Dissertations / Theses on the topic 'Professional participation'
To see the other types of publications on this topic, follow the link: Professional participation.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Professional participation.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Pickering, Charles A. L. "Institutional Participation Effects on Individual Market Framing among Engineers." Ohio University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1145536125.
Full text
2
Kamalodeen, Vimala. "Exploring teachers' participation in an online professional social network." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4284/.
Full textAbstract:
This thesis considers new ways of facilitating in-service teacher training and development in Trinidad and Tobago. ICT is linked by policy to National Development and teachers are urged to use available tools and technologies to enhance student learning. I argue that current models of training and professional development do not result in sustained and efficient use of some of these tools. In this study, a new model of teacher professional development is considered where a learning space is created and mediated through Web 2.0 tools and the Internet. In particular, the use of a social networking space is designed purposefully as a professional learning space for teachers. The design elements were selected to facilitate a dynamic learning environment catering to flexibility in teachers’ learning needs and wants. Through analysis of teacher interactions, the data shows how the social network supports the development of a professional identity while allowing teachers to seek support from one another and to share knowledge. Examination of teacher activity reveals how teachers chose to participate in this space and their preference for certain tools and topics. It further shows the inclination to seek knowledge rather than to share and their willingness to upgrade their skills using free online learning courselets. This study concludes that a social network can act as a professional learning space that enables teachers’ ongoing learning through real-time communication with peers, just-in- time support from mentors and coaches and opportunities to make their practice public.
3
Akintade, Aribigbola. "An Investigation of Factors Deterring Participation in Continuing Professional Education." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331928/.
Full textAbstract:
This study was conceived as an attempt to determine .and analyze factors deterring participation in continuing professional education among social workers in environments where continuing education for relicensure is mandatory and voluntary.
The specific research design implemented to complete this study was the ex-post facto descriptive design. The sample included 106 social workers randomly selected in the state of Texas where continuing education is mandatory and 94 social workers in the state of Louisiana where continuing education is voluntary. The instrument used was the Deterrent to Participation Scale developed by Scanlan (1983) and a demographic inventory. Scanlan (1983) earlier identified six factors deterring participation in continuing professional education: Disengagement, Lack of Quality, Family Constraints, Cost, Lack of Benefit, and Work Constraints.
The study concluded that social workers in both states considered work constraint as a major factor deterring participation in continuing professional education. Also the factors of cost and lack of quality were also considered as crucial barriers in their efforts to participate in continuing professional education.
The Wilks' multivariate test of significance of the means and univariate F tests at alpha level p < .05 revealed differences in the combined mean scores of social workers in both states when the variables of age, marital status, and position held were tested.
In comparing the ranking of the six factors deterring participation in continuing professional education, a Spearman rank correlation coefficient revealed respondents in both states rank the six factors in the same order. The findings were congruent with earlier studies of barriers to participation in continuing education among professionals.
The researcher recommended a study which would include a larger number of social workers and a longitudinal study to measure changes in barriers to participation in continuing professional education.
4
Deines, Elaine Scibelli. "DETERRENTS TO PARTICIPATION IN PROFESSIONAL CONTINUING EDUCATION (MANDATORY NURSES INSERVICE)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275381.
Full text
5
Alselaimi, Raneem Abdul Wahab A. "Increasing Saudi women's participation in professional occupations: a Saudi perspective." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/788.
Full textAbstract:
This research endeavours to provide a deeper understanding of the Saudi male-dominated system that is embedded in the Saudi social and cultural spheres. In particular, the thesis examines the different layers of meaning interconnected to each other which affect the Saudi system and the system’s ability to provide equal opportunities for both male and female nationals.
6
Jones, Tracey. "FLOTE-ing and sinking: Teacher participation in online professional development." Thesis, Jones, Tracey (2012) FLOTE-ing and sinking: Teacher participation in online professional development. Professional Doctorate thesis, Murdoch University, 2012. https://researchrepository.murdoch.edu.au/id/eprint/15320/.
Full textAbstract:
This study examines the engagement of two groups of teachers, in successive years, with an online professional development program designed to support teachers in facilitating the learning of languages other than English. The study examines the factors that impacted the teachers’ ability to engage with the FLOTE online professional development programme. In particular, the study identifies what aspects of the programme encouraged or supported teachers, and what aspects hindered teachers. It also examines the impact of personal factors on the capacity of teachers to be successful in completing the FLOTE online programme.
A mixed methods approach is used in the study. Quantitative data provide demographic information, as well as information about participant teachers’ initial level of competence with information communication technologies. The online tracking facility, incorporated into the programme, also recorded teachers’ time on task across all programme modules. Qualitative data are used to report on teacher participants as online learners, and to capture their individual lived experiences as they interacted with the FLOTE programme.
Also significant within the study are the lived experiences of the researcher. She occupies multiple roles – co-creator of elements of the programme, programme facilitator, data collector and analyst. The study projects her multiple voices as she engages with the two participant cohorts and this, inturn, adds to the richness of the investigation.
This research is contextualised within the development of the FLOTE online professional development programme. This programme uses a range of nautical themes to encapsulate key programme elements. So too does this study. It draws on a range of nautical analogies and uses these as a framework to present the study, as well as a mechanism to reflect and represent ideas and themes.
