Dissertations / Theses: 'Professional development model'

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Arnold, Amy Joan. "Constructing Guidelines for Practicing Professionals Teaching Continuing Professional Development in Online Environments." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99054.

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Professionals called upon to design and deliver online professional development face unique challenges in fulfilling those roles when they may have little or no training experience within the online medium. Using research-based recommendations from the literature via a design and development methodology, this study operationalizes findings into Gilbert's (1978) Behavior Engineering Model to create guidelines for designing and delivering continuing professional development within the online medium. An expert review serves to validate and lead the revision process for the guidelines. This study describes the literature, guideline development, experts' reviews, and the validation of the guidelines.
Doctor of Philosophy
Often, individuals in the workforce are asked to design and teach professional development that is not delivered in a face to face setting. It is a challenging task that could be made easier by following guidance that has been developed by instructional designers and researchers. As such, this study highlights the techniques and best practices located within the publications from the fields of professional development, online learning, and instructional design. These techniques and best practices have been organized into a performance improvement model established by Thomas F. Gilbert entitled The Behavior Engineering Model (1978) and follows the research method known as development research. The findings of this study were reviewed by three experts who research the areas of online learning, performance improvement, and instructional design.

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Beard, Gaysha V. "The adult learner, professional development, and the literacy coach an effective professional development model proposal /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 96 p, 2008. http://proquest.umi.com/pqdweb?did=1472129381&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Arunachallam, Sathasivan. "The development of a model for continuing professional development for professional nurses in South Africa." Thesis, University of the Western Cape, 2009. http://hdl.handle.net/11394/2377.

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Philosophiae Doctor - PhD
Comparative analysis of the CPD systems internationally and nationally revealed that CPD is mandatory for some whilst for other countries it is compulsory, but not mandatory for licensing purposes. Licensing occurs on a yearly basis, but CPD recognition is accredited over a time period with expiry deadlines and minimum requirements. A portfolio was a common method of recording and proof of evidence for CPD, and a continuous theme was that CPD is needed to ensure competency. The Nursing Act 33 of 2005 makes provision for CPD for nurses but to date the South African Nursing Council has not yet decided on a model of CPD for implementation for SA nurses.
South Africa

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Super, Daniel Jacob. "Readers Matter: The Development of an Individualized Professional Development Model." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1041.

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An alarming trend of student non-compliance with reading assignments in secondary and post-secondary environments is causing concern in many areas, including college readiness. Public school teachers and university faculty alike are responsible for the literacy levels of graduating students; however, many educators are not implementing the adequate literacy supports within their content area courses. This project used current research on best practice in literacy instruction, as well as the Characteristics of Highly Effective Teaching and Learning to create the Readers Matter™ evaluative process in which faculty members self-select to be assessed regarding the current levels of student literacy support. After scoring the assessment, evaluators are then able to provide individualized professional development targeting areas of weakness made evident by the Readers Matter™ rubric. The current study evaluated five university instructors at a midsized university in the south-central United States. The results of this preliminary development research identified the data collection procedures that were beneficial and ultimately informative in the evaluation process and enabled developers to make informed decisions regarding individualized professional development.

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Roberts, Christopher. "Networked professional development : towards a model for primary care." Thesis, University of Sheffield, 2003. http://etheses.whiterose.ac.uk/14453/.

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Background. Although research has been carried out within higher education circles little is known about any educational benefits that may result from primary care professionals engaging in networked learning and what strategies may be used to overcome barriers to effective learning. Aim. This research was undertaken to identify specific educational strategies which may inform educators wishing to support continuing professional development for healthcare professionals within communication and information technology. Method. A model of networked learning was developed from the literature and using the experience of working models elsewhere. The model was implemented and evaluated over two case studies, and further refined in a third. The evaluation methodology used action research collecting data from surveys, interviews, observer participation, electronic text generated bye-mail discussions, and project documents. Results. Healthcare professionals were able to usefully communicate over a prolonged period with colleagues about clinical and professional matters, developing a number of process skills; using e-mail, web and on-line database searching. Compared to face -to-face small group learning, the added benefit of using e-mail discussions supported by web based learning resources was being able to use the method at a place, pace and time of their own choosing whilst still remaining committed to a shared educational experience. GPs were able to use the educational material to put to-wards a portfolio (personal learning plan) for accreditation for PGEA. Specific roles for an on-line facilitator in addition to small group learning skills were identified. However networked learning is acknowledged to have many obstacles, eg access, using software, lack of support which will need to be overcome. Managing a learning environment for CPO for healthcare professionals involves an integration of the teaching and learning strategy of the host organisation with a networked learning environment. Conclusion. A networked learning environment has the potential of supporting continuing professional development and its assessment with portfolios. For individual participants much depends on there own learning style, what they feel is relevant to learn at the time and their own preferences for a learning format. Much needs to be done to provide the necessary supporting infrastructure and integration of provision across traditional divides within healthcare education. This research describes a number of recommendations, which can inform action by educational stakeholders interested in healthcare education.

