrative inquiry. Includes bibliographical references (p. 183-195)

This mixed methods study sought to investigate the professional learning of induction year teachers in Scotland and the factors which influence this learning. New teachers' professional learning does not simply consist of continuing professional development days but also includes the informal learning from colleagues, peers and pupils that takes place every day at work. The factors which may affect induction year teachers' learning include the situation or context of a particular school workplace, the teacher's individual learning disposition, their level of micro-political literacy and their relationship with pupils. The school context may be regarded as a workplace learning environment which has expansive and/or restrictive practices. Through interviews and questionnaires, new teacher learning was examined in relation to the learner, their learning and their context, all three being inextricably linked. Induction year teachers in Scotland are learners with individual needs. There is no longer a one-size-fits-al/ mentality in relation to pupil learning and so it is anachronistic that new teachers are treated identically. In order to examine new teachers at an individual level it is necessary to examine their attitudes towards learning, their learning biography and their engagement with learning opportunities. These personal aspects can be encapsulated in the term individual learning disposition. In a similar way to learning environments having expansive and restrictive elements, people may exhibit expansive and/or restrictive characteristics in relation to their individual learning disposition.

Thesis (Ph.D.)--University of Waikato, 2007. / Title from PDF cover (viewed August 25, 2008) Includes bibliographical references (p. 273-294)

Thesis (Ph. D.)--University of Wisconsin--Madison, 1951. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 322-325).