The findings of this study identify a number of factors that supported and hindered participants’ engagement with the FLOTE programme. These included ICT competence, experiences and expectations of professional development, as well as personal factors. However, the most critical factor to emerge from the study relates to the capacity for teacher participants to be self-directed and autonomous in their own learning. The study shows that the low level of programme completion reflects the inability of most participants in this study to take responsibility for their own learning.
7
Yong, Karen Elizabeth. "Continuing professional education : a study of geoscientists' participation, attitudes and felt CPE needs in one professional organization." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29893.
Full textAbstract:
Little data exist on continuing professional education (CPE) participation among geoscientists. This study sought to establish an understanding of CPE participation amongst geoscientists through their behaviour, attitudes toward CPE and felt need of CPE. Members in the Mineral Deposits Division (MDD), an affiliate of the Geological Association of Canada (GAC), were used as the population for the survey. A mail survey questionnaire of the 819 members of MDD produced a response rate of 72%.
The findings revealed the majority of geoscientists held positive attitudes toward voluntary participation in CPE. The respondents participated in both instructional and informal activities such as, attending field trips and reading professional journals. Eighty percent of the respondents indicated having participated in instructional CPE activities during the previous 12 months, with a mean of 6 activities. In addition, 100% reported participating in the informal activity of reading professional journals for an average of 0.5 hours per week. Contrary to findings in the literature, no significant relationships were found between educational level, attitude, occupational positions, barriers to participation and the extent of CPE participation. These findings reflect the homogeneity of the
sample's socio-economic status: high education levels (39% B.A's/B.Sc's, 32% M.A's/M.Sc's and 27% PhD's), with a mean income of $44K. The general character of a MDD member is one who specializes in geology (68%), works for industry (60%), holds an occupational position of either project geoscientist or middle management (57%). Few barriers to participation were identified: scheduling difficulties and lack of time.
The anticipated future of the geoscience profession was reflected in the perceived CPE needs of the group. Geostatistics (59%), oral presentations (49%), mining laws (50%), and geochemistry (49%), were items most frequently cited.
Sixty five percent reported that sponsors of CPE other than their own institution were better providers of CPE activities. Although the lecture format was the most frequented CPE format during the previous year, field trips were the preferred format. T.V and video as CPE delivery systems were not favoured by geoscientists which contrasts trends amongst other professionals, particularly engineers in the United States (Greenburg & Beidenburg, 1987).
These findings are of importance to those in geoscience who sponsor, plan, provide, or evaluate CPE activities, but particularly the MDD in developing its CPE policy, and to those in the field of adult education conducting participation research because data has been gathered specifically pertaining to mineral deposit geoscientists in
Canada. Recommendations were proposed for the national umbrella organization, the Canadian Geoscience Council, which has the structure and influence to establish CPE as a priority within geoscience in the areas of programme planning, CPE policy development and resource management.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
8
Simmons, Jane. "A multi-capital approach to understanding participation in professional management education." Thesis, University of Huddersfield, 2010. http://eprints.hud.ac.uk/id/eprint/9674/.
Full textAbstract:
This study explores the reasons why adult learners take part in professional management education courses, their social and cultural capital together with their human and economic capital. The author has responsibility for these programmes in a university in the north of England. It is framed by a multiple capital approach which reflects, and illuminates, the rationale for engagement in lifelong learning and professional management education. The underlying research was phenomenological, as it explored the direct experiences of the participants in relation to professional management education. Two methods were used sequentially, quantitative which provided numerical data by the use of questionnaires, and qualitative, by the use of interviews. The results of the interviews were used to construct the stories of the respondents. Fifty questionnaires were completed by employees and fifteen interviews were undertaken, out of a total population of eighty one. The entire population of twenty four employers completed a questionnaire and six of them were interviewed. The outcomes of this research highlight the workplace in the twenty-first century, together with the impact of the current economic climate. This has led to a need for the acquisition of new skills by workers at all hierarchical levels in organisations. Cultural capital was evidenced by the desire of employees to equip themselves with new skills and knowledge, in order to remain in employment and to advance their careers. Many of the respondents gained cultural capital through their early life experiences of home and school and their relationships with mentors. The social capital of employers was found to be important in mentoring, and encouraging, employees to engage in learning. Economic capital was expressed through engagement in lifelong learning by employees to enhance their knowledge and skills, and to improve their employment prospects.Human capital was evidenced by both employers and employees as engagement in professional management education facilitates the acquisition of new skills and knowledge.
9
Becker, Robert Roy. "The Narrative of the Professional: The Value of Collegiate Forensics Participation." Diss., North Dakota State University, 2019. https://hdl.handle.net/10365/29513.
Full textAbstract:
Forensics, or competitive speech and debate, has a history stretching back to the ancient Greeks. Although practitioners, students, and coaches have long sung its praises, limited research has been done to demonstrate the long-term value of forensics competition for students. This study used narrative interviews to discover the perceived value of forensics competition to individuals who were at least ten years removed from competition and had not remained active in forensics. After interviewing 34 individuals, this study used grounded theory (Glaser, 1965; 2002; Glaser & Strauss, 1967) to analyze the results. Analysis revealed that individuals followed a similar pattern of becoming involved in forensics and remaining as participants. Additionally, they believed they learned academic skills, social skills, and had more opportunities because of their participation in forensics, despite having to overcome some negative effects of participation. Participants noted that they used many of the skills they developed in forensics every day. Participants also demonstrated that forensics was a part of their identity and many remained connected to former teammates, former competitors, and their alma mater. Analysis led to the development of the Narrative of the Professional, which is the story of the forensics competitor.