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Cary, Lisa Jane. "Complicating the Professional Development School Model: Redemption, Desire and Discourse." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391615665.

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Rasmussen, Clay L. "A Causal-Comparative Model For The Examination Of An Online Teacher Professional Development Program For An Elementary Agricultural Literacy Curriculum." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/94.

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The purpose of this study was to determine the effectiveness of a teacher professional development program as measured by the extent that participants have continued to use lessons and materials up to three years after the professional development experience. The professional development program was delivered online and structured by five key characteristics of effective professional development. Sixty-five participants of Food, Land, and People (FLP) professional development completed an online survey answering certain demographic variables and indicating the number of lessons and activities they had used from the FLP professional development. An implementation and continued use measurement model was used to create weighted FLP use scores and compare participants within each group. Results suggest that the FLP professional development program was effective in obtaining long-term continued use of materials.

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Brennan, Amy R. "Reconceptualizing Teacher Professional Development as Professional Learning: A Qualitative Case Study of a School-Supported Self-Directed Professional Learning Model." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1623956218485476.

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Lalitha, Hettiarachchige Done Asie. "Development of a model for the continuing professional development of teachers a qualitative investigation /." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060926.094927/index.html.

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Wallace, Debra Kay. "Curriculum development in professional education, a design model for information studies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/NQ45680.pdf.

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McCord, Kathryn L. "A professional development model building word knowledge for middle level teachers /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 97 p, 2009. http://proquest.umi.com/pqdweb?did=1833621221&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Buzzard, Barbara J. "Peer mentoring : a model of professional development for experienced teacher pairs." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/30840.

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A model using peer support in mentoring as a way of professional development was produced from an extensive literature search. It set out to suggest strategies to optimise the peer mentoring process between two experienced primary teachers in science teaching. The two year study subsequently collected data from 24 teachers, 12 of whom were participating in an in-service science programme. After one team five mentor pairs were selected as a research cohort for more detailed monitoring. Biographical and demographic information, views and beliefs about teaching and learning in science, and data about the research cohort teachers' understandings of mentoring, was collected. The data from the research cohort teachers' understandings of mentoring was compared with questionnaires from a sample of over 100 different primary and secondary teachers. The strategies and activities carried out by the research cohort teacher pairs was monitored through questionnaires, interviews, regular individual researcher/tutor-teacher mentoring meetings, periodic collective group meetings, teachers' logs and completed proformas and tape and video recordings.;Following the data collection and analysis the Framework used in the Project was reviewed and moderated. It was also found that access to a mentor increased the research cohort teachers' sense of well being and confidence to teach science. The implications of the study are that mentoring can be a manageable activity for some, self-selected teachers.

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Morman, Karen. "Teacher Expectations of a Literacy Coaching Model." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2415.

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Public school instructional coaching programs are designed to improve pedagogy via collaboration between teachers and coaches. However, the utility of literacy coaching is limited because teachers may lack understanding of the instructional coaching model. The purpose of this case study was to explore teachers' expectations of literacy coaching in order to enhance professional development and teacher-coach partnerships. Guided by Knowles adult learning theory which states that adults benefit from designing and understanding relevancy of learning, this study examined elementary teachers' perceptions of the coaching model. The guiding questions explored ways to optimize teacher professional growth through coaching. Four teachers who had partnered with literacy coaches were selected as participants. Qualitative data were collected from the participants through in-depth interviews and a researcher-created, open-ended questionnaire. The interviews allowed for probing questions, and the questionnaires provided time for detailed reflections on the part of participants. Qualitative data were analyzed to determine coding categories, and consistent with Knowles adult learning theory, prominent themes regarding self-direction and relevancy of learning emerged. Results indicated that the teachers believed literacy coaches to have a positive impact on their pedagogical growth, but current methods provided inadequate clarity about the coaching model to be relevant to teachers. Based on the results, professional development sessions were designed to support teacher-coach partnerships which will benefit students, teachers, coaches, and administrators by providing a collaborative foundation to promote student success.

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Quarles, Ross. "Professional Commitment, Organizational Commitment, and Organizational-Professional Conflict in the Internal Audit Function Model: Development and Test." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc331961/.

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This dissertation is a descriptive, exploratory examination of professional commitment, organizational commitment, and conflict between those commitments in the internal audit profession. That conflict has been suggested in prior studies as the source of dysfunctional outcomes such as increased role stress, high turnover, decreased job satisfaction, and the exercise of improper judgment leading to audit failures. The descriptive aspect of this study deals with the development of a more comprehensive structural model of the factors and relationships involved in commitment and conflict than has been developed by previous research dealing with accountants. The exploratory aspect deals with the testing and refinement of the developed model utilizing the internal audit profession as the field of examination. The model developed in this study is derived from the synthesis of factors suggested by role theory, the concept of side bets, the cosmopolitan-local construct, and the concept of commitment as a process. This research utilizes a questionnaire administered to 205 practicing internal auditors in order to test 30 hypothesized relationships. Path analysis is used to determine the significant direct relationships between variables with a process of theory trimming being conducted in order to produce more parsimonious structural models. Indirect relationships between significant variables are identified and their redundant or suppressive nature determined. Explanations of these suppressive or redundant relationships are provided based on the theoretical considerations identified above. Such a determination and explanation of the redundant and suppressive indirect relationships involved in the commitment-conflict relationship has not been accomplished in earlier studies of the subject. Although the procedures used here do not support causal conclusions, the findings of this study indirectly provide evidence that conflict between the two commitments in the internal audit area is not to be considered inherent. The findings also suggest a possible undesirable relationship between organizational formalization and professional commitment.

