Dissertations / Theses on the topic 'Professional concerns'
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Rajeh, Mona. "Female dentists: their professional lives and concerns." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121500.
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Over the last 40 years, there has been a consistent increase in the proportion of women in the dentistry profession. In this study, we intended to gain insight into the issues and concerns that influence the work characteristics of female dentists. A number of studies have shown that gender differences exist in choice of specialisation, practice patterns, and professional attitudes; some have revealed that women are attracted to primary care management ahead of other dental specialties. It is also evident that women work fewer hours, work part-time and see fewer patients than men, and are less likely to own their practice than their male counterparts. There is also a net income discrepancy between male and female dentists. We used a qualitative description methodology to guide this pilot study, for which we recruited a purposive sample of six female dentists from the dental clinics of Montreal General Hospital, in the greater region of Montreal in Quebec, Canada. These dentists were at different stages of their practice (i.e., general practitioners and specialists). All interviews were fully transcribed, with the data managed with NVivo vr.9 software to facilitate the analysis. The findings suggest that female dentists consider it a challenge to balance work and childcare responsibilities. Taken together, the increased number of women in dental practice, and the additional demands of household activities, suggests that the relationship between work status and family happiness is an important matter to explicitly consider. Therefore, in order for female dentists to achieve balance between these two domains of life, a deeper understanding of the effect of family and society, and the work place is required.Au cours des 40 dernières années, il y à eu une augmentation constante de la proportion de femmes qui occupent la profession de dentiste. Dans cette étude, j'ai l'intention de mieux comprendre les questions et les préoccupations qui influencent les caractéristiques du travail des femmes dentistes. Un certain nombre d'études ont montré que les différences existent entre les sexes dans le choix de spécialisation, les modes de pratique et les attitudes professionnelles. Ces études ont révélé que les femmes sont plus attirées par les soins dentaires primaires que par d'autres spécialités dentaires. Il est également évident que les femmes travaillent moins d'heures; travaillent à temps partiel et de voir moins de patients que les hommes et sont moins susceptibles de posséder leur propre pratique. Il y a aussi une différence de revenu net entre les dentistes masculins et féminins. Une description qualitative a été utilisée comme méthodologie, pour guider cette étude pilote. Un échantillon composé de six femmes dentistes, à différents stades de leur carrière (i.e., les médecins généralistes et spécialistes) fut recruté dans la grande région de Montréal au Canada. Les participantes proviennent soit des cliniques dentaires de l'Hôpital Général de Montréal ou de cliniques dentaires privées. Toutes les entrevues ont été entièrement retranscrites avec les données gérées parle logiciel NVivo vr.9 pour faciliter l'analyse. Les résultats suggèrent que les femmes dentistes estiment qu'il est difficile de balancer travail et résponsabilitées familiales. Dans l'ensemble, l'augmentation du nombre de femmes dans les cabinets dentaires aux prises avec les exigences supplémentaires des activités ménagère, suggère que la relation entre le statut professionnel et le bonheur familial est une question importante à considérer par chacune d'elles. Par conséquent, pour que les femmes dentistes puissent atteindre un équilibre entre ces deux domaines de la vie, une meilleure compréhension est nécessaire entre l'effet de la famille, de la société et le lieu de travail.
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Tzavellas, Georgia. "Public school teachers' concerns about their professional lives." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102222.
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A historic turnover in the teaching profession has begun. There is no doubt that worldwide demand for teachers is on the rise and will continue to increase over the next decade. Yet many new teachers leave the profession, stating reasons such as low salaries, lack of professional opportunities and career advancement, and heavy workloads. The present study examined the concerns (in-school, external and personal) of elementary and secondary school teachers. The purpose of this research was to determine if teachers in Quebec, Canada, have concerns similar to teachers in other countries where studies are more common. This study also examined if there were any differences related to teachers' stages of teaching, level of education, and gender. Four hundred and fifty-seven teachers (335 females and 120 males) from five school boards in Quebec participated in this study. The five school boards represented urban, suburban, rural, large and small English-language boards. The instrument designed for this study was a questionnaire based on the teacher concerns identified in the literature. The questionnaire, named the Public School Teacher Concerns Questionnaire, has seven sub-scales and 64 items. Quantitative and qualitative analysis of respondent thinking reveal similar concerns regarding eight factors (37 items) derived by factor analysis: student characteristics and behaviour, teacher/administration relationship, student behaviour (non-academic), material and temporal resources, teachers control of day-to-day activities, professional development and opportunities, status of profession, and degree of non-teaching duties. Implications of the findings and directions for future research are offered.
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Treleaven, Lorraine Dawn Clemes. "Midlife professional women envisage retirement, aspirations, attitudes and concerns." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/NQ41080.pdf.
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Tolan, Linda A. "Career concerns, pathing, and professional development of high-school technology educators /." Link to Dissertation, 2008. http://eprint.cc.andrews.edu/39/.
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Hwu, Shih-Hsung. "Concerns and professional development needs of university faculty in adopting online learning." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/13129.
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Doctor of PhilosophyCurriculum and Instruction
Rosemary Talab
The purpose of this mixed methods study was to explore concerns and professional development needs of faculty at the University Alaska Fairbanks (UAF) on the adoption of online learning (OL). This study was also in response to Title 24 of the Alaska Statute’s Recommendation #3, which required sufficient faculty training in distance education technologies for teaching UAF distance courses. This study utilized the Concerns Based Adoption Model (CBAM) as its theoretical framework. A mixed methods design was used to address the research questions. Both quantitative and qualitative methods were used to collect and analyze data. A non-experimental, cross-sectional survey design was used, incorporating the Stages of Concern Questionnaire (SoCQ). Quantitative measures included surveys were sent out to 253 UAF faculty. Ninety-six surveys were returned and usable, with a final response rate of 39%. MANOVA analyses were used to identify potential variables predictive of faculty member’s concerns and professional development needs regarding the implementation of OL. Qualitative measures included three open-ended questions and sixteen faculty interviews, chosen through stratified sampling. The Stages of Concern Questionnaire indicated that the majority of UAF faculty members displayed a typical SoCQ “nonuser” profile in adopting OL. Faculty’s highest concerns were unrelated, self, and task concerns, with a slight tailing-up of impact-refocusing concerns, indicating resistance to OL. Individual variables found to potentially be predictive of faculty members’ concerns included years of teaching experience, administrative support of technology and academic rank. Qualitative measures revealed that overall themes were administrative support, including workload consideration and tenure recognition. Professional development needs included current technology and LMS (Blackboard) workshops. At the same time, faculty voiced their concerns about OL through the themes of instructional quality and support (technical assistance and equipment) concerns. Several faculty members also stated that they needed no support and their resistance of OL. Recommendations for UAF included holistic approach to administrative support, proper recognition of achievements OL achievements, promotion of learner-centered methodology in the transition to OL, professional development that lead to a more collaborative community, an enhanced role for centralized support for staff engaged in OL and LMS training. Recommendations for future studies included further qualitative studies to elucidate faculty concerns within the University of Alaska system. A national study was recommended to help faculty and administrators create better university OL policies and discover mutual expectations of how teaching and developing OL courses could be viewed as part of a new approach to workload considerations in a changing university climate, including the tenure and promotion process.
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Yoho, Sarah E. "Professional issues and concerns in school-based speech-language pathology a survey /." Connect to resource, 2009. http://hdl.handle.net/1811/37284.
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Khizanishvili, Anna. "Counseling international students : presenting concerns and implications for the college mental health professional /." Full-text of dissertation on the Internet (260.54 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/masters/khizanax/khizanax_masters_04-16-2010_01.pdf.
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Doughney, John F. "The relationship of teacher efficacy to teacher concerns and job-embedded professional development." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9107/.
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As educators search for ways of improving student achievement, it is imperative that focus be placed on teacher learning and development. Currently, the trend in public schools throughout the country is to look directly at students and the deficits they bring to the learning environment when responding to those who find fault with the educational system. The current study directed attention to teachers' beliefs about their ability to affect change in student learning. The study centered on seven research questions that sought to determine: (1) the effect of job-embedded staff development on teachers' sense of efficacy; (2) the effect of job-embedded staff development on teachers' stages of concern; (3) the relationship between teacher efficacy and stages of concern; (4) the status of teachers' level of use of an innovation; and (5) the dominance of teacher concerns prior to and after involvement in job-embedded professional development. Through a mixed methodology approach, quantitative and qualitative analyses provided perspectives from 30 teachers in a suburban North Texas school district on the impact of job-embedded professional development on teacher efficacy, stages of concern, and resulting levels of use of an educational innovation. Quantitative results of two surveys: the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) and the Stages of Concern Questionnaire (Hall, George, & Rutherford, 1979) revealed a strong focus on stage 0, awareness, concerns and no statistically significant gain in teacher efficacy as teachers engaged in job-embedded professional learning. Qualitative data were gathered through Levels of Use Focused Interviews (Loucks, Newlove, & Hall, 1975) and revealed more teacher involvement with the innovation than quantitative data suggested. Further investigation into the inconsistencies between dominance of teacher concerns and perceptions of levels of use is warranted.