10
Inge, Richard. "A SURVEY OF SCHOOL PRINCIPALS AND TEACHERS REGARDING TEACHERS' PROFESSIONAL DEVELOPMENT PARTICIPATION." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2419.
Full textAbstract:
The purpose of this study was twofold: First, to gather perspectives of randomly selected administrators and teachers in two central Florida school districts concerning the participation of teachers in professional development (PD), and secondly, to determine if there was a significant differences in the amount of participation of teachers from different academic departments in these activities. Results indicated that a teacher's assignment to a particular academic department has a relationship to the amount of PD involvement. Results also suggested that building principals' perceptions concerning teacher support of and participation in these activities were moderately accurate. Data were collected using two survey instruments developed by the researcher. The Professional Development Questionnaire for Teachers contained 22 items developed to gather teachers' perceptions concerning: (a) their participation in PD, (b) the relevance of the PD activities they had been involved in, (c) the process used to select these activities, (d) the monitoring efforts of their administrators concerning teacher involvement in these activities, and (e) information about the number of hours they were involved in PD between July 1, 2002 and June 30, 2004. The Professional Development Questionnaire for Building Principals collected data from administrators at the same schools as those of the teachers surveyed. Building principals were asked their perceptions concerning: (a) teacher participation in PD, (b) the effectiveness of PD, (c) the selection of activities, and (d) the fund sources used to provide PD for their teachers. A total of 433 teachers and 38 building administrators comprised the sample population. Descriptive statistics, independent samples t-tests, and a One-way Analysis of Variance (ANOVA) were used to analyze the data collected. In addition, information was collected from respondents using comments they included in the surveys. The implications for policy and procedure drawn from this study were: (a) school administrators' need to develop a plan to more closely monitor the participation of their teachers in PD and (b) the availability of PD opportunities should be equitable for all teachers regardless of their academic department assignment. Suggestions for future research and educational practices were also provided.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
11
Hill, Krystal A. "Teacher Participation and Motivation inProfessional Development." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5718.
Full textAbstract:
Although professional development is accepted as important for making educational improvements, some have been unsuccessful due to how the teachers choose to participate, and the lack of motivation in teachers to attend or implement the suggested changes. A case study of secondary mathematics teachers in a required professional development is used to look at teachers' motivation and participation during the professional development. This study compared mathematics teachers' motivation to attend with ways of participating in order to determine how these influence a teacher's intent to change. It was found that certain aspects of motivation and participation does influence a teacher's intent to change.
12
Brashear, Taylor. "TRANSFORMING TEACHERS: EXPLORING CHANGING PERCEPTIONS THROUGH PARTICIPATION IN A PROFESSIONAL DEVELOPMENT PROGRAM." UKnowledge, 2015. http://uknowledge.uky.edu/comm_etds/35.
Full textAbstract:
Communication across the curriculum (CXC) programs are becoming increasingly common as institutions of higher learning recognize the need for improving communication skills in college students. Consequently, the University of Kentucky (UK) is piloting Presentation U, a multimodal communication across the curriculum (MCXC) program. This study examines the degree to which the Faculty Fellows program succeeds in helping faculty across the university integrate effective communication instruction and assignments into their courses. For this study, all faculty members participating in cohort #2 of the program responded to surveys and wrote reflection papers regarding their experiences. Their responses were analyzed and conclusions drawn. The study, grounded in the adult theory of transformative learning, found evidence of worldview transformation among faculty fellows as a result of their participation in the program.
13
Stark, Suzanne. "Participation in professional cycling : the experiences of young cyclists from disadvantaged communities." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/2985.
Full textAbstract:
Includes abstract.Includes bibliographical references (leaves 95-100).
As an occupational therapist enjoying recreational cycling, I became aware of the potential positive value of participation in cycling. Cycling, however, is considered an elite sport, with participation reserved for those who can afford it. The Cycling Club is a Subsection 21 company (Not for Profit Organisation) attempting to bridge this problem through the promotion of cycling in South Africa’s poorest communities. They provide opportunities for young people from disadvantaged communities to participate in cycling. Their aim is twofold: to help youth develop their skills as cyclists; and to enable them to develop their potential as human resources through their participation in the programme. Taking an occupational perspective, it has been proposed that occupational engagement in meaningful occupations can contribute to the development of people as individuals and members of society. Yet, one should be cautious not to assume that participation in cycling will necessarily result in change for cyclists and that all contributions are necessarily experienced as positive. Every cyclist is a unique individual coming from a particular context which, through participation in cycling, results in certain experiences. Consequently, this study intended to uncover the experiences of young cyclists from disadvantaged communities participating in professional cycling.
14
Harris, Apollos R. "Parental and professional participation in the IEP process: A comparison of discourses." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1273002727.
Full text
15
Hamilton, David Henry. "Factors Affecting Social Workers' Political Participation: Resources, Professional Associations and Perceived Efficacy." VCU Scholars Compass, 1998. http://scholarscompass.vcu.edu/etd/4693.
Full textAbstract:
Research has indicated that social workers are more politically active than the general public (Wolk, 1981; Parker and Sherraden, 1991), but their effectiveness has been questioned (Mathews, 1982). There are differences among social workers, but explanations of differences between "very active" and "inactive" have relied primarily on practice setting or method. However, research in political science has shown that income, education, involvement in associations, and perceived political efficacy, are significant predictors of who does not participate (Verba, Schlozman, and Brady, 1995).
