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Auswahl der wissenschaftlichen Literatur zum Thema „In-service training“
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Zeitschriftenartikel zum Thema "In-service training"
Dilley, Carol. „In service training“. Nursing Standard 2, Nr. 7 (14.11.1987): 36. http://dx.doi.org/10.7748/ns.2.7.36.s82.
Der volle Inhalt der QuelleHolder, Selby. „In-service Training“. Journal of Clinical Engineering 29, Nr. 4 (Oktober 2004): 169. http://dx.doi.org/10.1097/00004669-200410000-00004.
Der volle Inhalt der QuelleGhavidel, Ali, und Mohammad Safari. „Investigating Effectiveness of In-Service Training Courses: Applications for In-Service Training of Tehran Municipality“. International Letters of Social and Humanistic Sciences 57 (August 2015): 1–9. http://dx.doi.org/10.18052/www.scipress.com/ilshs.57.1.
Der volle Inhalt der QuelleJames, Merlin Mary. „Skill Building in Nursing Students during Pre-service Training“. International Journal of Nursing & Midwifery Research 04, Nr. 04 (02.02.2018): 57–59. http://dx.doi.org/10.24321/2455.9318.201745.
Der volle Inhalt der QuelleLEVY, D. „IN-SERVICE TRAINING FOR ADULT TRAINNG CENTRE STAFF“. Journal of the Institute of Mental Subnormality (APEX) 2, Nr. 3 (26.08.2009): 25–26. http://dx.doi.org/10.1111/j.1468-3156.1974.tb00109.x.
Der volle Inhalt der QuelleMcGinley, Patrick, und Brian A. Vickerman. „STAFF IN-SERVICE TRAINING“. Journal of the British Institute of Mental Handicap (APEX) 14, Nr. 1 (26.08.2009): 30–31. http://dx.doi.org/10.1111/j.1468-3156.1986.tb00345.x.
Der volle Inhalt der QuelleSnow, Charles W., und Susan H. Creech. „Designing In-Service Training“. Journal of Children in Contemporary Society 17, Nr. 3 (26.03.1986): 73–83. http://dx.doi.org/10.1300/j274v17n03_08.
Der volle Inhalt der QuelleArslantaş, H. İsmail, und Metin Özkan. „TRAINING INSPECTORS` REQUIREMENTS OF IN-SERVICE TRAINING“. e-Journal of New World Sciences Academy 8, Nr. 2 (07.04.2013): 179–92. http://dx.doi.org/10.12739/nwsa.2013.8.2.1c0580.
Der volle Inhalt der QuelleMustafa, Saad Mohammed. „In-Service Training Programs: Iraqi Secondary School EFL Teachers‟ Motivation“. International Journal of Psychosocial Rehabilitation 24, Nr. 5 (25.05.2020): 6378–87. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020622.
Der volle Inhalt der QuelleKaya, Hülya, Burçin Işik und Figen Çalişkan. „Metaphors used by in-service training nurses for in-service training nurses in Turkey“. Journal of Advanced Nursing 69, Nr. 2 (26.04.2012): 404–14. http://dx.doi.org/10.1111/j.1365-2648.2012.06019.x.
Der volle Inhalt der QuelleDissertationen zum Thema "In-service training"
Mathekga, Abbey M. „The impact of in-service training the impact of in-service training and cascade model“. Saarbrücken VDM Verlag Dr. Müller, 2004. http://d-nb.info/99112409X/04.
Der volle Inhalt der QuelleSafi, Sayedwali. „In-service Training Programs for Schools Teachers in Afghanistan : Teachers’ Views about effectiveness of the In-service training“. Thesis, Karlstads universitet, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37178.
Der volle Inhalt der QuelleTEMP
Tam, Lin-chung, und 譚連聰. „The provision of trainer training in the Hong Kong Civil Service: perspectives and the way ahead“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31965052.