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Doughney, John F. Laney James Duke. "The relationship of teacher efficacy to teacher concerns and job-embedded professional development." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9107.
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VanEaton, Sunny F. C. "An investigation of the attitudes of selected professional classical solo singer-actors toward specific concerns of the music profession." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332850/.
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The purpose was to investigate attitudes of successful full-time performing classical singer-actors toward career concerns of the music profession. Five research problems were formulated to: (1) describe attitudes toward control of work conditions; (2) describe attitudes toward entrapment; (3) describe attitudes toward dependency; (4) report attitudes concerning current practices of training the solo singer; and (5) identify commonalities among the subjects regarding demographic, the attitudes described in problems one through four, and demeanor during the interviews.
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Al-Sarrani, Nauaf. "Concerns and professional development needs of science faculty at Taibah university in adopting blended learning." Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3887.
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Hill, Dennis R. (Dennis Roy). "An Investigation of the Career Realities and Occupational Concerns of Selected Professional Performing Musicians." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc330770/.
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The purpose was to investigate the career realities and occupational concerns of successful full-time performing instrumentalists. Four research problems were formulated; (1) the establishment of a demographic profile of musicians who perceived themselves successful; (2) the determination of the musicians' career realities; (3) the determination of the musicians' occupational concerns; and (4) a comparison of the relationship of the demographic profile to the career realities and occupational concerns. A pilot study was used to develop a questionnaire and an interview schedule. The sample for the main study was chosen by the questionnaire and consisted of twenty musicians, five each in the musical categories of jazz, classical, commercial and pop. To resolve research problem one, the questionnaire also collected general demographic data. Research problems two and three were fulfilled by an interview schedule based upon career realities and occupational concerns cited in previous sociological studies. The realities and concerns were either confirmed or refuted by each interviewee. The career realities were role conflict, career contingencies, musical labels, life style, hierarchies, audience relationships and environment. The occupational concerns were mobility, status, entrapment, personal contacts, dependency, security, competition, economic issues, working conditions, travel requirements, appearance, management control, auditions, maintenance of skills and training relevancy. The interviews were taped and transcribed by a court reporter and included in the text. An analysis of the interviews in relation to the demographic data fulfilled research problem four. Results showed that career contingencies, mobility and life style were positive influences for the sampled musicians. Also, a "hierarchy of expertise" appeared as the ultimate occupational hierarchy for the sampled musicians. Furthermore, a "hierarchy of dependency," based upon instrument played, affected the sampled musicians' attitudes toward their careers. It was concluded that performers who were devoting their full time to performance were more tolerant of imperfect career conditions than had been cited in previous studies .
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Guteng, Simon Ishaya 1963. "Professional concerns of beginning special education teachers of deaf and hard of hearing students." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282651.
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The purpose of this study was to examine the professional concerns of beginning special education teachers of deaf and hard-of-hearing (DHH) students. Five beginning teachers were selected for this study. Three of the participants were beginning self-contained and two were beginning itinerant teachers. To examine their professional concerns, participants were asked questions in the domains concerning life, contemporary, and meaning-making experiences. The study used the in-depth phenomenological interviewing method. Shadowing and critical incident reports were used to triangulate interview data. Analysis-in-the field strategies were used to analyze field notes, critical incident reports, and interview data. Inductive analysis strategies were used to conduct in-depth within- and cross-case analyses. The results of the study revealed that the majority of participants were motivated to become teachers of DHH students by family support, experience with DHH students, personal preference for teaching DHH students, friends' encouragement and support, interest in sign language, and teacher support in high school. The study also showed that participants found audiology, reading, and speech classes to be particularly helpful. The majority of participants perceived their over all teacher preparation experiences as very positive and felt that their teacher preparation programs were very good. The professional responsibilities of participants vary according to the service delivery models in which they worked. All participants were responsible for teaching academics, supervision of students, assessments, and writing students' IEPs. Itinerant participants had expanded responsibilities. Participants' professional interactions were with students, parents of their students, school administrators, teachers, and other school personnel. The nature and purposes of these interactions vary among participants. Professional concerns of participants include lack of administrative support, non-accepting attitudes of regular education teachers towards DHH students, human relation, students' behavior problems, policy concerns, and parents' expectations. To address beginning teachers concerns, participants recommended administrative support, parents empowerment, training on inservicing regular education teachers who work with DHH students, inservices for special education directors on the needs of DHH students, and staff development activities. Participants recommended various classes, early exposure to real life teaching situations through internships, and more emphasis on teaching practical techniques for teaching and classroom management to preservice teachers.
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Tobola, Miriam. "Utilizing the Concerns-Based Adaptation Model in a Professional Development Series for Teachers Implementing New Technologies." Diss., North Dakota State University, 2015. http://hdl.handle.net/10365/25392.
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Tobola, Miriam Beth. "Utilizing the Concerns-Based Adoption Model in a Professional Development Series for Teachers Implementing New Technologies." Diss., North Dakota State University, 2015. https://hdl.handle.net/10365/27625.
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A growing number of school districts are adopting mobile electronic devices as
replacements for textbooks and to improve test scores. Yet questions remain regarding staff
preparedness, instructional and pedagogical transformation, and impact on student achievement
with this increased use of mobile technologies in primary and secondary classrooms. This
evaluation was part of a professional development series that was implemented with K-6
teachers in the process of implementing new mobile technologies into classroom instruction.
This professional development series provided a number of formal, informal, and
impromptu opportunities for staff to learn new tools and practices for technology integration, as
well as provide occasions to share and reflect upon technology employment practices. A key
component to the series was the use of the concerns-based adoption model to track teachers?
questions and concerns and to adjust the training accordingly.
This evaluation report was prepared to provide an overview of the variety of training
sessions that were implemented, to document changes that were made based on feedback from
staff, and to recommend appropriate modifications and goals for continuation of the professional
development series. The overall evaluation data collected indicated evidence supporting the
success of this model. Furthermore, there was strong evidence that participants had positive
perceptions of the workshops, activities, and support provided through this model.
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Bertsch, Todd Del. "Teacher Concerns and Perceptions about the Implementation of Professional Learning Communities at the High-School Level." Diss., North Dakota State University, 2013. https://hdl.handle.net/10365/27195.
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This study investigated concerns and perceptions about the implementation of a professional learning community at the high-school level. The No Child Left Behind Act requires schools to be accountable for increasing the achievement of all students. The school reform model researched in this study is the concept of a professional learning community (PLC). A PLC establishes a framework in which teachers commit to working in collaborative teams to accomplish high levels of learning for all students (DuFour & Eaker, 1998).
A mixed-method research design was used in this study to test the three research questions, focusing on the concerns of implementing a PLC at the high-school level. The quantitative survey data were collected from 100 core (English, math, science, and social science) and non-core instructors at a high school in a suburban community in North Dakota, utilizing the Stages of Concern Questionnaire (SoCQ). The qualitative survey was constructed based on results from the SoCQ and was administered to 13 department chairpersons at the same high school. Study participants were asked to identify their years of teaching experience and if they were a core or non-core instructor.
The results of the quantitative statistical analysis indicated that, regardless of years of experience, the stage of concern that was the highest was Stage 0 (Awareness). Awareness indicated that the respondents had little concern about the innovation. Likewise, core and non-core teachers also rated Stage 0 as the highest concern stage.
The qualitative responses indicated that, at the time of implementation, the purpose of PLCs was not made clear. In addition, it was reported that many teachers were unsure what to do with the time. Additional responses indicated that many staff members feel comfortable with the innovation and have practiced the concept of a PLC in the past.
The concept of a PLC holds great promise for the improvement of schools and results. The model of a professional learning community is simple in definition, yet complex in implementation and execution. The process of identifying professional development for a successful transition to adopt and practice the fundamentals of a professional learning community is paramount.