Five hundred certified social workers were surveyed regarding how often they engaged in political activities (e.g., voting and campaigning) between 1995 and 1997; 242 surveys were returned. Whereas 92 percent of respondents voted in 1996, fewer than 1 in 5 met with government officials or worked in a political campaign; only 3 percent testified before a legislative body. Information on each respondent's performance of specific political tasks was used to create a Political Participation Score (PPS). Scores range from 0 through 11, with higher scores indicating greater political activity. Six percent of respondents were "inactive" (3 or less), 88 percent were "active" ( 4 through 7), and 6 percent were "very active" (9 or more).
The PPS was the dependent variable in ordinary least squares regression analysis, used to estimate the effect of political socialization, resources, perceived political efficacy, and involvement with professional associations on certified social workers' political activity. The significant predictors (p≤.05) were political efficacy (b=.237), recruitment to action by a social work association (b=2.34), interest in public affairs (b=.210) and activity in NASW (b=.165). Income and education were not significant predictors of the respondents' participation.
The significant role of political efficacy suggests that strategies to increase social workers' perceived efficacy could increase their political activity. Greater performance of high-cost activities (e.g., testifying or meeting with government officials) could increase social workers' input into the development of social policy. Social learning theory (Bandura, 1978) is utilized to identify strategies for use by social work educators and professional associations to increase social workers' perceived efficacy and, therefore, the performance of higher-cost political acts.
16
Mims, Annette. "The relationship between teachers' perceptions of evaluation and participation in professional activities." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/3489.
Full textAbstract:
The research examined the relationship between five independent variables related to teacher evaluation (teachers' self reported attributes, perceptions of the evaluator, evaluation procedures, evaluation feedback, and the contexts of evaluation) and three dependent variables (participation in professional development, attending educational conferences, and accountability and growth). The theoretical framework led to the establishment of fifteen hypotheses which were analyzed using a Pearson r correlation statistical procedure. Seventy educators from a large urban school district were selected using a cluster sampling technique. They were given an instrument which provided the data for the study. Eleven of the fifteen hypotheses were rejected, which indicated that significant relationships exist between teachers' perceptions of evaluation and professional outcomes. The findings, implications, conclusions, and recommendations will be of extreme help to administrators and supervisors who seek to find ways to improve teacher professionalism through evaluation.
17
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.
Full text
18
Hodge, Edward. "Perceptions of Air Force Civilians Regarding Participation in Nonresident Professional Military Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2407.
Full textAbstract:
In spite of a 2009 memorandum from senior Air Force leaders calling for civilian employees to participate in nonresident Professional Military Education (PME) courses, employees' PME completion rates have remained low. This qualitative study investigated the perceptions of nonresident PME held by 12 employees at an installation with a nonresident PME completion rate of less than 3% in 2013. The theories of reasoned action and planned behavior guided the 5 main questions that asked participants to describe their familiarity with nonresident PME course content, availability, and structure; as well as their perceptions of organizational support for PME course participation, their capacity to complete PME courses, the role of nonresident PME in their leadership development, and the importance of PME completion for attaining their career goals. The data were manually coded and organized according to the emergent themes and subthemes. None of the participants identified any external barriers to nonresident PME completion, but factors such as supervisor support, prior participation in enlisted PME, personal interest in PME course content, and inconsistent hiring practices influenced participants' perceptions of nonresident PME for their professional development and career progression. The findings and prior research suggest the Air Force should educate PME eligible civilians regarding the benefits of nonresident PME, conduct focus groups to discover employees' specific learning needs, and assist supervisors in establishing effective mentoring relationships. These actions have the potential to enhance employee motivation, to align employee development with organizational goals and objectives, and to increase supervisor-subordinate collaboration.
19
Moore, Robin Fay. "Continual Professional Learning of Experienced Ontarian physical educators: The ways they learn and what influences their participation in professional learning." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28601.
Full textAbstract:
This study incorporated the perspectives of twelve experienced physical education (PE) teachers to better understand the ways they learn, and what influences their choices regarding professional learning. By providing a Canadian perspective on a topic that has primarily been researched in the UK, this study addresses a current gap in the experienced PE teacher learning literature (Armour & Yelling, 2007; O'Sullivan, 2006). Using Illeris' (2007) workplace learning theory, the study provides a holistic understanding of teacher professional learning by equally acknowledging the individual and the environment. The data collected from three focus groups and twelve individual interviews indicated that the PE teachers learned in a variety of formal, nonformal and informal ways (Coombs, 1974). Moreover, the individual and the work environment influenced each teacher's professional learning. Finally, the participants continually engaged in informal learning to augment their formal and nonformal learning opportunities and they credited professional learning with helping them to develop as effective teachers.
20
Hirtz, Janine Renee Marie. "Teacher professional development and communities of practice." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2802.
Full textAbstract:
The larger research project seeks to examine the role of technology and factors that
influence its overall use and efficacy in supporting a community of teachers engaged in
professional development. This thesis examines factors that appear to influence teacher
participation in the online community of practice engaging in an overarching research project
conducted by Dr. Balcaen and a team from UBC O Faculty of Education and funded by the
Southern Alberta Professional Development Consortium (SAPDC). The two groups are
acting in partnership for supporting and sustaining communities of practice in social studies
in southern Alberta. SAPDC is allowing teachers release time to engage in the project while
TC² is providing professional development for the participant teachers to become proficient
at embedding TC² critical thinking tools into their classroom practices. Various technologies
are used during this study as part of the design of providing professional development for the
participants including supporting an online community presence. The guiding question for
this thesis is: In a blended approach of face-to-face and online supported professional
development for embedding critical thinking into the new social studies curriculum, what
significant factors appear to influence teacher participation in the online community of
practice during the first year of the project?