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Raymond, Karen Denise. "Compassion in Professional Counseling: A Delphi Study." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97192.

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Compassion is related to the work of counselors, yet scholars have not agreed upon a standard definition of compassion beyond a superficial dictionary explanation. A Delphi study was conducted to discover the opinions of a panel of counseling experts on the subject of compassion. The purpose of the study was to identify and define compassion as it relates to the context of professional counseling, as well as identify associated skills, attributes, and behaviors. The study also explored how experienced counselors distinguish compassion as it is experienced or expressed professionally and personally. Fifteen panelists participated in three rounds of data collection via online survey. Panelists also received feedback from subsequent rounds. Themes emerged on perceptions of compassion, skills and abilities that convey compassion, situations that create compassion obstruction, and support of knowledge, training, and education on compassion. The results indicate that assumptions exist on understanding what compassion is and how to express it in a professional manner. Results further show that compassion is an understudied and unnoticed concept that needs more examination.
Doctor of Philosophy
People generally understand compassion to be an act of understanding the pain and suffering of another person with a desire to ease their pain. However, applying the concept to the work professional counselors do can be problematic because of the codes of conduct and principles needed to keep both the counselors and clients safe. Compassion is at the heart of counseling with the goal being to help individuals and families positively focus on their mental health to improve many areas of their lives. Currently, the counseling profession recognizes the importance of compassion but needs to research this concept more fully. This study used a Delphi methodology to learn from a group of expert counselors and counselor educators how they define compassion specific to the occupation of counseling. An additional purpose was to identify things counselors do and know that express or communicate compassion in counseling settings. The group of experts revealed that counselors know the healthy boundaries needed to keep the relationships between the client and themselves healthy. Counselors also know what may get in the way of showing or feeling compassion with their clients. The results of the study did define compassion in counseling, identified ways counselors show compassion, and helped set up a way to develop compassion over the occupational lifespan.

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Moore, Susan S. Jr. "Continuing Professional Education for the Dietitian: A Critical Analysis of the Professional Development 2001 Model from an Adult Education Lens." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/36805.

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Professional Development 2001 has been proposed by the Commission on Dietetic Registration as a new system for recredentialing dietetic practitioners to better ensure professional development. Changes include self-directed learning and reflective inquiry, new, unfamiliar concepts to this profession. To date, neither the Commission on Dietetic Registration nor the American Dietetic Association have offered a systematic review of these concepts and their implications for practice. As practitioners begin to consider this proposal in relation to their practice, the broader perspective of adult education research and theory can provide insight, depth and context to enlighten its use. A critical analysis was undertaken to demonstrate how Professional Development 2001 embodies the concepts of self-directed learning, reflective inquiry, and lifelong-learning and why these concepts are important as a means of assuring professional competence. Implications for practice are discussed.
Master of Science

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Browning, Sandra T. "Correlated Science And Mathematics: A New Model Of Professional Development For Teachers." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82385.

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Thompson, Jerald Lynch William F. Porter Abioseh Michael. "Teacher and administrator perceptions of East Stroudsburg University's professional development school model /." Philadelphia, Pa. : Drexel University, 2006. http://hdl.handle.net/1860/1774.

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Stockton, Charles M. Turk Randall. "Successful professional development model components in two high achieving Missouri school districts." Diss., A link to full text of this thesis in SOAR, 2007. http://soar.wichita.edu/dspace/handle/10057/1111.

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Thesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership.
"May 2007." Title from PDF title page (viewed on December 14, 2007). Thesis adviser: Randall Turk. Includes bibliographic references (leaves 210-228).

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De, Bellis Michele Wells. "School-based coaching an interpretive study of one model of professional development /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Marks, Lori J., R. Barnhart, A. Lynn Williams, Susan Bramlett Epps, and E. Skelly. "Full Participation in Appalachia for People with Disabilities: Model for Professional Development." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/2068.

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Hannah, Kerry. "A Qualitative Assessment of Professional Development in a Competency-Based Education Model." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7872.