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Chhetri, Kishore Kumar. "Investigating teachers' concerns and experiences in teaching children with special educational needs in Bhutan." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84747/1/Kishore%20Kumar_Chhetri_Thesis.pdf.
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This study investigated Bhutanese teachers' concerns and experiences in teaching children with Special Educational Needs in both inclusive and special schools. A mixed method design, combining quantitative and qualitative methods was used to answer the research questions. The aim of collecting quantitative data was to identify the key concerns. The aim of collecting qualitative data was to find out how teachers were experiencing including students with SEN in the classrooms. In doing so, three major issues were highlighted from this study: lack of classroom and human resources, lack of policy and lack of professional development for teachers.
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Kamal, Bakor. "Concerns and professional development needs of faculty at King Abdul-Aziz University in Saudi Arabia in adopting online teaching." Diss., Kansas State University, 2013. http://hdl.handle.net/2097/15643.
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Doctor of PhilosophyCurriculum and Instruction
Rosemary Talab
The purpose of this study was to investigate concerns regarding the adoption of online teaching as expressed by faculty and instructors in six departments in the College of Arts and Humanities at King Abdulaziz University. Additionally, it investigated faculty professional development needs in adopting online teaching. The data in this study were obtained from 147 faculty members (response rate 63.9%). A non-experimental, cross-sectional survey design was used, incorporating the Stages of Concern Questionnaire. The data were analyzed using quantitative measures (descriptive data analysis and inferential analysis). This study utilized the Concerns Based Adoption Model as its theoretical framework. King Abdulaziz University faculty Stages of Concerns findings showed a mean score percentile of 87% of them as Unconcerned. The Informational stage showed a mean score percentile of 72%, and the Personal stage was the third highest with a mean score percentile of 70%. Refocusing, Collaboration, and Management were the fourth, fifth, and sixth highest stages of concern. The Consequence stage was the lowest stage of concern. The Stages of Concern Questionnaire had concerns that were generally aligned to nonusers or users who sometimes implement parts of online teaching. The data analysis regarding the participants’ personal characteristics indicated that their concerns in adopting online teaching were not influenced by their age, country of graduation, or years of teaching experience. A statistically significant difference was found in the participant concerns in adopting online teaching by gender, p<.05. The significance differences were found in stage one (Informational) (p<.05), stage two (Personal) (p<.01), and stage six (Refocusing) (p<.001). Likewise, the data analysis regarding the participants’ contextual characteristics indicated that their concerns in adopting online teaching were not influenced by their department or academic rank. A statistically significant difference was found in the participants’ concerns in adopting online teaching based on administrative support, p<.05. The significances were found in stages zero (Unconcerned) (p<.05) and three (Management) (p<.01). The data analysis regarding the technographic characteristics also indicated a statistically significant influence of participants' prior instructional technology use and technology-related professional development on their use of technology in teaching. The significance values were .000, .006, .009, and .030. The study concludes with recommendations for King Abdulaziz University regarding faculty adoption of online teaching and recommendations for future studies focused on professional development programs and the adoption of online teaching in King Abdulaziz University as well as in other Saudi universities.
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Hovatter, Rhonda. "Ohio Physical Educators’ Perceived Professional Development Needs." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243865667.
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Omar, Saud. "Concerns and professional development needs of faculty at King Saud University in Saudi Arabia in adopting online teaching." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32853.
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Doctor of PhilosophyCurriculum and Instruction Programs
Rosemary S. Talab
With the number of students at King Saud University exceeding 60,000, the university faces a need to adopt online teaching. The purpose of this study was to investigate the concerns of the faculty in the nine departments of the College of Education at King Saud University regarding the adoption of online teaching and to relate their concerns to their professional development needs. The Concerns-Based Adoption Model (CBAM) was utilized as a theoretical framework, and a non-experimental, cross-sectional survey design was used to collect the data. The data were obtained from 296 faculty members, which was a response rate of 66%. Respondents’ stages of concern 0-2 (Unconcerned, Informational, and Personal) were the highest, while stages 4-6 (Consequence, Collaboration, and Refocusing) were the lowest. The highest stage of concern was stage zero (Unconcerned), with a 96% percentile score. This indicated that respondents had little concern about or involvement with online teaching. The second highest stage score was stage one (Informational), with a 90% percentile score. This indicated that the respondents wanted more information about online teaching. Additionally, stage six (Refocusing) tailed up 15 percentile points, which indicated that respondents might be resistant to online teaching. A one-way MANOVA test result (p = .047) revealed a statistically significant difference between respondents' age and respondents' concerns in adopting online teaching. The statistical significance differences were found in stage zero (Unconcerned) (p = .041) and stage six (Refocusing) (p = .018). Another one-way MANOVA test results (p = .004) showed a statistically significant difference between respondents' gender and respondents' concerns in adopting online teaching. The statistically significance differences were found in stage zero (Unconcerned) (p = .035) and stage three (Management) (p = .001). t-test results indicated that female participants had a higher concern on both stages than male participants. Additional one-way MANOVA test results (p = .004) also indicated a statistically significant difference on the participants' concerns when adopting online teaching based on their department association. The significance value was found in stage three (Management) (p = .005). Another one-way MANOVA test showed a statistically significant difference on the concern based on the academic rank (p=.053). The significance values were found in stage one (Informational) (p = .001), stage two (Personal) (p = .002), and stage three (Management) (p = .002). Finally, three MANOVA tests indicated statistically significant differences: First, on participants' use of technology in teaching based on their prior instructional technology use (p = .017); second, on participants' use of technology in teaching based on their perception of technology-related professional development needs (p=.031); third, on participants' use of technology in teaching based on their attitudes toward online teaching (p=.004) and (p=.002). The study concluded with recommendations for future studies and for King Saud University regarding designing and implementing training programs to improve the faculty adoption of online teaching.
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Minott-Bent, Rupertia. "Action research in science education and the implications on teacher professional development, a case study of computer teachers' concerns." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0003/MQ45391.pdf.
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Haugen, Kay Smith. "Preparation for high school mathematics reform in the northeast Georgia RESA district a "stage of concerns" approach to examining professional learning /." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/summer2008/kay_s_haugen/Haugen_Kay_S_200805_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2008."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Gregory Chamblee. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 116-128) and appendices.
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Carver, Elizabeth V. "A co-operative inquiry into counselling and psychotherapy trainers' inter- and intra-personal concerns and challenges in a higher education context." Thesis, University of Chester, 2017. http://hdl.handle.net/10034/620560.
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Key Aim: The purpose of this study was to examine complex concerns and challenges encountered by counselling and psychotherapy trainers, and support them to deliver a consistent, relationship-centred learning approach within Higher Education (HE). Background: Counselling and psychotherapy training is central to regulating practice, however, studies conceptualising trainers’ concerns and challenges in the United Kingdom (UK) are sparse. Literature generally evaluates trainer challenges from a professional competence and/or gatekeeping perspective. Little evidence exists identifying problems connected with ‘professionalisation’. Aims and Objectives: The aim was to evaluate trainers’ multidimensional unease that can hinder working relationships. The intention was to: explore difficult patterns of behaviour and group dynamics in the ‘training alliance’; explore trainers’ perceptions and experiences when confronted with gatekeeping issues; collaboratively develop strategies to enhance trainers’ learning experience; examine the processes needed to sustain these strategies; and identify the lessons learnt to inform practice, education, and research. Approach and Methods: A qualitative, co-operative inquiry approach enabled trainers to question their situated and propositional knowledge, reconcile professional challenges, allay concerns about individual fitness to practice, and provide alternative responses to students, peers, and managerial hierarchies in HE and professional bodies. This approach has a political and social element, according with personal desire to make change. Thematic analysis uncovered new insights, expanded or modified principles and re-examine accepted interpretations during 8 inquiry sessions with 5 experienced trainers, and 3 associated workshops. A primarily iterative and inductive process of immersion, involved reflexive engagement, and sharing of data with trainer/practitioners. Findings: 6 overarching themes were identified: Trying to Make Sense of Significant Events; Negotiating Conflict and Incongruity in Training Groups; Navigating Inherent Challenges within Counsellor Training Teams; Teaching as a Never-Ending Challenge; Organisational Constraints and Challenges; and Contemplating Individual Connection in a Collaborative Context. Discussion and Conclusion: Findings supported previous research suggesting trainers require training, and that trainers’ concerns and challenges are interlinked; beginning with interpersonal challenges that subsequently impact on trainers’ professional and intra-personal sense of identity. Co-operative inquiry can benefit programme teams in terms of the co-construction of trainers’ realities and dynamic negotiation of meaning. Co-researchers’ knowledge and confidence in responding to potential conflict in training was enhanced. To achieve the best outcome, this knowledge needs implementing in practice; programme team involvement is a prerequisite, and support is required by professional bodies and HE to ensure ethical training practice in the face of student disgruntlement, management demands in HE and from professional accrediting bodies.