Overall results during the first year of this project show that various technologies
used during the project are valuable and effective in nurturing this community of practice by
enabling and promoting collaboration, communication, and the completion and delivery of
products to be used in teaching the new curriculum. I also examine negative factors that
appear to prevent some teachers’ technology use and online participation and collaboration
during this project. Findings show that there are several significant factors that influence
participation in the online community and while some participants are reluctant to engage or
enter the online environment, others have emerged as leaders and play a significant role in
building and sustaining the community of practice. These results provide critical information
about implementing and integrating an online component and using technology to sustain
communities of practice engaged in this form of teacher professional development.
21
Frauenholtz, Todd, and Derek F. Webb. "Impact on Student Achievement of Teacher Participation in K-8 Mathematics Professional Development." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79815.
Full textAbstract:
The purpose of this study is to determine the impact on student achievement of elementary school teachers who participated in professional development in the content area of mathematics. Teachers participated in professional development courses and have accumulated a range from three to eighteen total credits from the summers of 1998 through 2007. The impact is measured by student achievement data collected on standardized tests.
22
Armstrong, Kirk J. "Continuing education for certified athletic trainers : participation and perceived impact on professional practice." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1389682.
Full textAbstract:
Continuing education (CE) is intended to promote professional growth and development and enhance one's professional practice. The purpose of this investigation was to determine Certified Athletic Trainers' (ATs) preferred types/formats and related barriers regarding formal (i.e., approved for CE credit) and informal (i.e., not approved for CE credit) CE activities. Furthermore, what is perceived to impact of CE on athletic training practice with regards to improving knowledge, improving clinical skills/abilities, changing attitudes toward patient care, and improving patient care.The population consisted of a geographic stratified random sample of 1,000 ATs. A total of 427 (42.7%) ATs completed the Survey of Formal and Informal Athletic Training Continuing Education Activities (FIATCEA) developed for this investigation and administered electronically. The FIATCEA survey consisted of demographics/characteristic items and Likert scale items (1 = strongly disagree, 5 = strongly agree) regarding CE participation and perceived impact on practice, preferred types/formats of CE activities, and barriers to CE participation. Cronbach's alpha determined internal consistency for items within each of the three sections at .945, .638, and .860 respectively. Descriptive statistics were computed for all items. An analysis of variance (ANOVA) and dependent t-tests determined differences between AT demographics/characteristics and participation in CE and the perceived impact on practice, preferred type/format of CE, and barriers to CE participation. The alpha level was set at .05.Informal CE activities were completed more than formal CE activities, t(3) _ -114.182,p > .001. Formal CE activities were perceived to enhance knowledge, t(414) _2.559, p = .001, and informal CE activities were perceived to improve clinical skills/abilities, t(409) = -2.754, p = .006, and attitudes toward patient care, t(407) = -3.630,p < .001. The cost of attending CE (M= 4.13, SD = 0.994) and distance required to travel to CE activities (M = 4.15, SD = 0.958) were bathers to CE participation.A majority of respondents completed informal CE, but formal CE activities were preferred. Barriers to CE participation included cost and related travel. Both formal and informal CE activities were perceived to enhance athletic training professional practice. Informal CE activities should be explored and considered for CE credit.Department of Educational Studies
23
Saale, Nwike B. (Nwike Brother). "The Participation of Nigerian Licensed Engineers in Professional Development Activities Related to Management." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331294/.
Full textAbstract:
Many engineers perform managerial roles; however, their professional education in engineering usually does not include management education. Thus, this study examined the participation of the Nigerian licensed engineers in professional development activities in management. The study proposed (1) to determine if, in fact, Nigerian licensed engineers participate in management education and training; (2) to determine the management programs in which the engineers participated and whether participation was voluntary or required, or within Nigeria or overseas; (3) to test hypotheses dealing with these variables: age, management level, academic level, years of experience in a managerial role, and sector of employment; and (4) to identify the mean number of hours of participation. Also, the engineers were asked to judge the value of non-credit versus credit programs.
24
O'Connor, Jr Thomas W. "Public school teachers' discretionary participation in continuing professional development : perceptions, influences, and action." Adobe Acrobat reader required to view the full dissertation, 2000. http://www.etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-37/index.html.
Full text
25
Tupou, Samuel. "A Descriptive Correlational Study of Teacher Participation in Professional Development and Teacher Efficacy." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13248.
Full textAbstract:
This study examines teacher efficacy within the context of professional development to understand the relationship between teacher efficacy and teacher collaboration. Two theoretical frameworks framed this teacher efficacy study based on locus of control and social cognitive theory. A 29-item questionnaire was e-mailed to approximately 500 K-5 classroom teachers, special education teachers, and Title I specialists in 18 elementary schools and two K-8 schools in a suburban school district where the practitioners participated in staff development on the language arts and math adoption using the district-developed response-to-intervention model, Instructional Intervention and Progress Monitoring. Descriptive statistics, correlations, cross-tabulation and chi-square analyses were used to investigate the relationship between the level of teachers' participation in the professional development and their sense of efficacy.