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Competency-based education (CBE) is increasingly important in higher education, both in volume and pervasiveness, which increases the need for comprehensive, systematic, and effective program-based support and instruction for faculty and staff. The purpose of this qualitative Delphi study was to gather expert opinions about competency-based best practices in professional development, support, and training resources in order to effectively implement a CBE method at a university. The conceptual framework comprised of adult learning theory and competency-based education. Eight experts in competency-based education completed 2 rounds of anonymous questionnaires with open- and closed-ended questions. Data analysis involved a systematic process of coding and identifying themes. Results included a list of effective best practices for the professional development, support, and training resources that might be used to develop a community of practice online learning site for effective implementation of CBE methods. The results were further used to deliver a position paper that provided the research site with concrete descriptions of the important factors and mechanisms for CBE, as well as recommendations for action, including increased emphasis on Communities of Practice. Implications for positive social change include aiding higher education institutions in understanding the needs of faculty professional development, support, and training resources in a CBE method. In turn, adult learners who enroll in a CBE model will be able to attain a degree in less time and cost than in a traditional model, providing the learners with an opportunity to make an economic difference in society.

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Ritchlin, June C. "First year teacher perceptions of instructional coaching as a professional development model." Thesis, Dallas Baptist University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256973.

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Job-embedded professional development is fairly new to education. Various forms of job-embedded professional development have become popular in the last ten years. One form of job-embedded professional development is instructional coaching. Instructional coaching is rather new to education, but has become a popular form of professional development in school districts. The current study reviewed various forms of job-embedded professional development, defined job-embedded professional development and instructional coaching, and then concentrated on teacher perspectives of instructional coaching as a form of professional development, the impact of instructional coaching on classroom instruction, and the impact of instructional coaching on implementing district initiatives. In this qualitative study, 12 teachers in their first year of teaching, who completed a yearlong partnership with an instructional coach, were interviewed. The data from the interviews was collected and then analyzed to identify themes and patterns using NVivo 11 Pro, a software program for analyzing qualitative data. The researcher analyzed and coded the data as trends and patterns were revealed in the teachers’ perspectives on instructional coaching as a form of professional development, on the impact of instructional coaching on their instructional practices, and on the impact of instructional coaching on their implementation of district expectations. The data indicated that the participants considered instructional coaching to be personalized professional development that supported the ability to implement instructional practices in the classroom as well as implement district expectations.

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Stewart, Carmine. "Teacher Preparation and Professional Development in Adult Literacy Education." Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1357933502.

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Leonard, Jill T. "Professional Learning Communities as a Professional Development Model Focusing on Instructional Practices Used to Teach Writing in Early Childhood." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2577.

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The purpose of this qualitative case study was to explore the implementation of a Professional Learning Community (PLC) as a professional development model effective in altering teachers‘ perceptions of their knowledge and skill in teaching developmental writing in grades K-3. This research is necessary to examine how offering teachers collaborative support needed for understanding and implementing research-based best practice approaches to teach developmental writing strengthens the quality of instructional practice necessary to meet rigorous standards being imparted from Common Core Standards. Through the development of a PLC, teachers have an opportunity for collaborating within the school building, which provides optimal environment for professional development (Lindeman, 1926; Lumpe, 2007). Analysis taken from the pre and post-survey information included the teachers‘ beliefs and understanding of writing development, current use of instruction time for writing, and questions or concerns teachers have about teaching writing. Weekly PLC meetings using a protocol format offered teachers an opportunity to discuss personal experiences with writing instruction and to share any anchor charts, student work, or anecdotal records exemplifying the strategy of focus. Videotaping and reflective journaling collected during the six PLC sessions were transcribed and coded using predetermined and emerging themes within and across each measure. Presentation materials collected as data documentation of the experience aided in validation of the research. Major themes emerged under the code headed as management with sub-codes of planning and classroom management presenting the strongest focus. Major themes also emerged under the code headed as instruction. The strongest areas of focus under the instruction code included subcoded areas conferencing, minilessons, and teaching strategies.

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DelColle, Jeanne M. "Mentor Teacher Development During a Co-teaching Model of Student Teaching." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7285.

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In a co-teaching model of student teaching, mentor teachers are presented with opportunities for professional growth because extensive collaboration occurs with the teacher candidate throughout the process. Despite the proliferation of co-teaching programs, mentor teachers often lack formal training for their role. Further, insufficient evidence fails to show how collaboration between mentor and candidate contributes to professional growth for the mentor. The purpose of this qualitative study was to examine such growth in 9 mentor teachers who hosted teacher candidates during 1 semester of student teaching to determine how a co-teaching model affected mentor teachers' own teaching and mentoring skills. Professional growth was examined through Wenger's 4 components for situated learning. Research questions focused on mentor teachers' initial expectations about their roles, their identity and growth, and the application of their learning and growth when teaching. At the end of student teaching, mentor teachers participated in a series of 3 interviews based in phenomenological techniques. Their responses were coded using an inductive approach. Identified themes included mentor teacher experience, communities of practice, actions during student teaching, and mentor teachers' reflection on the role. Key findings were that all mentor teachers reported that they grew in practice, but not all developed their coaching and mentoring skills, and some focused on transmission of content and skills rather than candidate transformation. The findings of this study may influence positive social change to ensure that educator preparation assures quality and supports continuous improvement to strengthen P-12 student learning through mutually beneficial partnerships.