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Floyd, Susanna M. "The Development of Teacher Training Principles from Identified Teacher Concerns Related to Mainstreaming in a Day Care Center." Digital Commons @ East Tennessee State University, 1988. https://dc.etsu.edu/etd/2676.
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The problem of this study was to identify teacher training principles which would aid day care teachers in integrating handicapped children into their classrooms. This was a descriptive study which utilized a questionnaire methodology. The questionnaire was administered to teachers of randomly selected day care centers in Tennessee. The sample size was 347. The questionnaire identified from the literature review was the Stages of Concern Questionnaire. The questionnaire was designed to identify concerns of individuals toward an innovation. The instrument was modified to be used in identifying the concerns of day care teachers toward mainstreaming young handicapped children into day care centers. Descriptive statistics were used to analyze the data obtained from 105 respondents to the 35-item questionnaire. Analysis of the data collected to answer the research questions revealed the following: The educational and training background of teachers involved in mainstreaming should be developmentally oriented. From a developmental base day care teachers can make the transition from teaching normally developing children to teaching an integrated classroom by mastering five additional topics: assessment techniques, systematic planning techniques, knowledge about developmental exceptionalities, knowledge and teaching skills related to the promotion of positive social interaction of children, and an understanding of the additional job demands of an integrated classroom. The concerns of individuals tend to be developmental and tend to move from self concerns (Stages 0, 1, 2) to task concerns (Stage 3) to impact concerns (Stages 4, 5, 6). The movement through the stages of concern can be facilitated but not forced. The person(s) planning the interventions or training must plan training that helps resolve existing concerns while facilitating the individual(s)' move to the next stage of concern (Hord, Rutherford, Huling-Austin, & Hall, 1987). Teacher training principles were designed using the findings obtained from the questionnaire. The mainstream topics suggested by the review of literature necessary for teachers of integrated classrooms were cross-tabulated with the intervention strategies suggested by the stages of most intense concerns. The suggestions obtained from the review of literature related to the format of adult inservice training were considered as factors in the presentation of the intervention strategies. (Abstract shortened with permission of author.)
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Purnell, Jean Alberts. "A developmental conceptualization of the concerns of faculty members in higher education : implications for the design of faculty development programs." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/564.
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This study examined the concerns of faculty members related to their university positions at beginning, middle, and late career stages to determine whether there are distinct differences between the concerns at the three stages. Concerns were identified through a quantitative method involving the use of the Faculty Concerns Checklist (FCCL), a list of 74 concerns assessed by respondents according to a five-point Likert scale from "not concerned" to "extremely concerned." A qualitative method was also used and involved interviews with faculty about work-related concerns and forms of assistance they perceived as helpful. Faculty concerns and responses regarding preferred types of assistance were analyzed to determine how these concerns might be best addressed by faculty assistance and development programs.
Relevant data were obtained from 136 (32 early, 57 middle, and 47 late career stage) faculty from three American universities classified as Doctoral/Research Universities-Intensive who responded to the Faculty Concerns Checklist and 18 interviews with faculty.
Analysis of the FCCL found that the concerns of faculty were differentiated according to self and task scales but that impact scales were not significantly different. Concerns of all types were highest at the early career stage and lower at later stages, showing evidence of a developmental continuum that was consistent with Erikson's concept of adult development stages and Loevinger's ego developmental levels. Common to all stages were high levels of concern for balancing time between teaching and research and for student learning and growth. Early career stage faculty were greatly concerned about understanding expectations for performance.
The study concludes that faculty concerns can be addressed by extended orientation programs that help new faculty learn to allocate time among various workload responsibilities, faculty development programming that focuses on one-on-one attention to the needs of individuals within their classrooms, mentoring programs that encourage formative feedback on performance, and direct supervision that explicitly communicates performance expectations and detailed feedback following performance reviews.
Recommendations for additional research include exploration of future uses of the Checklist, advanced age faculty entering the teaching career, faculty views on the vagueness of evaluation criteria, teacher preparation, compensation concerns, and diversity issues.
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COSTA, Bruno de Oliveira. "Preocupa??es pedag?gicas e desenvolvimento profissional em Educa??o F?sica: passo ou descompasso?" Universidade Federal Rural do Rio de Janeiro, 2013. https://tede.ufrrj.br/jspui/handle/jspui/2510.
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CAPES
Thought and action are the result of interactions and professional experiences along teachers? careers. The knowledge and skills of teachers towards teaching context lead to different levels of concerns. The objective of this study was to investigate the relationship between pedagogical concerns of physical education teachers and the stages of professional development. This research is descriptive and was conducted in two phases. The first phase involved the application of Teachers Concerns Questionnaire - Physical Education (TCQ-PE, MCBRIDE, 1998) to 254 physical education teachers from education municipality of Rio de Janeiro, to identify their pedagogical concerns. The TCQ-P, (McBride, 1998), consists of 15 assertions that characterizes teachers' concerns into categories self, task and impact. In the second phase were selected eight teachers according to the stage they were at in their careers. These teachers were interviewed in order to know if their pedagogical concerns corresponded to the stage where they were in the teaching career. Data analysis in the first phase was quantitative and descriptive, while in the second phase proceeded content analysis of the transcribed interviews. The results show the predominance of concerns about the impact at all career stages, except those teachers of disinvestment phase that were more concerned with the task. Concerns about task and the impact were stable between career stages, while there was a slight decrease of self concerns when teachers progressed in his career. There was a tendency of teachers' concerns correspond with career stages, except the case a teacher in the diversification phase. Thus, partial match was found between teachers concerns and stages of professional development, despite commonalities and interactions established as teachers advance the teaching profession.
O pensamento e a a??o resultam da intera??o das distintas experi?ncias profissionais vivenciadas ao longo da carreira docente dos professores e o contexto em que trabalham. Os conhecimentos e compet?ncias dos professores confrontados com as demandas de contexto do ensino geram diferenciados n?veis de preocupa??es. O objetivo central deste estudo foi verificar se existe correspond?ncia entre as preocupa??es pedag?gicas manifestadas pelos professores de educa??o f?sica e os est?gios de desenvolvimento profissional. A pesquisa ? descritiva e foi realizada em duas fases. A fase extensiva de car?ter quantitativo e a fase intensiva de car?ter qualitativo. A amostra da fase extensiva ? composta de 254 professores de educa??o f?sica do munic?pio do Rio de Janeiro. Desta amostra selecionou-se oito professores para compor a amostra da fase intensiva, consoante com a fase da carreira. O instrumento utilizado na fase extensiva foi o Teachers Concerns Questionnaire ? Physical Education (TCQ-PE, MCBRIDE, 1998), composto de 15 assertivas que classifica as preocupa??es dos professores nas categorias consigo, com a tarefa e com o impacto. Na fase intensiva, o instrumento utilizado foi uma entrevista semi-estruturada com quest?es baseadas nas categorias de preocupa??es da teoria de Fuller (1969) e que constam do TCQ-PE. O tratamento dos dados da fase extensiva deu-se mediante estat?stica descritiva, destacando-se valores de m?dia e desvio padr?o das preocupa??es dos professores de educa??o f?sica. As entrevistas da fase intensiva da pesquisa foram transcritas e a an?lise das transcri??es foi realizada mediante an?lise de conte?do. Os resultados apontam que as preocupa??es com o impacto foram predominantes em todas as fases da carreira, exceto na fase de desinvestimento que apresentou maiores valores com a tarefa. Observou-se tamb?m que os escores das categorias de preocupa??es com a tarefa e com o impacto se mantiveram est?veis entre as fases da carreira, enquanto as preocupa??es consigo mostraram leve decr?scimo. Quanto a rela??o entre as preocupa??es dos professores e as fases da carreira identificou-se que h? uma tend?ncia de correspond?ncia entre as preocupa??es relatadas pelos professores e a fase em que se encontravam na carreira, exceto um caso da fase de diversifica??o. Dessa forma, foi verificada correspond?ncia parcial entre preocupa??es dos professores e as fases de desenvolvimento profissional, apesar de verificar-se comunalidades e intera??es estabelecidas conforme os professores avan?am na carreira docente.
