Dissertations / Theses on the topic 'Education (continuing education)'
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Sousa, Carla Valle Rego de. "Continuing education." Florianópolis, SC, 2004. http://repositorio.ufsc.br/xmlui/handle/123456789/87162.
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Levando-se em consideração que os programas de educação continuada parecem reivindicar como sendo estes umas das ferramentas criadoras de oportunidades dadas aos professores para que se expressem de uma maneira mais reflexiva, esta pesquisa tem sido conduzida com os três seguintes propósitos: (1) investigar se os programas de educação continuada podem ser usados como uma ferramenta de ajuda que incentiva, encoraja os professores a refletir sobre sua prática, (2) investigar os principais temas que são discutidos quando do envolvimento dos professores em um processo reflexivo no citado programa, e (3) investigar se o ato de discutir sobre esses temas pode servir de evidência para o fato de que os professores participantes do programa estão passando por um processo de reflexão. Esta pesquisa apresenta através do discurso dos professores as reflexões dos mesmos acerca de sua prática. E estas reflexões estão sendo consideradas como uma conseqüência dos temas discutidos nas reuniões do PECPISC nos anos de 2003 e 2004. Portanto, os dados para este estudo vêm de quatro reuniões que aconteceram no citado programa, e entrevistas com os professores participantes e coordenadores do programa. As reuniões assim como as entrevistas foram observadas e áudio e vídeo gravadas. Os dados analisados revelaram que os professores investigados estavam passando por um processo de reflexão enquanto discutiam sobre as suas principais preocupações, referentes a sua prática, nas reuniões do PECPISC.
Calhoun, McKenzie L. "ACPE Accredited Continuing Education." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/6889.
Full textSingleton, Andrew John. "The role of continuing medical education in the continuing education of GPs : changing discourses, continuing practices." Thesis, Brunel University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425780.
Full textThieme, Paula. "Continuing education of older workers." Doctoral thesis, Humboldt-Universität zu Berlin, Wirtschaftswissenschaftliche Fakultät, 2015. http://dx.doi.org/10.18452/17370.
Full textDecreasing birth rates and increasing life expectancy have led to the ageing of the German population during the past decades. To sustain the German retirement system, retirement age is increased to 67 years. The European Union calls for individuals’ lifelong learning to maintain work ability and cope with challenges of technological and organisational change. This dissertation consists of a literature overview and three empirical essays investigating older workers’ motivation to participate in continuing education (MPCE) and its demographic relevance, highlighting age-specific work context influences and providing evidence for older workers’ heterogeneity. The literature overview delineates older workers’ demographic relevance as well as their transition to retirement, work motivation, development opportunities, and education. Second, the analysis of cross-sectional data establishes the relevance of older workers’ MPCE for the policy of prolonging working life by showing the positive relationship with work ability and the desire to work past retirement age. Older workers’ MPCE is high across all respondent groups, implying that inequalities in participation are less a result of varying motivation among subgroups, but of other barriers. Following this, work context-related motivational differences between older and younger workers are identified and analysed. Results show weak but significant influences of some work context factors. The analysis of longitudinal data shows ageing workers’ increasing heterogeneity of life satisfaction and satisfaction with work, family life, and health, corroborating life-span theories. In sum, MPCE is high among older workers. It is influenced by work context, and positively related to work ability and the desire to work past retirement age. Common mean-level analyses of older workers yield only limited informative value.
Ruf, Mary Kay. "Continuing education for nurse's aides." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2634.
Full textDevlin, Linda. "Higher education partnerships for continuing professional development in education." Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288432.
Full textBhoyrub, Jeewan Prasram. "An investigation of continuing education needs of community nurses and of appropriate continuing education strategies." Thesis, Queen Margaret University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316619.
Full textMarshall, Hazel Brown. "Diffusing nursing theory through nursing continuing education: knowledge, beliefs, and practices of nursing continuing education providers." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54236.
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Betts, David Philip. "Continuing education in the Cowichan Valley." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ49161.pdf.
Full textBlack, Fiona, and Judy Dunn. "R & D in Continuing Education." Association for Library and Information Science Education, 2005. http://hdl.handle.net/10150/105504.
Full textDorn, D'Andre Keith. "Continuing professional education motivational orientations of state supervisors of agricultural education /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487326511716044.
Full textRobinson, Diana Janet. "Continuing education in a professional nursing association." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26601.
Full textEducation, Faculty of
Educational Studies (EDST), Department of
Graduate
Tian, Jing. "Instrument development for continuing medical education evaluation." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/7416.