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Kerness, Shloe. "Defining and Building Excellence: A Model for Professional Development at Arete Charter School." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6301.

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In the U.S., there is increased awareness that what teachers know and are able to do play a significant role in the achievement of their students (Sanders & Rivers, 1996). Consequently, there is an unprecedented interest in improving instruction, a job that is normally assumed by the schools and school districts where teachers are employed. However, long-established professional development options provided by school districts usually fail to have any significant positive impact on teachers' instructional practices and often have the unintended consequence of making teachers feel more like workers on an assembly line than professionals doing emotionally complicated work (Borko & Putnam, Cohen & Hill, 1995; Darling-Hammond, 2009. Arete Charter School, a rapidly growing charter school franchise, does not currently have a clearly defined model of professional development that supports its unique instructional model. Results of the Standards Assessment Inventory 2 and higher than average teacher attrition due to both voluntary and involuntary leavers indicate that a change initiative is needed. With little time and limited resources available for professional development, it is of particular importance to develop an unambiguous model for teacher learning at Arete that leads to program choices with a high probability of increasing teacher capacity as well as improving student learning. The purpose of this dissertation in practice is to advance/promote a viable model for professional development at Arete Charter School that will "alter the professional practices, beliefs, and understanding of school persons toward an articulated end" (Griffin, 1983, p. 2). A model for professional development utilizing the Partnership Approach (Knight, 2007, 2011) and aligned to Learning Forward's Standards for Professional Development with the goal of humanizing the profession and offering a clearly articulated philosophy and set of actions is presented. Core elements of the model include the principal as a designer, instructional coaching, workshops that make an impact, intensive learning teams, and partnership communication that, when used together, results in humanizing professional learning that is both focused and leveraged to not only sustain school success but propel it forward. This model has implications for other schools struggling with teacher professional learning including how to maximize professional development to enhance teacher repertoires while simultaneously utilizing it to humanize the profession.
Ed.D.
Doctorate
Education and Human Performance
Education

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Karuguti, M. Wallace. "A model development for an interdisciplinary approach to patient care: a case for curriculum development." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4293.

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Philosophiae Doctor - PhD
The complexity of human health and its determinants has been developing gradually and the means to attend to them has gone beyond the scope of a specific health discipline. Advocacy is underway by health stakeholders such as the World Health Organisation (WHO), higher learning institutions and individual scholars to incorporate interprofessional practice initiatives in health as a means of ensuring that health practitioners share ideas communicate and collaborate in order to put forward a comprehensive management plan for patients. These initiatives seek to ensure that a problem that could hardly be solved uniprofessionally is shed light on. The University of the Western Cape (UWC) is among the universities in the world that have incorporated an Interdisciplinary Core Courses Curriculum to be undertaken by all undergraduate students enrolled in the Faculty of Community and Health Sciences (FCHS) hence aiming at producing graduates who are collaboration conscious in their practice. This effort adds into the UWC’s endeavor of producing socially responsible graduates. This study analysed the UWC curriculum in order to ascertain its cognitive rigor for delivery of the interprofessional competencies. It further sought to identify whether the effort that the FCHS is putting through the Interdisciplinary Core Courses in having an impact on the perceptions of final year students during their field work placements in various health care institutions. The study also sought to find out whether the health care institutions practice policies are interprofessional practice friendly. Finally, the views and perceptions towards interprofessional collaboration (IPC) of institutional manager’s for institutions where UWC places more than one discipline of students for practice were explored.

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O’Brien, Robert Patrick, and res cand@acu edu au. "Assessing the Characteristics of Effective Professional Learning and Training Programs: Perceptions of teachers, principals and training personnel within Catholic Education in Melbourne." Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp54.29082005.

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The main aim of this thesis centred on what made effective professional development programs. As a particular case study data was collected on those programs sponsored by the Melbourne Catholic Education Office. Teachers from three schools in the North Western Metropolitan Zone of Melbourne, Australia, the principals from the three participating schools and training staff from the Catholic Education Office in Melbourne became the subjects of the study. The data collected from questionnaires was analysed in order to ascertain whether there were any common trends as to what the teachers thought was needed in effective professional development programs. The interviews with the participating principals and training staff were taped and later analysed in order to determine what they believed was the purpose of professional development and whether the programs currently being offered were effective. In addition, a list of characteristics of effective professional development was developed from the relevant research literature. The analysis of the above data was used to develop a model of effective professional development. The design of this model is cyclical. A main characteristic of the model promotes the reflection by both the participants and the training providers on what has occurred during the program and this process of reflection contributes in later development of programs in similar areas. It was also concluded that the needs and expectations from professional development of teachers and principals were different to what has been expected in past research projects. Both the teachers and principals expected that they would not be solely immersed in theory or in activities that may be used in the classroom. Instead they hoped to gain a knowledge of activities that are based on theory and develop an understanding of how these activities may be used and how they will assist in student learning. Hence, the link between the theory and its application was believed by teachers and principals to be of primary importance in professional development in order to maintain high teaching practices and in turn result in improved student learning.