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Avery, Sonya Yvette. "Teachers' Stage of Concern and Self-Efficacy Regarding Teaching Students in an Inclusive Classroom." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3655.
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Federal legislation mandates inclusion of students with special needs in general classrooms. Teachers in the Shelco school system implemented this mandate to teach in an inclusive classroom given limited professional development, and a desire for more. To determine their preparedness to teach with inclusion, 44 general education teachers participated in this correlational study. Two surveys were administered: Teachers' Self-Efficacy Survey and Stages of Concern Questionnaire. Scores were combined to identify and recommend groups of teachers for differentiated professional development. Social constructivism, which focuses on how learning is affected by social concepts such as self-efficacy and concerns, was the theoretical framework. The research questions examined the relationship between teachers' self-efficacy (SE) and stages of concerns (SoC) about teaching with inclusion. Data were collected on teachers' education, inclusion self-efficacy, and stages of concern about teaching with inclusion. Correlations between means for profile scores, grade level, and building were used to define grade-level training needs. Spearman's correlations indicated a significant correlation between teacher SE and SoC (r = .36). Results for the first school sample indicated no significant correlation between teacher SE and SoC (r =.-18), while results for the second school sample indicated a significant correlation between teacher SE and SoC (r = .47). This study has the potential to contribute to positive social change by encouraging administrators and school leaders to design inclusion PD sessions that are differentiated according to general educators' specific SE and SoC scores.
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Fan, Kam-ming, and 樊錦明. "Hong Kong immigration policies in admitting talents and professionals: issues, concerns and prospects." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B46773113.
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Naylor, Charles Stanley. "Collaborative teacher inquiry as professional development : concepts, contexts and directions." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31441.
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This study explores the concepts, contexts and directions of collaborative teacher inquiry as one form of professional development for teachers in British Columbia's K-12 public schools. The study is based on work conducted within the Research Division of the BC Teachers' Federation over a fourteen-year period, and includes consideration of the union's role and potential in supporting teacher inquiry. A diverse range of literature which impacts on teacher inquiry is considered: the literature on Action Research and professional development, networks and collaborations, concepts of 'good' schools; and teacher unions. Four inquiry projects conducted between 1992 and 2002 provided data showing the evolution of union-initiated inquiry involving teams of teacher-researchers and the author of this study, as the facilitator of these groups. Two inquiry projects conducted between 2002 and 2006 also provide sources of data. These projects involved the teachers' union in partnerships with school districts and a university. The study provides empirical evidence which makes a case that collaborative teacher inquiry has demonstrated value to teachers who engage in it as a form of professional development, and that value accrues to the education systems in which those teachers work. Benefits to teachers which are demonstrated in this study include a greater sense of professional efficacy, reduced isolation, and a belief that students benefited from the teachers' inquiry. The study finds that contexts in which inquiry occurs may be of greater significance than is generally accepted in the literature. Context - from school design to levels of organizational support or apathy - needs to be better understood by those undertaking teacher inquiry, and some ways of understanding context and its influence on teachers' practices are illustrated in this study. The move from private to public space by participation in inquiry groups was of major significance for both individuals and organizations, as it allowed for ideas to be challenged and judgment developed. These factors strongly suggest that the inquiry experience is one of professional, not staff, development, with the professionalism and autonomy of the learner respected, and with participants taking control of their own learning needs.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Hudson, Lizel Sandra Ann. "Teaching and learning threshold concepts in radiation physics for professional practice." Thesis, Cape Peninsula University of Technology, 2020. http://hdl.handle.net/20.500.11838/3111.
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Thesis (Doctor of Radiography)--Cape Peninsula University of Technology, 2020Radiation therapy has undergone significant changes with regard to new medical imaging technologies, including computerised tomography (CT) and magnetic resonance imaging (MRI). Practitioners now have access to technologies that provide anatomical information in an infinite selection of views. Earlier advances in three-dimensional conformal radiation therapy (3D-CRT) allowed for the site of treatment to be accurately located. Intensity modulated radiotherapy (IMRT) enabled practitioners to accurately focus the ionising radiation beam, while modulating the intensity of the dose being administered. Currently, using image-guided radiotherapy (IGRT) methods, radiation therapists can track the effectiveness of treatment in real-time to provide better protection for the organs and tissue that are not targeted for treatment. The changes described above have fundamentally changed radiation therapy practice, and thus have implications for the training of radiation therapists. This thesis argues that without a deep understanding of the science underpinning the advancements in radiation therapy techniques, practitioners will be unlikely to achieve the necessary level of accuracy and consistency in treatment. Radiation physics concepts, such as sources and types of ionising radiation, ionisation, the isocentre and the Inverse Square Law underpin competent and safe practice. Threshold concepts, such as those listed above, have been identified as concepts that pose difficulty to students due to its complexity and the increased levels of cognitive challenge required to master a threshold concept. In applied disciplines, such as radiation physics, threshold concepts are strongly associated with competent practice. This study focused on the first year radiation physics curriculum and addressed the overarching research question: What is the relationship between threshold concepts in the radiation physics curriculum and radiation therapy practice? The study was guided by a translation device that combined two conceptual frameworks namely the Threshold Concept Framework and Legitimation Code Theory’s (LCT) Semantics dimension. LCT is a knowledge base theory that explains the complexity of knowledge structures. The Semantics dimension provided an explanation of the difficulty of concepts and proposed five pedagogies for the cumulative learning of complex concepts. A case study research design and methodology guided the research process. Data for the study comprised curriculum documents, and semi structured focus group and individual interviews with students, academic staff and clinical educators. The data were analysed using a translation device to show the semantic profile of curriculum documents, pedagogies and participants’ different understandings of the threshold concepts in radiation physics. The study found that threshold concepts in radiation physics underpin competent and safe practice. An external language of description was developed to identify the characteristics of threshold concepts. A virtual clinical environment was proposed as one of the pedagogies to aid mastering of threshold concepts through visualisation of the unseen by facilitating students’ understanding of threshold concepts for competent and safe radiation therapy practice. The study showed that students’ mastery of threshold concepts in radiation physics is critical for practice.
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Steele, R. H. "Management in social care : a cause for concern or an adapting professional identity?" Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/25041.
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Managers in social care are being relied upon to lead and implement substantial change within the sector. Yet the prevailing view is that the pressure being put on managers by managerialism and the increase in the business aspects of their role is in conflict with social care managers’ values, causing concern and challenging managers’ identity. Additionally, managers in social care are presented as being part of the same homogenous group as social work managers, a potential misrepresentation, which again has consequences for how managers identify with their role. This study aimed to explore and explain how social care managers are experiencing their manager identity and how they categorise themselves from a group perspective. This research was undertaken using a critical realist philosophical approach. The key theoretical framework used is social identity theory. The study findings have achieved the overall aim of the research, establishing that social care managers appear not to be experiencing any conflict in their identities, that managerialism is accepted by managers and seen to be necessary, and that managers’ values, formed in childhood, are a key aspect of how they undertake their managerial role. In addition, social care managers are not the same as social work managers, their social identity is a synthesis of the multiple groups they are members of with the dominant group being social care, because of this they cannot be viewed as being within the same homogenous group. Neither is the social care manager role distinctive from manager roles in other sectors, however how they undertake the role is. The significance of the study is the contribution to both the existing social care literature and the literature on social identity theory.
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Kwiatkowski, Richard. "The contribution of ethical concepts to the development of professional applied psychology." Thesis, Cranfield University, 2009. http://dspace.lib.cranfield.ac.uk/handle/1826/6975.
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In this PhD by publication, the author’s work concerning what it is to be a
psychologist operating - sometimes simultaneously - within different ethical domains
will be examined using conference papers, journal publications and book chapters.
This material, which spans a period of 20 years, demonstrates a fundamental
concern with the normative ethical question of “what we ought to do” as
psychologists in complex situations; it will be argued that this work has contributed
to the academic debate and influenced policy and thus practice.
In order to position the body of work, and to introduce Codes of Ethics (which seek
to operationalise ethics within prescribed domains), the thesis begins by introducing
normative ethics. It is argued that psychology’s stance is essentially deontological,
whilst organisations are utilitarian in orientation. This implicit tension is addressed
in the author’s contributions, which are examined within their (historic) academic
context using a comparison of the British Psychological Society’s 1985 and the
significantly revised 2006 Code of Ethics. These codes, rather than the more usual
positioning within one specific literature, are used to provide a coherent narrative
concerning the development of the author’s thinking in this domain, though,
necessarily, different overlapping academic literatures are accessed depending on
context.