Full textThesis research directed by: Public and Community Health. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Hammons, Rebecca L. "Continuing professional education for software quality assurance." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/759.
Full textDixon, Corrina Aloyse. "Accommodating women's learning in continuing medical education." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2447.
Full textBohler, Jeffrey Allan Hall Dianne. "Education technology impact on Department of Defense financial manager continuing education programs." Auburn, Ala, 2009. http://hdl.handle.net/10415/1821.
Full textTrentham, Joan. "Continuing Professional Education: Priority Resources for Leadership Development." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2811.
Full textBester, Andries Jacobus. "Guidelines for structuring and managing multi-purpose community learning centres." Diss., Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-12092005-123401.
Full textJonas, Phyllis J. "Competition in the education marketplace : a study of the role of business, government and educational organizations as providers of adult/continuing education." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/466394.
Full textBaroway, Cynthia A. "Adult learning, continuing professional education, and constructivism applied to an insurance education program." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/CBaroway2007.pdf.
Full textGikandi, Joyce Wangui. "Online Formative Assessment in Higher Education: Enhancing Continuing Teacher Education in E-Learning." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2012. http://hdl.handle.net/10092/7477.
Full textFrancke, Anneke L. "Continuing pain education the impact on nursing practice /." [Maastricht : Maastricht : Rijksuniversiteit Limburg] ; University Library, Maastricht University [Host], 1996. http://arno.unimaas.nl/show.cgi?fid=6323.
Full textPrater, Llewellyn Swan. "Mandatory Continuing Education in Nursing: a Texas Perspective." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc277673/.
Full textNguyen, Natalie, Olivia Renner, Lawrence York, and Janet Cooley. "Best Practices Continuing Education Program for Pharmacy Preceptors." The University of Arizona, 2014. http://hdl.handle.net/10150/614223.
Full textSpecific Aims: To increase the use of best practices by pharmacy preceptors within their own settings and to identify if live continuing education presentations are considered superior to other forms of CE presentation. Subjects: Pharmacists attending the “Quest for the Best: Best Practices for Pharmacy Preceptors” CE program at the Arizona Pharmacy Alliance 2013 Annual Convention. Methods: Surveys administered before, after, and 6 months following the CE program collected data concerning the use of syllabi for rotations, the type and quantity of expected projects, frequency of student oversight, and feedback opportunities. Follow-up surveys assessed preferred forms of CE delivery. A survey administered six months following the CE’s conclusion identified changes made at the subjects’ sites as a result of the CE. Main Results: Surveys were completed by 20 pharmacy preceptors (mean years of experience = 5.95; SD = 5.36). 86% of the subjects preferred the live CE; 5% would have preferred the CE be delivered as a webinar. Chi-square testing found no statistically significant difference between pre-CE use of syllabus, frequency of student monitoring, and frequency of given feedback compared to 6-months post-CE (p = 0.59, 0.57, 0.30 respectively). Conclusion: The CE program did not demonstrate a difference among attending pharmacy preceptors in incorporating a syllabus at their site, altering monitoring of student, or time provided for feedback. Live CE was found to be the most desired at imparting best practices to pharmacy preceptors. 86% of responders reported changing their site practices as a result of the CE presentation.
Lucas, Brian J. "Continuing Professional Education for Licensed Accountants in Tennessee." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3318.
Full textEllis, Mark, Leslie Adebonojo, and Kathy A. Campbell. "How IT Continuing Education Has Transformed Our Library." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/377.
Full textFluellen, Jackiethsha Lynette. "Single Mothers of Young Children and Continuing Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2815.
Full textHoltzinger, Pamela Susan. "Nonfatal Strangulation Continuing Education Program for Forensic Nurses." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7301.
Full textKastner, Andrea Frances. "Lifelong education and social policy : ideals and realities." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28080.
Full textEducation, Faculty of
Educational Studies (EDST), Department of
Graduate
Fisher, Holly B. "Exploring programmatic issues which affect continuing legal education practice in Kansas." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35383.