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McDonald, Susan Ellen. "A model of teacher professional development based on the principles of lesson study." Queensland University of Technology, 2009. http://eprints.qut.edu.au/30389/.

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The researcher’s professional role as an Education Officer was the impetus for this study. Designing and implementing professional development activities is a significant component of the researcher’s position description and as a result of reflection and feedback from participants and colleagues, the creation of a more effective model of professional development became the focus for this study. Few studies have examined all three links between the purposes of professional development that is, increasing teacher knowledge, improving teacher practice, and improving student outcomes. This study is significant in that it investigates the nature of the growth of teachers who participated in a model of professional development which was based upon the principles of Lesson Study. The research provides qualitative and empirical data to establish some links between teacher knowledge, teacher practice, and student learning outcomes. Teacher knowledge in this study refers to mathematics content knowledge as well as pedagogical-content knowledge. The outcomes for students include achievement outcomes, attitudinal outcomes, and behavioural outcomes. As the study was conducted at one school-site, existence proof research was the focus of the methodology and data collection. Developing over the 2007 school year, with five teacher-participants and approximately 160 students from Year Levels 6 to 9, the Lesson Study-principled model of professional development provided the teacher-participants with on-site, on-going, and reflective learning based on their classroom environment. The focus area for the professional development was strategising the engagement with and solution of worded mathematics problems. A design experiment was used to develop the professional development as an intervention of prevailing teacher practice for which data were collected prior to and after the period of intervention. A model of teacher change was developed as an underpinning framework for the development of the study, and was useful in making decisions about data collection and analyses. Data sources consisted of questionnaires, pre-tests and post-tests, interviews, and researcher observations and field notes. The data clearly showed that: content knowledge and pedagogical-content knowledge were increased among the teacher-participants; teacher practice changed in a positive manner; and that a majority of students demonstrated improved learning outcomes. The positive changes to teacher practice are described in this study as the demonstrated use of mixed pedagogical practices rather than a polarisation to either traditional pedagogical practices or contemporary pedagogical practices. The improvement in student learning outcomes was most significant as improved achievement outcomes as indicated by the comparison of pre-test and post-test scores. The effectiveness of the Lesson Study-principled model of professional development used in this study was evaluated using Guskey’s (2005) Five Levels of Professional Development Evaluation.

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Gallant, Sarah K. Henry. "Linking university and teacher communities, a think tank model of collaborative professional development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ61554.pdf.

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O'Connell, John Francis. "A model for assessing the effectiveness of professional development for improving student learning." [Ames, Iowa : Iowa State University], 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3360380.

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Bell, Glenda Love. "An investigation of a professional development model in science education : a systems approach /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Morrison, Norma J. "An Administrative Model for Professional Development Centers in the Reform of Teacher Education." Digital Commons @ East Tennessee State University, 1989. https://dc.etsu.edu/etd/2755.

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The problem of this study was to identify a validated model of professional development centers (PDCs) for teacher education that could be applied collaboratively by administrators in higher education and the local school systems. A thorough investigation failed to reveal a model. Therefore, a professional development center model was synthesized from the literature, attributes of existing centers, and ideas of East Tennessee educators who were in positions to implement such a model. The examination of centers incorporated both quantitative and qualitative research methodology. The quantitative investigation was a combination of inductive and deductive analysis of responses to a survey form on PDCs that was developed by the investigator. Four centers were visited for the gathering of qualitative data in a naturalistic inquiry. Some quantitative data analyses were conducted by using the univariate method which included frequency counts and simple retrievals. Analyses provided descriptive statistics and percentages of characteristics of each PDC. The quantitative data analyses were synthesized with the qualitative data analyses for a comprehensive theoretical model. The model had ecological and face validity according to local educators and experts on the topic of PDCs. The findings were that PDCs had common goals and utilized a collaborative approach to problem solving and goal attainment among various levels including the school, the local education agency (LEA) level, the institution of higher education (IHE) level, and the state level. PDCs improved communication, trust, and support among teachers within and between schools, administrators, IHE faculty, and the community. PDCs promoted changes in both the IHE and LEA. The results of this study should prove useful to educational institutions in the planning, implementation, and evaluation of PDCs. Professional development centers provide structure for reform in teacher education.

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Brenneman, Kimberly, Alissa A. Lange, and Irena Nayfeld. "Integrating STEM into Preschool Education; Designing a Professional Development Model in Diverse Settings." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3906.