26
Dotan, Gabriella. "Factors affecting participation in CPD activities : the case of public librarians in Israel." Thesis, Loughborough University, 2000. https://dspace.lboro.ac.uk/2134/33076.
Full textAbstract:
The main purpose of the study was to produce a model that will elucidate the relationships among a number of variables associated with employees' participation in activities of continuing professional development (CPD). The study specifically aimed to explore public librarians' motivation for participation in CPD and to investigate the interest generated by various topics and types of CPD. A subsidiary purpose was to examine work environment factors and management policies and practices impinging on public librarians' CPD. The model hypothesised that perceptions about the applicability of new skills and motivational orientations influenced employees' updating behaviour through the mediation of educational interest. The study used two research methodologies: a survey of public librarians, by means of questionnaires; and semi-structured interviews with 22 library officials and policy-makers. A response rate of 73 percent yielded 303 valid questionnaires. Data were analysed through various statistical and qualitative analyses. In addition, path analysis was used to examine two causal models of participation in CPD activities. The results suggested that the perception of the applicability of new skills was significantly correlated to all motivational factors and with most educational interest factors, particularly to IT skills. Most deterrent factors were negatively correlated with educational factors, indicating that the perception of deterrents stifled the interest in virtually every topic. The study revealed a serious mismatch between librarians' motivations and perceptions of deterrents to participation in CPD activities, on the one hand, and library directors' opinions regarding librarians' motivations and constraints, on the other. Several recommendations are made to advance employees' professional development. Ways were suggested to strengthen the collaboration between state and local initiatives that could encourage librarians to engage in lifelong, planned, professional development.
27
Afolabi, Comfort Y. Georgia State University. "Examining the Relationship Between Participation in Cross Career Learning Communities and Teacher Retention." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/eps_diss/103.
Full textAbstract:
As teacher turnover and the demands for accountability and student achievement persist, the need to hire and retain quality teachers becomes increasingly vital. The purpose of this study was to determine if there was a relationship between participation in Cross Career Learning Communities (CCLC), a type of Professional Learning Community (PLC), and teacher retention in participating Network for Enhancing Teacher-Quality (NET-Q) schools in a southeastern state. One-to-one exact matching was used to match 251 teachers in CCLC groups to 251 control teachers on eight variables including both system and individual level variables. Results showed a ten percent significant difference between the retention percentages within the state public school systems favoring CCLC teachers, χ2(1) = 21.17, N = 502, p < .05, with a medium effect size of h = .4. For teachers participating in CCLCs, a secondary research question asked if there were any differences in teacher retention in schools that had mandatory participation versus those that had voluntary participation. No significant difference was found between participation types and teacher retention. Furthermore, no significant difference was found in the attrition rates between the novice and the veteran teachers participating in the CCLCs. Based on a question from the NET-Q survey, the percentage of teachers indicating that their participation in CCLCs positively influenced their decision to continue in teaching, estimated at 31%, was statistically significant. This study extends the research on one particular type of PLC to teacher retention. The findings of this study may aid school leaders in better understanding how they can address and impact teacher retention in teaching and in their school buildings. Suggestions for future research and implications for policies addressing teacher support and retention are discussed.
28
Larson, Angela. "Factors affecting educator participation in professional development activities through the use of a microblog." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10162032.
Full textAbstract:
Examining teacher participation in collaborative microblogging activities may offer insight into creating alternative options for effective professional development. In this sequential explanatory mixed methods study, educators’ opinions of their use of a microblogging tool, Twitter, will be examined to determine what factors affect their participation in professional development activities using the microblogging tool, Twitter. The overall guiding question for this study will be, Why do educators participate in voluntary professional development opportunities, specifically in Twitter-supported professional learning networks?
This study will contribute to the existing body of research in the areas of professional development, professional learning networks, educator’s motivation to learn, informal learning, online learning, and social media. Social media, specifically the microblogging tool Twitter, will be examined for its potential to act as an alternative mode of dissemination for educator professional development, as well as its potential for creating informal professional learning networks. Data sources for this study will include: surveys and interview questions. This information may be useful for future creation of more effective professional development opportunities. Findings from this study may be useful for researchers, educators, administrators, and developers of professional development opportunities.
29
Wallace, Barbara King. "Incentives for faculty participation in professional service at selected public urban universities in Virginia." W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539618594.
Full textAbstract:
The purpose of this exploratory study was to determine if urban universities truly support faculty in carrying out the universities' self-stated commitment to professional service. Professional service refers to significant professional activities outside the categories of teaching and scholarship that draw upon one's professional expertise in his or her academic discipline. A secondary purpose was to identify the incentives universities employ to encourage professional service.;Two public, urban universities in Virginia were studied for this project. The population for this study consisted of two groups at each of the two institutions: full-time faculty currently involved (within the past five years) in professional service activity and the continuing education administrator.;The case study approach was used and included content analysis of institutional documents related to professional service and survey analysis.;The main research question addressed was: at institutions which claim professional service as central to their mission, are there incentives or rewards for faculty participation? Five subsidiary research questions were also addressed: (1) Do institutions clearly define professional service? (2) Do institutions have clear cut incentives and rewards for professional service? (3) Are there negative consequences for faculty who engage in professional service? (4) Do institutional policies exist for evaluating professional service? (5) Do institutional leaders actively support professional service?;It was concluded that few incentives exist for faculty who choose to participate in professional service activity. From the perspective of the faculty respondents, this mission of continuing education and professional service as well as other non-research roles are not attractive areas to devote much professional time to, as the time spent on such activities competes with research time and instructional activity which represent greater potential for personal reward. Also, it was concluded that the definition and policy for professional service are often fragmented and vague.;The generalizability of the findings are limited because the faculty participants in this study hold appointments at public, urban universities. Similar studies including a larger number of faculty participants employed at different kinds of institutions would be helpful. Also, further study is needed on specific criteria for evaluating faculty professional service and the leadership role for professional service within the institution.