Full textDepartment of Educational Leadership
W. Franklin Spikes
As individuals, we rely on the expertise of professionals to help us navigate the complex problems of modern life in areas such as medicine, accounting, social work, teaching, and the law. Although each profession has its own unique knowledge base, lexicon, and culture, they all share the need to keep members’ knowledge and skills current through continuing professional education. Driven by concerns like frequent law change, increasingly complex clients, and eroding public opinion, 46 states have instituted mandatory continuing legal education (MCLE) requirements for attorneys. The Kansas Continuing Legal Education (CLE) Commission administers MCLE in the state of Kansas by monitoring attorney compliance and accrediting CLE programs. In this study, the researcher used a mixed-methods approach to evaluate two existing data sets--survey outputs and focus groups transcripts--that were captured during the Kansas CLE Commission’s Education Initiative. The 260 CLE providers completing the survey and 22 focus group members varied demographically by structure (for-profit, nonprofit) and size (number of employees or course offerings). Using quantitative statistical tools and qualitative grounded theory methods, the researcher identified the current program planning and design, delivery, and evaluation practices of CLE providers in Kansas and evaluated these practices against best practices for any learning effort, as established by CPE research and theory. Study findings indicated that most Kansas providers plan, deliver, and evaluate CLE programs using more traditional, didactic, update-oriented approaches. Most participants reported CLE curricula that were focused on keeping attorneys up-to-date, delivering classes in traditional formats using speaker presentations, and evaluating programs with Level 1 reaction methods. Only some evidence existed of providers determining attorney needs using methods such as competency models or performance evaluations, refining course delivery according to learning styles, or evaluating programs at higher levels. Still, evidence was found of providers using creative ways to incorporate some best practices into their programs, such as partnering with the other stakeholders in the Kansas MCLE space (attendees, employers, and regulators) to plan and evaluate programs. Similarly, some providers are finding new ways to incorporate more interactive learning methods into their classrooms such as discussion groups, Q&A sessions, panels, mock trials, and networking. This research also provided important insights into the contextual realities and limitations that influence MCLE provider capabilities, priorities, or choices. Cultural norms of the legal profession such as a preference for traditional educational experiences, fierce opposition to any form of testing, and a focus on billable hours affect which best practices the providers are able to implement. Likewise, the diversity that exists across learning events, law practices, and providers in this space creates challenges to implementing new practices consistently across all programs. Finally, the fragmented, multistakeholder ownership of all Kansas MCLE processes means that providers alone are not able to implement fully the recommended best practices without the help of employer partners. This study added to the general body of knowledge concerning CLE programs with contemporary research, a new focus on providers as the source of data, and a context-specific assessment of current best practices application.
Al-Ansari, Eissa. "Facilitating adult learning through continuing education : a case study of the Centre for Community Service and Continuing Education at Kuwait University." Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320420.
Full textWiltsher, Christopher Denis. "The concept of education in higher education in England, 1960-1997, with special reference to adult continuing education." Thesis, University of Sheffield, 2005. http://etheses.whiterose.ac.uk/14875/.
Full textChovanak, Lori Anne. "Development of an intra-facility continuing education planning tool." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/chovanak/ChovanakL0512.pdf.
Full textAlghamdi, Awatif Mohammed S. "Challenges of continuing medical education in Saudi Arabia's hospitals." Thesis, University of Newcastle Upon Tyne, 2012. http://hdl.handle.net/10443/1774.
Full textSunter, Shirley Lindsey. "The impact of continuing education on professional nursing practice." Thesis, University of Newcastle Upon Tyne, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263023.
Full textAshton, Jill. "Continuing education : study of the professional development of therapists." Thesis, University of Essex, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306088.
Full textEllis, Lorraine Betty. "Continuing professional education for nurses : an illuminative case study." Thesis, University of Sheffield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427553.
Full textCrawford, Karin. "Continuing professional development in higher education : voices from below." Thesis, University of Lincoln, 2009. http://eprints.lincoln.ac.uk/2146/.
Full textBornman, Juan, and Brenda Louw. "Personal Commitment Statements in Evaluating Continuing Education: Evolutionary Practice." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3810.
Full textMuzyka, Diann. "An Ethnography of Community College Presidents From Continuing Education." Ohio University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1108145190.
Full textRaddatz, Laurie L. "Determining continuing education needs of nurses in western Wisconsin." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001raddatzl.pdf.
Full textNikkarinen, Tuuli. "Evaluation model for continuing medical education : a case study." Helsinki : University of Helsinki, 2002. http://ethesis.helsinki.fi/julkaisut/laa/kansa/vk/nikkarinen/.
Full textMuzyka, Diann Milaves. "An ethnography of community college presidents from continuing education." Ohio : Ohio University, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1108145190.
Full textKevil, L. Hunter. "Continuing Education and the Reinvention of the Library School." Association of Library and Information Science Education, 1996. http://hdl.handle.net/10150/105580.
Full textMaesaroh, Imas. "Education and continuing professional development for Indonesian academic librarians." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/77.