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High quality early childhood education and science, technology, engineering, and mathematics (STEM) learning have gained recognition as key levers in the progress toward high quality education for all students. STEM activities can be an effective platform for providing rich learning experiences that are accessible to dual language learners and students from all backgrounds. To do this well, teachers need professional development on how to integrate STEM into preschool curricula, and how to design experiences that support the dual language learners in the classroom. To address this need, a professional development model was designed to empower preschool educators to provide rich, high-quality STEM learning experiences, with particular emphasis on working in schools serving children from culturally and linguistically diverse backgrounds. This model was created based on best practices in adult learning and teacher professional development, on developmentally appropriate STEM concepts and teaching interactions, and in collaboration with educators to design professional supports that were responsive to their needs. We worked in under-resourced communities in a North East state in the United States to design a model that is culturally appropriate, and that is flexible enough to be implemented within any curricula and with a variety of materials. In this article, we outline the main components and the iterative design process we undertook to ensure that the professional supports are relevant and effective for teachers and children. Finally, the article presents feedback from educators who participated in the design and implementation of the model, as well as discussion of how our process can inform other teacher educators and those interested in promoting early STEM in diverse preschool settings.

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Lange, Alissa A., and Kimberly Brenneman. "Effects of a STEM Preschool Professional Development Model on Teachers, Coaches, and Children." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4194.

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Preschool STEM is important for later learning for all children, including dual language learners (DLLs). However the preschool workforce is generally not well prepared to teach STEM or to work with DLLs. The objectives of the SciMath-DLL professional development (PD) model are to increase preschool teacher knowledge and improve classroom instruction around science, technology, engineering, and mathematics (STEM), improve educators’ attitudes toward teaching STEM, enhance classroom supports for dual language learners (DLLs), and improve coaching. This paper reports on the effects of participation in SciMath-DLL workshops, individualized reflective coaching cycles (RCCs), and professional learning communities (PLCs) on educators and children in a qualitative design and development study. Future work will test effects experimentally.

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Nayfeld, Irena, Alissa A. Lange, and Hagit Mano. "Effects of a Preschool Professional Development Model on Teacher Science and Math Knowledge." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4186.

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Research overwhelming identifies science, technology, engineering, and mathematics (STEM) domains as vital to young children’s later school achievement (Duncan et al., 2007; Grissmer et al., 2010; Morgan, Farkas, Hillemeier, & Maczuga 2016; Watts et al. 2014). However, preschool teachers rarely receive in-depth training in math and science, and culturally and linguistically diverse students from low-income backgrounds are particularly at risk for lower academic outcomes in these domains (Brenneman, Boyd & Frede, 2009; Barnett, 2008; Cognitive Development & Beyond Project, 2009). The ScMath-Dll Instrument for Teacher Learning (SMILE) assessment tool was developed to measure teacher’s knowledge. Items relevant to each workshop assess the following: (1) content knowledge; (2) understanding of the developmental learning trajectory of the concept covered; and (3) application of the content and developmental trajectory to classroom practice (pedagogical content knowledge: PCK). Further information about the intervention and the SMILE assessment, as well as implications and future directions, will be discussed.

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Lange, Alissa A., Irena Nayfeld, and Hagit Mano. "The Effects of an Early Childhood Stem Professional Development Model on Coaching Effectiveness." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4187.

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Davis, Brian. "Investigating the Experience: A Case Study of a Science Professional Development Program Based on Kolb's Experiential Learning Model." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/33.

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Professional development for educators has been defined as the process or processes by which teachers achieve higher levels of professional competence and expand their understanding of self, role, context and career (Duke and Stiggins, 1990). Currently, there is limited research literature that examines the effect a professional development course, which uses David Kolb’s experiential learning model, has on the professional growth and teaching practice of middle school science teachers. The purpose of this interpretive case study is to investigate how three science teachers who participated in the Rivers to Reef professional development course interpreted the learning experience and integrated the experience into their teaching practice. The questions guiding this research are 1. What is the relationship between a professional development course that uses an experiential learning model and science teaching practice? 2. How do the Rivers to Reef participants reflect on and describe the course as a professional growth experience? The creation of the professional development course and the framework for the study were established using David Kolb’s (1975) experiential learning theory and the reflection process model designed by David Boud (1985). The participants in the study are three middle school science teachers from schools representing varied settings and socioeconomic levels in the southeastern United States. Data collected used the three-interview series interview format designed by Dolbere and Schuman (Seidman, 1998). Data was analyzed for the identification of common categories related to impact on science teaching practice and professional growth. The major finding of this study indicates the years of teaching experience of middle school science teachers significantly influences how they approach professional development, what and how they learn from the experience, and the ways in which the experience influences their teaching practices.

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Sauer, Eve R. "Teacher Preferences for Professional Development Delivery Models and Delivery Model Influence on Teacher Behavior in the Classroom." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/942.