Der volle Inhalt der QuelleParish, Rodney L. „Online In-Service Training versus Traditional Training for Arizona Police Officers“. Thesis, Northern Arizona University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10979089.
Der volle Inhalt der QuelleArizona police officers are required by the Arizona Police Officer Standards and Training board to complete continuing training on an annual basis. Police continuing training has traditionally been offered as lecture-based classroom training. Online training offers an alternative method of providing training. The purpose of this study was to compare the effectiveness of an online version of a police training class to a classroom-based version of the same course. Participants consisted of sworn police officers employed by the Phoenix Police Department and taking the department’s Domestic Violence Investigation (DVI) course. The study compared student learning outcomes between the two course versions, as well as student attitudes and perceptions of training.
The study utilized a descriptive research design with a mixed methods approach. Research questions investigated the attitudes and perceptions of participants, compared student learning outcomes between the two course versions, and asked whether educational level and previous experience with online learning was linked to positive learning outcomes in the DVI course. Quantitative data consisted of demographic questionnaires, a 45-question assessment of the likelihood of success in online learning, a 10-question pre-test, and a 10-question post-test. Qualitative data was obtained through interviews with six participants who had taken the DVI course.
The results of the study indicated participants in the online version of the DVI course performed as well or better on the post-test than their counterparts in the classroom. Participants interviewed for the study enjoyed the online presentation of the course, and supported the development of additional online training options within their department. Positive student learning outcomes for the online DVI course provide support for the development of online police training programs.
Lewis, Sally. „IS THERE A RELATIONSHIP BETWEEN PRE-SERVICE TRAINING, IN-SERVICE TRAINING, EXPERIENCE, AND COUNSELOR'S SELF-EFFICACY AND WHE“. Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4440.
Der volle Inhalt der QuellePh.D.
Education
Education
Education
Lee, Kwan Tat. „Training by objectives in a disciplined service (police)“. Thesis, University of Macau, 1988. http://umaclib3.umac.mo/record=b1636953.
Der volle Inhalt der QuelleSahin, Vildan. „Evaluation Of The In-service Teacher Training Program“. Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607752/index.pdf.
Der volle Inhalt der Quellefirst devised in 1959). This model entails 4 levels of evaluation to carry out while evaluating training programs. Reaction, Learning, Behavior and Results. The research questions focused in this study are all in line with these four levels. The participants of the study were four folded. The main participants were the trainees attending the program. (N=6, 2 from DML
4 from DBE). Another group of participants were the trainers of the program. (N=2). The third group of participants was the chairpersons at the two departments. Finally, data were collected from the students of the trainees and non trainees. Data was collected via questionnaires from the trainees and their students, interviews with trainees, trainers and chairpersons, observations of sessions of the program and trainees&rsquo
lessons, and related documents of the program. The data collected was analyzed qualitatively using the Miles and Huberman (1994) procedure for analyzing qualitative data: data reduction, data display and conclusion drawing/verification. Results revealed that the CTE program was effective in terms of achieving its objectives. However, there could be improvements in certain components of the program. Another result of the study was that the application of Kirkpatrick&rsquo
s training program evaluation model was not very effective in the evaluation of the CTE program. The main drawback was that the model is a nonlinear one which made it difficult to concentrate on a particular level of evaluation at a particular time. Therefore the suggestion for a more linear and definite model for the evaluation of the CTE program was proposed.
Ibrahim, Anesee. „Evaluating training effectiveness in the Malaysian public service“. Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2176/.
Der volle Inhalt der QuelleDzomeku, Veronica Millicent. „Development of a patient-centred in-service training programme for midwives to increase client satisfaction with child-birth care in Kumasi, Ghana“. University of the Western Cape, 2017. http://hdl.handle.net/11394/5620.