The cumulative academic contribution of the published work has been to advance
ethical ideas in some areas of professional applied psychology. For example, in the
1985 code, the complexity of operating within organisational contexts was barely
acknowledged; this has now significantly changed. The body of work examined here
has emphasised how psychologists must consciously and deliberately coexist and act
The contribution of ethical concepts to the development of professional applied psychology
within overlapping, and sometimes competing, professional and organisational
ethical contexts, domains and philosophical positions.
In this synoptic piece, after the presentation, positioning, and examination of the
contribution of extant published material, possible future directions for research and
practice are indicated. For instance, preliminary material will be presented
suggesting that, in occupational psychology, where complex differing ethical
perspectives are present, public ethical debate appears to be relatively neglected;
some hypothesis are presented.
More theoretically, areas for development include the extension of recent
philosophical ethical ideas to these particular domains of applied psychology,
including thinking that suggests that ethical considerations precede other kinds of
social obligation.
Finally, and linking the academic more firmly to practice and policy, a brief
theoretical examination of the possible impact of statutory registration on different
branches of psychology is briefly attempted, and potential practical and
philosophical ethical consequences for UK psychologists and psychology are briefly
outlined.
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Folke, Solgun. "Xerostomia : Views among health care professionals and the main concern among afflicted adults." Licentiate thesis, Malmö högskola, Odontologiska fakulteten (OD), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-7763.
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The aims of the two studies were to survey and describe views of xerostomia among health care professionals and to explore, among afflicted adults; the main concerns associated with xerostomia and attempted remedies. Two empirical studies with qualitative design were conducted. In Paper I, 16 participants were interviewed representing health care professionals with various exposures to patients with xerostomia. The data were subjected to qualitative content analysis. In Paper II, qualitative, conversational style interviews were conducted with 15 participants with subjective complaints of dry mouth. The grounded theory method was applied for data analysis. In the findings (Paper I), the latent content was formulated into a theme: Xerostomia is a well-known problem yet, there is inadequate management of patients with xerostomia. The findings identified three major categories expressing the manifest content: awareness of xerostomia, indifferent attitude, and insufficient support. Health care professionals recognised xerostomia as a common and escalating problem, particularly among elderly. Yet, the problem received little attention. In Paper II, a model was generated to elucidate the main concerns of xerostomia among afflicted individuals and how they handle various aspects of their condition. The core category was labelled: an aggravating misery, meaning that xerostomia has a devastating and debilitating impact on multiple domains of well-being. The model involves three different categories/remedial strategies, namely professional consultation, search for affirmation, and social withdrawal. All three categories express what the participants do to resolve their problems with xerostomia. In general, the participants perceived xerostomia as a burden and as a condition they were constantly reminded of. The participants also expressed a feeling of resignation due to lack of confirmation and support. The findings underscore that xerostomia is not a trivial condition for those afflicted. Oral impairment as well as physical and psychosocial consequences of xerostomia had negative impact on the participants´ qualitative of life. Health care professionals felt that xerostomia was an underestimated problem and that clinical symptoms and subsequent treatment were often ignored. The findings revealed that xerostomia is not only a predicament of the oral cavity but affects the individual as a whole. This is of particular concern among elderly as the occurrence of xerostomia increases with advancing age due to chronic diseases and adverse medications. In summary, it is essential to adopt a holistic view, and to provide additional education and improved interdisciplinary collaboration to manage and care for individuals suffering from xerostomia.
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Titus, Jaime R. "The professional life of Donald E. McGinnis, PhD." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1116444821.
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Whitehead, Gabriela. "Global nomadism : a discursive and narratological analysis of identity concepts in the 'mobile professional'." Thesis, Robert Gordon University, 2015. http://hdl.handle.net/10059/1174.
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This thesis examined to what extent a particular class of highly mobile professionals has internalized the contemporary discourse of corporate global nomadism, proposed by the researcher as an example of the kind of corporate discourses that are emerging to encompass the ideology of neoliberalism and which are inscribed in a particular genre of popular managerial and globalization literature through prescription of ideal attitudes and forms of behaviour. The researcher selected a representative sample of corporate texts that comprises books by management gurus and popular writers on globalization and corporate websites by consultancy firms, and collected personal narratives or life stories from a sample of professionals who in the pursuit of work have relocated internationally more than once. These texts were cross-analysed to identify how the discourse of corporate global nomadism is manifested, whether in similar or contradictory ways. This analysis combined the methodological framework of critical discourse analysis with narrative analysis, with a particular emphasis on deconstruction and intertextuality. A characteristic feature of this study is the use of online communication technologies to encompass research participants who are geographically dispersed. The principal original contribution to knowledge of this dissertation is the relationship made between the contemporary discourse of corporate global nomadism and the ideology of neoliberalism. The methodologies and methods used in the elaboration of this research are also important contributions. The most prominent finding of this study is that the attitudes of the research participants towards their own mobility are contradictory as their self-representation from the standpoints of the context of work and the private sphere are discursively confronted. This dissonance in the narratives represents struggles in the life of the research participants as they attempt to meet corporate demands for continuous global mobility. The findings of this study show that despite the persuasive power of certain corporate discourses they are not passively assumed by individuals, meaning that the hegemony of neoliberal capitalism as a dominant ideology underlying modern organizations is not absolute, because individuals consciously or subconsciously resist and challenge the messages it conveys.
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Mezui, M'obiang Samuel. "Les gestes professionnels, entre savoirs scolaires formalisés et savoirs d’expérience dans la formation des enseignants de maintenance des systèmes motorisés au Gabon." Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM3007.
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Cette thèse traite de la formation des enseignants. Les métiers de la maintenance dans le contexte gabonais s'organisent sur une importante diversité de pratiques professionnelles. Elle apprécie la posture adoptée à l'égard de cette diversité par des élèves professeurs de l'ENSET et l'incidence de la formation sur leur évolution. L'objectif est la modification du rapport aux savoirs des enseignants. L'étude présente l'analyse comparative de l'activité de deux groupes préalablement soumis à des approches pédagogiques différentes. Elle s'est intéressée au calage statique de l'allumage. Soumis au même questionnaire, au pré test et au post test, et à un entretien semi directif, les productions ont subi une analyse qualitative de contenu portée sur la maitrise des concepts, la construction des gestes et l'adaptabilité à l'évolution technologique. Les résultats montrent de meilleurs pré requis du groupe témoin au pré test ; une meilleure acquisition des concepts du groupe expérimental au post test ; une bonne efficacité d'ensemble lors du calage de l'allumage classique ; un bon transfert de connaissances du groupe expérimental lors du changement de technologie et une meilleure conceptualisation de la situation du groupe expérimental lors des verbatim. Cette thèse pose que l'identification de concepts clés et leur mise en perspective dans des situations professionnelles représentatives de la diversité, est une solution possible pour organiser ces formations. Elle postule que la connaissance du principe, associée à l'acquisition des compétences relatives aux technologies, est susceptible de faciliter l'adaptation à l'emploi des élèves ainsi formésThis thesis deals with the training of teachers. In the context of Gabonese maintenance trades are organised on a large variety of professional practices. Appreciates posture adopted this diversity by professors of the ENSET students and the impact of the training on their evolution. The goal is the change in the knowledge of teachers. The study presents the comparative analysis of the activity of two groups previously subject to different educational approaches. She is interested in the static ignition timing. Submitted to the same questionnaire, the pre test and post test, and a semi directive interview, productions have undergone a qualitative analysis of content on mastery of concepts, the construction of the gestures and adaptability to technological change. The results show best prerequisites of the witness to the pre test group; a better acquisition of concepts in the experimental group the test post; a good overall efficiency during the classical ignition timing; a good transfer of knowledge in the experimental group during the change in technology and a better conceptualization of the situation of the experimental group when the verbatim. This thesis is that the identification of key concepts and putting them in perspective in professional situations representative of diversity, is a possible solution for these courses. It postulates that the knowledge of the principle, associated with the acquisition of skills in technology, is capable of adapting to the use of the trained students
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Bennett, Carrie. "Communication, Collaboration, and Concern Between Elementary School Teachers: Unlocking the Positive Potential of Conflict." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19250.