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Current trends and research in education indicated that teacher learning is a crucial link to student achievement. There is a void in the research regarding teacher preferences for delivery models in professional development Determining teacher preferences is an important component in professional development planning and the driving inquiry for this research. The purpose of this exploratory case study was to determine teacher preferences in delivery models for professional development and whether delivery models influenced teacher behaviors in the classroom. The primary theory for this study was based on andragogy, and the research was conducted under the conceptual framework of constructivist principles. Data collection included interviews with 10 classroom teachers using open ended questions. Data analysis included the extraction of themes and subthemes emerging from the interviews. Findings indicated teachers' preference for hands on professional learning opportunities and technology use in delivery models. Teachers also expressed an interest in being given a choice in the delivery model of their professional learning opportunities. Implications for positive social change focus on professional development planners and facilitators, who are encouraged to seek preferences from teachers to best meet the needs and interests of educators in order to advance changes in teacher behavior and subsequent improvement to student achievement.

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Bond, Mark Aaron. "Constructing Guidelines for Building Communities of Practice for Supporting Faculty Professional Development in Electronic Environments." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/50569.

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Faculty who teach online courses at large research institutions have unique professional development and support needs. Communities of practice may provide a solution to feelings of isolation reported by faculty who teach online courses. Through a community of practice faculty may offer support to each and share online instructional best practices. Using a developmental study, research-based practices were operationalized using the ADDIE model to form guidelines for building and maintaining a virtual community of practice for online teaching faculty. An expert review validated and led the revision process for the set of guidelines. This study describes the development of the guidelines, the expert review, and the validation of the final product.
Ph. D.

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Edmondson, R. Shawn. "Evaluating the Effectiveness of a Telepresence-Enabled Cognitive Apprenticeship Model of Teacher Professional Development." DigitalCommons@USU, 2006. https://digitalcommons.usu.edu/etd/6246.

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This exploratory research used a mixed-methods design to compare the effectiveness of a telepresence-enabled cognitive apprenticeship model of teacher professional development (TEAM-PD) to that of a traditional workshop model by examining outcomes in teacher pedagogy and student achievement. Measures of the lll degree to which teachers in both groups enacted mathematics pedagogy provided mixed results. Both groups demonstrated similar patterns of behavior and cognition, indicating modest levels of pedagogy implementation. Although the experimental group demonstrated higher levels of enactment of the mathematics pedagogy, the comparison group demonstrated a faster rate of growth. Student outcome data were clear: students of teachers in the experimental group scored substantially higher on a test of relevant mathematics content than students of teachers in the comparison group. Collectively the results suggest that TEAM-PD has potential to be an effective model of teacher professional development.

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Hertz, Sharlene. "Development of a study circle model in a distance education setting for professional certification." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ57437.pdf.

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Lange, Alissa A., Kwanghee Jung, Irena Nayfeld, Hebbah El-Moslimany, Hagit Mano, and Alexandra Figueras-Daniel. "Preliminary Effects of a Preschool Stem Professional Development Model on Teachers’ Attitudes and Beliefs." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4188.

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Preschool science, technology, engineering, and math (STEM) is important for later learning for all children, including dual language learners (DLLs). However the preschool workforce is generally not well prepared to teach STEM or to work with DLLs, and attitudes and beliefs may play a role in teachers feeling challenged to provide high quality STEM teaching. The objectives of the SciMath-DLL professional development (PD) model are to improve attitudes and change beliefs of educators, increase preschool teachers’ knowledge, and improve classroom instruction around STEM and supports for dual language learners (DLLs). This paper provides preliminary results from a randomized trial of participation in the SciMath-DLL PD on preschool educators’ attitudes and beliefs.

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Steyn, G. M. "Interpreting the leadership practice of a South African school using the leaderful practice model." Journal for New Generation Sciences, Vol 11, Issue 1: Central University of Technology, Free State, Bloemfontein, 2013. http://hdl.handle.net/11462/631.

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Published Article
Literature reveals the crucial influence of school leadership on the creation and maintenance of successful schools. In searching for new foundations to understand leadership, Raelin's leaderful practice model serves as an authentic model to describe a successful South African leadership practice. A qualitative study was used to interpret school leadership in primary schools through the lens of the leaderful practice model. The following observations emerged from the study: "It is passion that makes people succeed in life"; "It isn't my school, it's our school"; and "Development has to be an integral part of education". By sharing the leadership experiences of the principal, this study could serve as a valuable resource and promote the creation of other leaderful practices in South African schools.

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Kumwenda-Phiri, Grace Chawanangwa. "The establishment of a continuing professional development (CPD) training model for science teachers in Malawi." Thesis, Boston Spa, U.K. : British Library Document Supply Centre, 2001. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.341135.

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Brenneman, Kimberly, Alissa Lange, and Irena Nayfeld. "Correction to: Integrating STEM into Preschool Education; Designing a Professional Development Model in Diverse Settings." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5554.

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Iarussi, Ronald J. "The Effectiveness of the Teacher-Leader Professional Development Model for Common Core State Standards Implementation." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1401788812.

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Grove, Bryan A. "Assessing student achievement in the visual arts : collaborative inquiry as a model for professional development /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487941504295237.

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Abu, Nasra Juma A. "An investigation into the professional development of teachers at higher education institutions in the United Arab Emirates." Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340441.

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Dissertations / Theses on the topic 'Professional development model'

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