30
Mulford, David John. "The secondary head of department : professional development requirements, expectations and directions /." Canberra, 2007. http://erl.canberra.edu.au/public/adt-AUC20081201.154838/index.html.
Full text
31
Deenanath, Geetha Devi. "A management model to facilitate external stakeholder participation in school governance / Geetha Devi Deenanath." Thesis, North-West University, 2013. http://hdl.handle.net/10394/8728.
Full textAbstract:
SASA (SA, 1996) caters for the participation of a wide range of stakeholders who have an interest in education. In terms of section 23 of SASA (SA, 1996) the membership of the School Governing Body (SGB) consists of representatives of parents, educators, learners, support staff and the principal as ex-officio member. Section 23 (6) of SASA (SA, 1996) states that SGBs may co-opt a member or members of the community to assist in discharging its duties. This implies that participation in school governance is extended to members of the community, who are referred to as external stakeholders in this study. Therefore the aim of this research study was to investigate the extent to which these external stakeholders participated in the activities of school governance. The research made use of a qualitative research design to determine the extent of participation by external stakeholders in school governance. The findings revealed a lack of participation by external stakeholders in activities of school governance. The study further highlighted some of the challenges that hindered participation by external stakeholders such as transport problems which resulted in non-attendance of meetings, poor communication of information, lack of trainings resulted in lack of knowledge of the roles and responsibilities of SGBs, language barrier, lack of time and lack of confidence from some stakeholders. A model is thus proposed as a solution to involve external stakeholders to participate in the activities of school governance. This model would assist SGBs to involve external stakeholders in school governance.Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013
32
Mo, Margaret Chiu Wan. "Participation in a professional development group : perspectives of staff at a specialist further education college." Thesis, University of Newcastle upon Tyne, 2012. http://hdl.handle.net/10443/1456.
Full textAbstract:
Background: The government is keen for young people to remain in some form of education or training, at least until the age of 18. The government believes that the FE sector is central to transforming the life chances of young people and adults and to the prosperity of the nation (Department for Education and Skills, 2006). At present, the field of educational psychology is mainly funded by local authorities (British Psychological Society, 2009; Neville, 2009) and organised to address the needs of children and young people with the profession largely limiting itself to school age contexts. Research indicates that there are very few school and Educational Psychology Services around the world with a service that incorporate post-school aspects (Jimerson, Oakland, & Farrell, 2007; MacKay, 2009). The past 30 years have witnessed tremendous growth in training research, particularly in the last decade. There is now a wealth of research indicating that investing in teacher learning and professional development improves the quality of teaching. Research on the impact of CPD in education has also looked at the professional development of support staff, models of professional development (Starkey et al., 2009) and the range of initiatives in - iv - professional development to support school improvement (Van Kraayenoord, 2003). A review of the literature has found very little research into the area of post school Educational Psychology Services. Hellier (2009) reported that the provision of post school Educational Psychology Services is a new field of practice. Aim: The main aim of this study was to explore the perceptions and views of staff, from a specialist further education college, who had taken part in meetings to determine whether there is an impact on staff development by analysing their how they talk about the process and how they felt participating in the meetings. Method: Qualitative research methodology was adopted and a Grounded Theory approach was used. Focus group interviews were conducted with two groups of staff who had participated in Professional Development Group meetings to gather their views and opinions of the intervention. A semistructured interview schedule was used to guide the focus group interviews. The focus group interviews were transcribed and Strauss and Corbin’s (1990) Grounded Theory approach was adopted to analyse the data. Findings: The findings from this study indicate that the Professional Development Groups could be described as Communities of Practice (Lave & Wenger, 1991; Wenger, 1998) which support Conversational Learning (Baker, Jenson, & Kolb, 2002). The findings also identify the conditions needed to support Conversational Learning. Implications of the results of this study, plus reflections regarding the research process are also discussed. - v - Keywords: teacher support groups, professional development, grounded theory, adult learning, conversational learning.
33
Printy, Susan M. "Communities of practice : participation patterns and professional impact for high school mathematics and science teachers." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1300291761.
Full text
34
Booth, Sarah J. Lynn Mary Ann Brickell John L. "A study of elementary principals' perceptions of Miller's elements of the professional culture in schools." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9004079.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 1989Title from title page screen, viewed October 17, 2005. Dissertation Committee: Mary Ann Lynn, John L.Brickell (co-chairs), David DeLay, Donald Kachur, Rodney Riegle. Includes bibliographical references (leaves 134-138) and abstract. Also available in print.
35
Webb, P. Taylor. "Teacher power : the exercise of professional autonomy in political school cultures monitored by policies of accountability and surveillance /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7654.
Full text
36
Zeidler-Watters, Kim. "TRANSFORMATIVE PARTICIPATION IN A PROFESSIONAL COMMUNITY: A HOLISTIC CASE STUDY OF ONE EXPERIENCED TEACHER’S EVOLVING PRACTICE." UKnowledge, 2015. http://uknowledge.uky.edu/edc_etds/12.