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Collaboration is touted as a solution to modern challenges in education, but the difficulties of establishing truly collaborative communities are many. From a conflict-resolution lens, collaboration requires both assertiveness and cooperation (high preference for both completing tasks and maintaining relationships). This study uses surveys and interviews to explore the ways that teachers balance task and relationship orientations in resolving conflict between themselves and the impact that teachers’ behaviors while in conflict have on collaboration. Specifically, this study examines the role that trust, relationships, and process norms play in encouraging collaborative behaviors. Results suggest that teachers’ perceived ineffectiveness with conflict resolution and the fear of damaging relationships discourage open communication. Consequently, focusing on trust and relationship building does little to promote authentically collaborative exchanges. Instead, the perception of available time and a familiar process for raising concerns with colleagues are more likely to promote open communication and more authentic collaboration.
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Cerbulis, Erik C. "Job attitudes of 911 professionals: a case study of turnover intentions and concerns among local governments throughout Central Florida." Honors in the Major Thesis, University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/215.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Health and Public Affairs
Public Administration
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Ritterman, Janet Elizabeth. "Concert life in Paris, 1808-1838 : influences on the performance and repertoire of professional pianists." Thesis, Goldsmiths College (University of London), 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363052.
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Churchill, Tony John. "The impact of collaborative technology-enhanced learning on concepts of teaching (or developing eCompetent professionals)." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9708.
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Much has been written about the way in which e-learning has changed learning in higher education without transforming it to meet the changing needs and expectations of stakeholders in the sector. The beliefs and practices of teachers in the sector have remained largely unchanged despite the widespread adoption of e-learning tools. This study used a phenomenographic approach to identify the conceptual frameworks of practitioners. Among the indicators used to define these frameworks were practitioners’ levels of engagement with e-learning tools and the broader concept of technology-enhanced learning. The study identified limited evidence of the transformation of beliefs and practices in the sector to a more student-centred paradigm, despite the adoption of the language associated with such a change by the majority of practitioners interviewed. It showed how many e-learning initiatives had led to the internalization of such change with the adoption of exemplars and best practice. Examples of externalization (where exemplars were adapted to context and the modifications passed to others) were much more limited. Cases were identified where practitioners had used e-learning as a means of reinforcing the existing, teacher-centred paradigm. The majority of practitioners, however, were identified as being in a ‘transitionary’ state, adopting the language and some of the practices of a ‘transformed’ state. This study, therefore, considered factors influencing the adoption of a more student-centred paradigm through the use of e-learning. Using Activity Theory, the barriers to such change were explained and lessons for future approaches to professional development derived. Through an exploration of collaborative technology-enhanced learning initiatives, the nature of learning communities that should be at the heart of such transformation were identified. This study should, therefore, be of value to practitioners wishing to innovate, those who design and deliver the professional development programmes to support them and those managing such change in HE.
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Tang, Kuen-yan, and 鄧權隱. "A contrastive study of pre-service, in-service and practising primary school teachers in their concern for professional learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958898.
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Tang, Kuen-yan. "A contrastive study of pre-service, in-service and practising primary school teachers in their concern for professional learning." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601435.
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Doherty, Maureen Anne, and maureen doherty@cce ac nz. "Sources of Influence on Professional Practice: A Study of Five Women Principals in Aotearoa/New Zealand." Griffith University. School of Curriculum, Teaching and Learning, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030806.121232.
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Prior to 1989, in New Zealand, very few women were represented in senior leadership positions in schools, especially co-educational secondary schools. Following the 1989 Education Act, commonly referred to as the 'Tomorrow's Schools' legislation, women began to be appointed in increasing numbers to school principalships. In New Zealand, as in other western democracies where New Right ideologies have impacted on educational policy, the role of the school principal has become more demanding and complex. If principals are to be supported in this role, it is considered important that the knowledge and experiences which influence their professional practice are better understood so that professional development programmes are targeted appropriately. This study builds on previous studies of women's experiences of leadership in education (Neville, 1988; Shakeshaft, 1989, 1995; Strachan, 1991, 1997; Court, 1992; Ozga & Walker, 1995; Hall, 1996; Coleman, 1996, 2000; Ah Nee-Benham & Cooper, 1998; Henderson-Kelly & Pamphilon, 2000; McCarthy, 2001; McLay & Brown, 2001) but has as its focus, the sources of influence on five women principals' practice. It has a complementary focus to McLay's and Brown's (2001) study of women headteachers in UK independent secondary schools. They investigated the women's formal training but also sought to find out what life experiences might have prepared them for the role of leading a school. Ah Nee-Benham's and Cooper's (1998) narratives of minority women in school leadership positions in the United States provided the inspiration for this study of five New Zealand principals. While the women in this study are not 'voices from the margins' as are the women in Ah Nee-Benham's and Cooper's study, through the use of narrative and other qualitative methods, their individual accounts capture the voice of experience which is too often missing from the educational leadership literature (Ah Nee-Benham & Cooper, 1998; Heck & Hallinger, 1999; Southworth, 2001). The women's stories add collectively to an emerging literature base which seeks to unravel how leaders actually think and work. This study specifically examines five women principals' personal theories and beliefs about leadership and investigates how their personal histories and career experiences have influenced their professional knowledge and practice. The research methods reflect a commitment to understanding the women's experiences from their perspectives and their stories are seen as providing a window into what they know. Methods such as concept mapping, open-ended unstructured interviews and annals (snake diagrams) help unpack their personal theories about leadership as well as assist understanding of the influence of their personal histories and professional experiences. The educational leadership literature provides a useful starting point to analyse the first part of the research question regarding the women's conceptions of leadership. The literature acknowledges various approaches to leadership, three of which may be called 'moral/critical', 'people-centred' and 'corporate managerial'. Respectively, they each have 'world-views' which emphasise 'ideals', 'people' and 'efficiency'. In this study, I aim to identify what 'world-views' underpin the women's conceptions of leadership but also how they have constructed these concepts. The different needs of each of their schools in association with the principals' own backgrounds and values systems have strongly influenced their varying conceptions of leadership. While on one level their beliefs are unique, on another, they reveal some common themes. The principals are people-focussed but this commitment is underpinned by deeply held ideals about the purpose of schools enriching lives. Efficient management systems are seen as important supporting concepts to assisting people and accomplishing ideals. In order to answer the second part of the research question regarding how the women's personal histories and professional experiences have influenced their professional knowledge and practice, this study drew on the findings of an Australian study which investigated the sources of influence on teacher knowledge in action (McMeniman, Cumming, Wilson, Stevenson & Sim, 2000). It provided the platform and focus for the current study of women principals. A key finding of this study is that the women's beliefs and practices have been influenced by both their personal histories and various career experiences which have assisted them to grow professionally. Central to their learning from these experiences, however, is the way in which the individual interprets or filters experience and actively constructs meaning. Principals' knowledge bases are socially constructed but mediated by their personal theories. Learning from experiences in the workplace has a critical influence especially if it is scaffolded by experts (Billett, 2001) or if there is a community of practice (Wenger, 1998, 2000) encouraging participation. When this learning is augmented by various research access points (McMeniman et al., 2000) such as critical dialogue with peers, in-service education and formal postgraduate studies, it potentially has a direct and daily influence on principals' practice. Although this study is limited to an analysis of five women principals, the commonalities in the sources of influence on their practice, lead one to suggest that the findings may have relevance for other principals, both male and female, and possibly other practitioners.
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Boustedt, Jonas. "On the Road to a Software Profession : Students’ Experiences of Concepts and Thresholds." Doctoral thesis, Uppsala universitet, Avdelningen för teknisk databehandling, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-122304.
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Research has shown that there are gaps in knowledge between newly hired and experienced professionals and that some of these gaps are related to concepts, such as the concepts of object orientation. This problem, and the fact that most computer science majors want to work in the software industry, leads to questions regarding why these gaps exist and how students can be better prepared for their future careers. Against this background, this thesis addresses two theme-based perspectives that focus on students' views of concepts in Computer Science. The first theme-based perspective investigated the existence of potential Threshold Concepts in Computer Science. Such concepts should be troublesome, transformative, irreversible, and integrative. Qualitative methods have been mainly used and empirical data have been collected through semi-structured interviews, concept maps, and written stories. The results identified two Threshold Concepts, suggested several more, and then described the ways in which these concepts have transformed students. The second theme-based perspective took a phenomenographic approach to find the variation in how students understand concepts related to the software profession. Data were collected via semi-structured interviews. In one study the interviews were held in connection with role-playing where students took on the role of a newly hired programmer. The results show a variety of ways to experience the addressed phenomena in the student collective, ranging from superficial views that often have a practical nature to more sophisticated understandings that reflect a holistic approach, including a professional point of view. Educators can use the results to emphasize concepts that are important from students' perspectives. The phenomenographic outcome spaces can help teachers to reflect upon their own ways of seeing contrasted with student conceptions. I have indicated how variation theory can be applied to open more sophisticated ways of seeing, which in this context stresses the professional aspects to help students prepare for becoming professional software developers.