Der volle Inhalt der QuelleBackground: Satisfaction with the care mothers receive during child-birth is known to have a very strong influence on their future use of facility-based care during child-birth. Women and children continue to die from complications associated with pregnancy and child-birth and the majority of the causes that lead to mortality are related to labour and delivery. For this reason it is imperative for mothers to access facility-based child-birth care to receive skilled birth care. Mothers report dissatisfaction with facility-based child-birth care as one of the reasons for home births without skilled attendants. The presence of the skilled birth attendants is known to reduce maternal and neonatal mortality rates because of their ability to diagnose any early complications, and to intervene appropriately. Aim: The aim of the current study was to develop an in-service training programme for midwives to provide patient-centred child-birth care that would increase client satisfaction with child-birth care. Method and findings: The intervention research model by Rothman and Thomas (1994) – Design and development (D & D) – was used as the research framework. Only the first four of the six phases of the D & D model were applied in this study. In the first phase, a situational analysis was done using a qualitative study. The expectations, experiences, and satisfaction with child-birth care of antenatal and postnatal mothers, were explored. The research was conducted in four health institutions within the Kumasi Metropolis. Between 12 and 15 participants were purposively sampled in each hospital. Data were collected by means of individual in-depth interviews using an interview guide and data were analysed using content analysis. The study found that mothers expected to receive respectful care and safe care. Mothers had encouraging experiences and discouraging experiences during their child-birth care. The discouraging experiences did not align with their expectations of care, leading to dissatisfaction with child-birth care. In the second phase of the study an integrative literature review was conducted to identify evidence-based best practices to deal with client dissatisfaction with health care. The integrative literature review indicated that in-service training was commonly used as best-practice to improve health professionals' knowledge, skills and attitudes towards work and consequently to improve health outcomes for patients, including client satisfaction. In the third phase of the study, the in-service training programme to enhance patient-centred care was developed using Chinn and Kramer (2005) guidelines for programme development and steps to programme development by Management Sciences for Health (2012). The fourth phase entailed an assessment of feasibility and usability of the in-service training programme using 6 midwives in a district Hospital. The procedure was guided by the I-Tech Technical Implementation guide (2010). The outcomes of the assessment was used to refine and revise the developed in-service training programme. Conclusion: This study sought to develop an intervention to increase client satisfaction with child-birth care service by engaging the following processes in phases: • Assessing the expectations and experiences of mothers about child-birth care services. • An integrative literature review for evidence-based best practice to tackle client dissatisfaction with health care. • Designing a patient-centred care in-service training programme together with experts in the field of maternal and child health. • As assessment of feasibility and usability of the in-service training programme by means of a pilot test to refine the programme. Recommendations: It was recommended among others that, the study is carried out on a national scale to cover all administrative regions of Ghana. It is further recommended that the study findings and the programme developed form part of the continuous professional assessment course requirement for nurses and midwives.
Tembe, Elias Ogutuh Azariah 1952. „CROSS TRAINING FOR SERVICE OPERATIONS: A COMPARATIVE CASE STUDY OF HOSPITALS“. Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/291284.
Der volle Inhalt der QuelleBücher zum Thema "In-service training"
Charmes, Jacques. In-service training in Tunisia. Paris: Development Centre of the Organisation for Economic Co-operation and Development, 1985.
Den vollen Inhalt der Quelle findenNational Council for Special Education. INSET Steering Committee. In-service training recommendations. London: N.C.S.E., 1988.
Den vollen Inhalt der Quelle findenGee, San. In-service training in Taiwan, R.O.C. Taipei, Taiwan: Chung-Hua Institution for Economic Research, 1988.
Den vollen Inhalt der Quelle findenWirral. EducationDepartment., Hrsg. School centred in-service training. [Birkenhead]: Metropolitan Borough of Wirral, Education Department, 1986.
Den vollen Inhalt der Quelle findenNAS/UWT, Hrsg. In-service training of teachers. London: NASUWT, 1988.
Den vollen Inhalt der Quelle findenService, Northamptonshire (England) Youth. In-Service Training 1989-90. Northampton: Northamptonshire County Council, 1988.
