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.
Full textAu 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.
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.
Full textTreleaven, 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.
Full textTolan, Linda A. "Career concerns, pathing, and professional development of high-school technology educators /." Link to Dissertation, 2008. http://eprint.cc.andrews.edu/39/.
Full textHwu, 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.
Full textCurriculum 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.
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.
Full textKhizanishvili, 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.
Full textDoughney, 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/.
Full textDoughney, 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.
Full textVanEaton, 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/.
Full textAl-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.
Full textHill, 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/.
Full textGuteng, 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.
Full textTobola, 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.
Full textTobola, 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.
Full textBertsch, 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.
Full textChhetri, 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.
Full textKamal, 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.
Full textCurriculum 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.
Hovatter, Rhonda. "Ohio Physical Educators’ Perceived Professional Development Needs." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243865667.
Full textOmar, 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.
Full textCurriculum 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.
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.
Full textHaugen, 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.
Full text"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.
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.
Full textFloyd, 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.
Full textPurnell, 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.
Full textCOSTA, 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.
Full textMade available in DSpace on 2018-11-01T17:47:44Z (GMT). No. of bitstreams: 1 2013 - Bruno de Oliveira Costa.pdf: 983143 bytes, checksum: b24e9c2bdd02555eebb874922bce5db6 (MD5) Previous issue date: 2013-08-29
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.
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.
Full textFan, 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.
Full textNaylor, Charles Stanley. "Collaborative teacher inquiry as professional development : concepts, contexts and directions." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31441.
Full textEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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.
Full textRadiation 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.
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.
Full textKwiatkowski, 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.
Full textFolke, 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.
Full textTitus, Jaime R. "The professional life of Donald E. McGinnis, PhD." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1116444821.
Full textWhitehead, 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.
Full textMezui, 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.
Full textThis 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
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.
Full textCerbulis, 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.
Full textBachelors
Health and Public Affairs
Public Administration
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.
Full textChurchill, 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.
Full textTang, 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.
Full textTang, 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.
Full textDoherty, 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.
Full textBoustedt, 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.
Full textKim, Sunha. "The Conceptualization, Utilization, Benefts and Adoption of Learning Objects." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/30217.
Full textPh. D.
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.
Full textWatt, 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.
Full textParker, 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/.
Full textRankin, 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.
Full textGill, 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.
Full text