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Kim, Sunha. "The Conceptualization, Utilization, Benefts and Adoption of Learning Objects." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/30217.
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Learning objects have received attention because of their potential to improve current methods of teaching and learning. Despite perceived importance, there has been lack of studies that examine the use of learning objects across various contexts. In response, this study examined the actual use of learning objects and their perceptions among Instructional Design and Technology (IDT) practitioners in U.S. This study was based on the data from 191 IDT practitioners from various sectors, including higher education, business, government, and K-12.
The study results contribute to the body of knowledge on learning objects in terms of four areas: conceptualization, utilization, benefits, and adoption. First, the study results should allay the concern that the conceptualization of learning objects focuses too much on technical aspects. IDT practitioners emphasized both technical and learning aspects in conceptualizing learning objects. In conclusion, the present study laid the foundation for a working definition of learning objects.
Second, the study showed that IDT practitioners were utilizing learning objects to empower learners to have control over their own learning. The current study identified design strategies that IDT practitioners were frequently using. The most frequently utilized strategy was the provision of concrete, authentic examples and problems. Along with design strategies, this study identified the frequently adopted granularity levels: assets, combined media, one complete instructional unit, lesson or module, and course. Combined media, which consists of content and optional media, was the most frequently utilized granularity level of the five levels. The study provided empirical data to help determine formal design strategies and optimal granularity levels in utilizing learning objects based on the frequent use among IDT practitioners.
Third, this study filled the research gap on the benefits of learning objects from an IDT perspective. Study results showed that IDT practitioners were positive about the overall benefits for the ID process, along with reusability and the support for the motivation and interactivity features. However, they were less convinced of the time and cost savings. Generally, IDT practitioners were satisfied with the benefits of learning objects.
Fourth, the present study improved the understanding of the adoption status of learning objects. Currently, many of the participantsâ organizations were adopting or exploring the implementation of learning objects. The adoption of learning objects has a promising future, as IDT practitioners were positive about their organizationsâ intentions to use learning objects in the future. At the individual level, IDT practitioners were found to use learning objects for their professional role and across various projects. As an adoption factor, IDT practitioners showed the positive reactions to learning objectsâ perceived usefulness.Ph. D.
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Zeno, Mark Andrew. "Housing Partnerships: Understanding Organizational Culture Elements and Building and Maintenance Strategies Between University Professionals and Private Corporate Developers." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1594816412126803.
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Watt, Sarah Jean. "Teaching algebra-based concepts to students with learning disabilities: the effects of preteaching using a gradual instructional sequence." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2658.
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Teaching algebra-based concepts to students with learning disabilities: The effects of preteaching using a gradual instructional sequence
by Sarah Jean Watt
An Abstract of a thesis submitted in partial fulfillment of the requirements for the Doctor of Philosophy degree in Teaching and Learning Special Education) in the Graduate College of The University of Iowa May 2013
Thesis Supervisor: Associate Professor William J. Therrien
Research to identify validated instructional approaches to teach math to students with LD and those at-risk for failure in both core and supplemental instructional settings is necessary to assist teachers in closing the achievement gaps that exist across the country. The concrete-to-representational-to-abstract instructional sequence (CRA) has been identified through the literature as a promising approach to teaching students with and without math difficulties (Butler, Miller, Crehan, Babbitt, & Pierce, 2003; Cass, Cates, Smith, & Jackson (e.g. CSA), 2003; Flores, 2010). The CRA sequence transitions students from the use of concrete manipulatives to abstract symbols through the use of explicit instruction to increase computational and conceptual understanding.
The main purpose of this study was to assess the effects of preteaching essential pre-algebra skills on the overall algebra achievement scores for students with disabilities and those at-risk for failure in math. Specifically the study examined the following research questions: (1) What are the effects of preteaching math units using the CRA instructional sequence on the algebra achievement of students with LD and those at risk for math failure? (2) What are the effects of preteaching math units using the CRA instructional sequence on the transfer of algebra-based skills of students with LD and those at risk for math failure to the general education setting? (3) What are the effects of preteaching math units using the CRA instructional sequence on the maintenance of algebra-based skills for students with LD and those at risk for math failure?
Summary of Study Design and Findings
Thirty-two students enrolled in one of four 6th grade classrooms across two elementary schools participated in this study. Sixth grade students who currently receive tier 2 or tier 3 supplemental and intensive instruction in math; and those identified as having a math learning disability will be participants. A treatment and control, pre/post experimental design was used to examine the effect of the intervention on students' math achievement. The intervention was replicated across two math units related to teaching algebra-based concepts: Solving Equations and Fractions. The treatment condition consisted of a combination of preteaching and the use of the CRA instructional sequence. Prior to each unit, Solving Equations and Fractions, researchers pretaught students 3 essential prerequisite skills necessary for success in the upcoming unit, at the concrete, representational, and abstract levels of learning. Each preteaching session lasted for ten days, 30 minutes each day. Immediate, delayed, and follow-up measures were used to support the examination of the research questions and hypotheses.
Overall findings indicate that the combination of preteaching using the CRA gradual sequence is effective at improving the overall algebra performance for students with disabilities.
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Parker, Richard. ""... asked to take on the training of our profession" : Principal Educational Psychologists' views - hopes, expectations and concerns - about employing Trainee Educational Psychologists." Thesis, University of East London, 2009. http://roar.uel.ac.uk/3765/.
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Educational Psychology is a profession in the United Kingdom (UK) for which the Government's Children's Workforce Development Council has posited an important role in supporting professionals across the children's workforce in order to improve outcomes for children and young people. At a time when much had been changing for the children's workforce, the process by which Educational Psychologists' initial training takes place was altered. These changes had, in turn, created further demands on Educational Psychology Services as trainers. Drawing on themes discovered through this research I propose a model describing factors likely to affect what happens in Educational Psychology Services where Trainee Educational Psychologists are employed. I suggest that these factors could create virtuous circles or vicious cycles for Trainee Educational Psychologists, Educational Psychologists and Educational Psychology Services as a result of their involvement in the new training arrangements. In this research I aimed to discover what nine Principal Educational Psychologists' hopes, expectations and concerns were about these new arrangements, how they had prepared to play their part in them and how they had experienced this situation. Working with these Principal Educational Psychologists I devised a semistructured interview, data from which were analysed using Thematic Analysis to discover surface themes in their answers. Interpretative Phenomenological Analysis was used to gain a picture of their life world and their experience of what was happening around them. These Principal Educational Psychologists had found planning for the new arrangements difficult due to a range of factors related to the arrangements themselves and to other change going on within their Local Authorities and beyond. Their talk suggested that whilst Trainee Educational Psychologists had been expected to have positive effects upon Educational Psychology Services, their experience, learning and development could have varied markedly, dependent upon what had happened in the Service they worked in. Their talk also indicated that much of what had happened around them had been confusing, at times verging on unbelievable and that the behaviour of Educational Psychologists and the wider profession might have contributed to the difficult situation they described. The Principal Educational Psychologists' talk also indicated other issues that might have affected Trainee Educational Psychologist experience and learning and so their initial and subsequent trajectories of learning and professional identity. I conclude the report with additional questions that need addressing and suggestions for further research.
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Rankin, Sara C. "Parental Perspectives of Children Born With Cleft Lip and/or Palate: A Qualitative Assessment of Concerns, Satisfaction, and Suggestions for Healthcare Improvements and Interventions." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1092780619.
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Gill, Marianne E. "The Nature of Transfer from the Concepts and Vocabulary Taught in a Character Education Unit to Students Classroom Discourse." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2579.
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This action research study was conducted to inform my teaching practices on character education. The purpose of this study was to better understand the nature of transfer from the concepts of character taught in lessons to students' classroom discourse. Data were systematically collected from student comments, class meetings, and student reflection journals during a 13-week character education unit. Their discourse was coded and analyzed for evidence of transfer through an iterative process that allowed for ongoing comparison of the data. Evidence of transfer was identified only once prior to the eleventh week of the study. However,during the eleventh week, evidence of transfer was identified in the discourse of nine out of the 31 student-participants and continued to be evident in the data throughout the remainder of the study. Implications for my teaching based on the findings of the study focused on the importance of time in relation to transfer, the role of specific strategies for enhancing transfer, and the importance of understanding how to identify evidence of transfer.