Den vollen Inhalt der Quelle findenOxford International Assessment Services Ltd. und Oxford Certificate of Educational Achievement., Hrsg. Approaches to in-service training. Oxford: Oxford International Assessment Services Ltd, 1989.
Den vollen Inhalt der Quelle findenBazalgette, Cary. Media education in-service training. London: BFI Education, 1988.
Den vollen Inhalt der Quelle findenDi, Fuller, Hrsg. Primary INSET: In-service training at work : organising and planning in-service training. Leamington Spa: Scholastic, 1989.
Den vollen Inhalt der Quelle findenBird, Jean. In-service training in public library authorities. London: Library Association, 1986.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "In-service training"
Mulili, Benjamin Mwanzia. „Customer Service Training“. In Customer Service Management in Africa, 191–204. New York : Routledge, 2020.: Productivity Press, 2020. http://dx.doi.org/10.4324/9780429031342-18.
Der volle Inhalt der QuelleOpazo, Héctor, und Pilar Aramburuzabala. „Service learning in teacher training“. In Embedding Service Learning in European Higher Education, 154–65. Abingdon, Oxon, ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315109053-10.
Der volle Inhalt der QuelleAdu, A. L. „Staff Development—Recruitment and Training“. In The Civil Service in Commonwealth Africa, 90–116. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003407881-6.
Der volle Inhalt der QuelleAdu, A. L. „Staff Development—Recruitment and Training“. In The Civil Service in New African States, 82–108. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003407898-6.
Der volle Inhalt der QuelleThorsnes, Jørgen, Majid Rouhani und Monica Divitini. „In-Service Teacher Training and Self-efficacy“. In Informatics in Schools. Engaging Learners in Computational Thinking, 158–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63212-0_13.
Der volle Inhalt der QuelleTarragó, Ferran Ruiz I., Jordi Vivancos I. Martí und Jordi Baldricr I. Roselló. „XTEC Online In-Service Teacher Training Project“. In Learning Technology in the European Communities, 243–50. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2672-4_21.
Der volle Inhalt der QuelleMeshelemiah, Jacquelyn C. A. „Training social workers in anti-trafficking service“. In Routledge International Handbook of Human Trafficking, 315–41. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge international handbooks: Routledge, 2019. http://dx.doi.org/10.4324/9781315277035-13.
Der volle Inhalt der QuelleSimón, Cristina. „Telematic Support for In-Service Teacher Training“. In Collaborative Learning Through Computer Conferencing, 29–37. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77684-7_2.
Der volle Inhalt der QuelleNijkerk, Karel J. „The Development of Training, and the Need for in-Service Training“. In Police Selection and Training, 43–55. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4434-3_3.
Der volle Inhalt der QuelleZan, Nuray, und Burcu Umut Zan. „A Supporting Service in Teacher Training: Virtual Newspaper“. In Smart Education and e-Learning 2016, 189–201. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39690-3_17.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "In-service training"
Lejter de Bascones, Jeanette. „In-service teacher training in Venezuela“. In AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37549.
Der volle Inhalt der QuelleMortari, Luigina, Roberta Silva und Claudio Girelli. „COMMUNITY SERVICE LEARNING EXPERIENCES IN PRE-SERVICE TEACHERS’ TRAINING“. In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1434.
Der volle Inhalt der QuelleGupta, Abha, und Guang Lea Lee. „SCHOOL-BASED IN-SERVICE TEACHER TRAINING IN LITERACY“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end042.
Der volle Inhalt der QuelleMiron, Manuela Florentina. „Pre-Service And In-Service Training And Professional Evaluation Of Teachers In Romania“. In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.251.
Der volle Inhalt der QuelleLahmine, Soufiane, Hassane Darhmaoui, Fatiha Kaddari, Abdelrhani Elachqar und Ibrahim Ouahbi. „EXPERIENCING ITQANE: PRE-SERVICE AND IN-SERVICE DISTANCE TEACHER TRAINING PROGRAM IN MOROCCO“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1881.
