A Mixed Methods Grounded Theory Study on the Impact of Professional Development to Prepare Teachers to Effectively Engage Students in a Blended Learning Environment

Text Registration

A Mixed Methods Grounded Theory Study on the Impact of Professional Development to Prepare Teachers to Effectively Engage Students in a Blended Learning Environment

Status

Published

on 24 Feb 2021

Year of Creation

2020

Karen A Ward

Registration Number

TX0008949950

on 24 Feb 2021

The U.S. Copyright record (Registration Number: TX0008949950) dated 24 Feb 2021, pertains to an electronic file (eService) titled "A Mixed Methods Grounded Theory Study on the Impact of Professional Development to Prepare Teachers to Effectively Engage Students in a Blended Learning Environment" created in 2020. The copyright holder is Karen A Ward, known for their creative contributions in text registration. For any inquiries concerning this copyrighted material, kindly reach out to Karen A Ward.

Karen A Ward

Application Details

Registration Number

TX0008949950

Registration Date

2/24/2021

Year of Creation

2020

Agency Marc Code

DLC-CO

Record Status

New

Physical Description

Electronic file (eService)

First Publication Nation

United States

Personal Authors

Karen A Ward

Notes

Rights Note: Mark Dill, ProQuest, LLC, 789 E. Eisenhower Parkway, Ann Arbor, MI, 48108-3218, United States, (800) 521-0600, disspub@proquest.com

Statements

Application Title Statement: A Mixed Methods Grounded Theory Study on the Impact of Professional Development to Prepare Teachers to Effectively Engage Students in a Blended Learning Environment

Author Statement: Karen A. Ward Citizenship: not known Authorship: text

Notes

Rights Note: Mark Dill, ProQuest, LLC, 789 E. Eisenhower Parkway, Ann Arbor, MI, 48108-3218, United States, (800) 521-0600, disspub@proquest.com

Statements

Application Title Statement: A Mixed Methods Grounded Theory Study on the Impact of Professional Development to Prepare Teachers to Effectively Engage Students in a Blended Learning Environment

Author Statement: Karen A. Ward Citizenship: not known Authorship: text

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