Dissertations / Theses on the topic '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.
Full textDoctor 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.
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.
Full textArunachallam, 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.
Full textComparative 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
Super, Daniel Jacob. "Readers Matter: The Development of an Individualized Professional Development Model." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1041.
Full textRoberts, Christopher. "Networked professional development : towards a model for primary care." Thesis, University of Sheffield, 2003. http://etheses.whiterose.ac.uk/14453/.
Full textCary, 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.
Full textRasmussen, 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.
Full textBrennan, 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.
Full textLalitha, 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.
Full textWallace, 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.
Full textMcCord, 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.
Full textBuzzard, Barbara J. "Peer mentoring : a model of professional development for experienced teacher pairs." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/30840.
Full textMorman, Karen. "Teacher Expectations of a Literacy Coaching Model." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2415.
Full textQuarles, 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/.
Full textRaymond, Karen Denise. "Compassion in Professional Counseling: A Delphi Study." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97192.
Full textDoctor 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.
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.
Full textMaster of Science
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.
Full textThompson, 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.
Full textStockton, 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.
Full text"May 2007." Title from PDF title page (viewed on December 14, 2007). Thesis adviser: Randall Turk. Includes bibliographic references (leaves 210-228).
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.
Full textMarks, 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.
Full textHannah, Kerry. "A Qualitative Assessment of Professional Development in a Competency-Based Education Model." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7872.
Full textRitchlin, 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.
Full textJob-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.
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.
Full textLeonard, 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.
Full textDelColle, Jeanne M. "Mentor Teacher Development During a Co-teaching Model of Student Teaching." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7285.
Full textKerness, 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.
Full textEd.D.
Doctorate
Education and Human Performance
Education
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.
Full textThe 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.
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.
Full textMcDonald, 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/.
Full textGallant, 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.
Full textO'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.
Full textBell, 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.
Full textMorrison, 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.
Full textBrenneman, 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.
Full textLange, 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.
Full textNayfeld, 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.
Full textLange, 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.
Full textDavis, 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.
Full textSauer, 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.
Full textBond, 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.
Full textPh. D.
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.
Full textHertz, 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.
Full textLange, 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.
Full textSteyn, 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.
Full textLiterature 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.
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.
Full textBrenneman, 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.
Full textIarussi, 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.
Full textGrove, 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.
Full textAbu, 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.
Full text