Full textTyson, Deonte Rashawn. "How school leaders prioritize and allocate resources to improve teacher quality through teacher professional development| A multiple case study in suburban North Carolina." Thesis, The University of North Carolina at Charlotte, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10641479.
Full textThis multiple case study examined the methods by which school leaders determined and planned teacher professional development, as well as what teachers perceived as their professional development needs and how they believe school leaders take those needs into account. The study took place at two suburban elementary schools (1 traditional public, 1 public charter) in the Charlotte Metro area. The analysis of qualitative data provided by school leader interviews revealed the process by which school leaders determined professional development for teachers in their respective schools. Descriptive quantitative data was gathered through teacher questionnaires about their professional development needs/desires and their perceptions on how school leaders took those into account when planning professional development. In both schools, leaders indicated they try to balance school and district needs with the needs of individual teachers when planning teacher professional development, and teacher perceptions of how leaders determine professional development were generally aligned with leader reports. While the majority of teachers at both schools communicated an overall satisfaction with professional development, teacher respondents at the traditional public school expressed higher levels of agreement to being satisfied with professional development and that their needs were being met. Implications of the study’s findings include a focus on teacher collaboration as an integral part of professional development, as well as the need for teacher input in the professional development planning process.
Crouse, Tara Elizabeth Ann. "Higher education in prisons, a historical analysis." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ57101.pdf.
Full textLucey, Kevin. "The Effect of Motivation on Student Persistence in Online Higher Education| A Phenomenological Study of How Adult Learners Experience Motivation in a Web-Based Distance Learning Environment." Thesis, Duquesne University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750789.
Full textThe purpose of this study was to investigate the role of motivation in the persistence of adults enrolled in online higher education. Since the 1990’s, online courses and programs have proliferated across higher education, with adults (ages 25 and over) currently making up the largest portion of online enrollments. Online courses, however, suffer from a higher rate of student attrition than their hybrid and face-to-face counterparts. Although it is difficult to attribute the high rate of attrition in online education to any one factor, research has identified a lack of motivation as a primary cause of student dropout. Likewise, studies have shown that when motivation is present, learners are more likely to persist in their coursework. In order to develop a deeper understanding of this issue, a phenomenological approach was chosen as the most appropriate method for this study.
Participants for this study were at least 25 years of age and were enrolled in an online class at a large public university in the Mid-Atlantic region of the United States. In adhering to the phenomenological method, open-ended, in-depth interviews were used to investigate how adult learners experience motivation in online higher education. Transcendental phenomenological analysis was then used to determine the essence of this experience. During the first stage of this process, twelve distinct themes emerged from the data, including Relevance and Applicability, Communication, Flexibility, and Instructor Presence. During the next stage, three additional structural themes were identified: Relation to Self, Relationship with Others, and Time. During the final stage of analysis, the essence of this experience was revealed as the participants’ Goal Commitment and their Need for Guidance.
Key findings from this study include the confirmation of motivation as a critical component in the persistence of adult online learners. In addition, a number of factors were identified as key facilitators and barriers to persistence in adults learning online. In developing an in-depth understanding of the link between motivation and persistence in this particular sample of learners, the results of this study may potentially contribute to addressing the overall larger problem of high rates of attrition in online higher education.
Karpel, Nichole. "Examining Not-for-Profit Higher Education Faculty Attitudes and Knowledge Toward For-Profit Higher Education Institutions." Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557567.
Full textOver the last decade, for-profit higher education has been the fastest growing segment within higher education. Despite the growth, little research exists about for-profit higher education institutions. The purpose of this exploratory, descriptive, quantitative study was to examine the attitudes and knowledge of higher education faculty toward for-profit higher education institutions.
A conceptual framework was used to understand various topics about for-profit higher education institutions. An instrument was developed to measure attitudes and knowledge and distributed through a web survey to 214 higher education faculty from public and private not-for-profit higher education institutions. Survey respondents totaled 111 and 107 useable surveys resulted in a 50% response rate. Descriptive analysis was used to understand attitudes and knowledge.
Results suggested that overall attitudes and knowledge varied based on individual topic. No differences in attitudes were found relative to gender, age, institution type, faculty rank, and years as higher education faculty. The study revealed the need for higher education institutions to share more data and for higher education faculty to engage in more research and policy discussions about the fastest growing segment within higher education, for-profit higher education institutions.
Clarke, Eleanor. "Students with special educational needs enrolled on supported learning courses within a further education (FE) college : professionals' views of the potential contribution from educational psychologists." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5258/.
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