Der volle Inhalt der QuelleZou, Yuze, Shaohan Feng, Jing Xu, Shimin Gong, Dusit Niyato und Wenqing Cheng. „Dynamic Games in Federated Learning Training Service Market“. In 2019 IEEE Pacific Rim Conference on Communications, Computers and Signal Processing (PACRIM). IEEE, 2019. http://dx.doi.org/10.1109/pacrim47961.2019.8985096.
Der volle Inhalt der QuelleSporea, Adelina, und Dan Sporea. „IN SERVICE TEACHERS’ TRAINING BY RUNNING INQUIRY PROJECTS“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0463.
Der volle Inhalt der QuelleShiino, Takeshi. „Technical Service Training in the “Hi-Tech” Era“. In 4th International Pacific Conference on Automotive Engineering. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1987. http://dx.doi.org/10.4271/871243.
Der volle Inhalt der QuelleHarakchiyska, Tsvetelina. „MEDIA LITERACY IN ELT PRE-SERVICE TEACHER TRAINING“. In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.2128.
Der volle Inhalt der QuelleOtsuki, Mai, und Takashi Okuma. „Service Skills Training in Restaurants Using Virtual Reality“. In SA '21: SIGGRAPH Asia 2021. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3476124.3502251.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "In-service training"
Morin, Daniel P. Training Air Service Pursuit Pilots in World War I. Fort Belvoir, VA: Defense Technical Information Center, März 1997. http://dx.doi.org/10.21236/ada397837.
Der volle Inhalt der QuelleCheek, Wanda K. Extension Outreach: Basic Sewing 101 for Extension In-Service Training. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-59.
Der volle Inhalt der QuelleUdotova, O. A., und G. S. Drapkina. Interactive training manual «Occupational health and safety in the service». Ailamazyan Program Systems Institute of Russian Academy of Sciences, Juni 2024. http://dx.doi.org/10.12731/ofernio.2024.25335.
Der volle Inhalt der QuelleRegan, Jack, und Robin Zevotek. Study of the Fire Service Training Environment: Safety and Fidelity in Concrete Live Fire Training Buildings. UL Firefighter Safety Research Institute, Juli 2018. http://dx.doi.org/10.54206/102376/wxtw8877.
Der volle Inhalt der QuelleEscrig-Estrems, Anna, und Marta Talavera. Training in comprehensive sexuality education received by pre-service teachers in teacher training institutions: a scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, Mai 2024. http://dx.doi.org/10.37766/inplasy2024.5.0082.
Der volle Inhalt der QuelleSinclair, Steven R. Basic Training of Non-Prior Service Personnel in the Reserve Component. Fort Belvoir, VA: Defense Technical Information Center, April 2003. http://dx.doi.org/10.21236/ada424971.
Der volle Inhalt der QuelleMarkova, Oksana M., Serhiy O. Semerikov, Andrii M. Striuk, Hanna M. Shalatska, Pavlo P. Nechypurenko und Vitaliy V. Tron. Implementation of cloud service models in training of future information technology specialists. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3270.
Der volle Inhalt der QuelleVerdisco, Aimee, und Juan Carlos Navarro. Teacher Training in Latin America: Innovations and Trends. Inter-American Development Bank, August 2000. http://dx.doi.org/10.18235/0008798.
Der volle Inhalt der QuelleBando, Rosangela, und Xia Li. The Effect of In-Service Teacher Training on Student Learning of English as a Second Language. Inter-American Development Bank, Juli 2014. http://dx.doi.org/10.18235/0011651.
Der volle Inhalt der QuelleSteinmann, Peter. Can in-service health professional training improve the resuscitation of seriously ill newborns and children in low-income countries? SUPPORT, 2016. http://dx.doi.org/10.30846/1608152.
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