Full textAbstract:
This descriptive, holistic, single case study focuses on how an experienced teacher with 21 years of teaching was able to negotiate participation in a community of practice (CoP). The study applies Wenger’s (1998) Community of Practice framework as a lens through which to gain insight into the subject’s professional transformation. Wenger’s multilayered theoretical approach, including the four components of his social learning model, provides a common language to describe participation.
The specific research questions that frame this inquiry are: 1) How did an experienced secondary mathematics teacher, involved in an ongoing and dual-faceted professional development project, negotiate meaningful participation in a community of practice? 2) How did the kinds of participation in which she chose to engage affect her professionally? and, 3) How did her classroom practice change?
Findings from the study include: 1) Wenger’s Stages of Development (potential, coalescing, active, dispersed and memorable) for a CoP were in evidence in this teacher’s participatory experiences. 2) Internal and external factors worked in concert to support
transformed practice. 3) The tension between experience and competence is an important factor when thinking about the difference between an expert and experienced teacher. 4) The case subject negotiated her participation through intellectual partnerships formed through the interaction with her Peer CoP and educational experts and researchers—an example of legitimate participation in authentic professional activities at a level quite different from most “teacher professional development” activities. The evolving shared repertoire of changed mathematical instructional practices was tangible evidence of transformative interactions. These findings indicate that a viable, robust CoP can be stimulated through external scaffolding and coordination of learning activities in combination with a joint enterprise of growth-minded professionals.
The data provide insight into the professional transformation that occurred within the case teacher’s practice as she enacted the new, shared repertoire with students in her classroom. The new repertoire resulted in improved student learning not just during her active involvement in the CoP but after the community disperses, in a penultimate stage of a CoP described by Wenger (1998), suggesting that the results and transformed practice can be sustained.
37
Morgan, Tara S. "Understanding School Counselors' Ability to Implement School Counseling Activities Following Participation in Professional Training, Focusing on Adventure Based Counseling Training." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/cps_diss/62.
Full textAbstract:
A concern following school counselors participation in professional training is whether or not they are able to implement information learned. One such professional training that school counselors attend is Adventure Based Counseling (ABC). ABC groups are effective for addressing a myriad of concerns with young people. ABC groups address problem-solving skills, self-esteem, responsibility, goal setting, cooperation, and interpersonal skills. Although many school counselors have participated in ABC training, there is a lack of research that supports whether they are actually utilizing these techniques with their students. Additionally, current research does not provide information as to how training programs and school dynamics may be improved to allow for increased utilization of ABC with students; therefore, the purpose of this study is to understand the barriers that inhibit and the factors that support school counselors' ability to implement information learned from Professional Trainings, with a focus on ABC training. This qualitative study took a phenomenological approach, with a constructivist philosophical stance. Data sources included interviews with school counselors, which provided descriptions of their Professional and ABC training experiences and reasons for either using or not using Professional and ABC activities. The themes included What Professional and ABC training sessions school counselors attended and What they are implementing that they learned from these sessions. In addition, school counselors' various reactions to Professional and ABC training, such as Choice, Type of Delivery, Presenter Qualities, Time and Applicability were delineated. Results also included information pertaining to the Impact and Logistics of using information learned at Professional and ABC trainings. The results of this study may have important implications for school counselors, counselor educators, and administrators related to the implementation of skills learned from Professional and ABC training experiences. Implications for future research and limitations of this study are discussed.
38
Koehn, Carolee Ann. "Math is more than numbers a model for forging connections between equity, teacher participation, and professional development /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1872141821&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Full text
39
Kangela, Nyameka. "A study of mathematics teacher identity as shaped through participation in a mathematics teacher professional development programme." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/7832.
Full textAbstract:
There is an abundance of evidence suggesting that all is not well in mathematics education in South Africa. It is also common cause that the role of mathematics teachers is central to finding sustainable solutions to what is commonly referred to as a mathematics crisis. The purpose of this study is to explore the process of change in selected mathematics teachers’ identities as they participated in a mathematics teacher Professional Development Programme (PDP) at Rhodes University. The core of the PDP was a teacher enrichment programme called the Mathematics Teacher Enrichment Programme (MTEP), under the aegis of the First Rand Foundation (FRF) Mathematics Education Chair at Rhodes University. MTEP foregrounded and emphasized the teaching of mathematics for conceptual understanding. The research approach was qualitative, and it used elements of the methods associated with educational ethnography. The data was collected from five teachers from five different schools that participated in the FRF Maths Chair project. I used Wenger’s (1998) three modes of belonging to analyse the identities of the five participants. This was achieved through analysing the teachers’ practice with a particular focus on teaching for conceptual understanding. I used Sfard & Prusak’s (2005) framework to analyse the participants’ journey from an actual to a designated identity through their participation in MTEP. The participants’ changing sense of belonging to MTEP was a key element in transforming their practice to teaching for conceptual understanding. I assumed the role of a participant observer during MTEP sessions, and of an outside observer as a researcher.The study found that the selected teachers’ participation in the MTEP community of practice strongly encouraged them to accumulate shared histories of learning and teaching. The study found that as participating teachers adopted and grew into their designated identity they partially embraced and implemented a conceptual teaching approach. The gap between their actual and their designated identity was partly closed as they sought to align their teaching with MTEP’s goal of conceptual teaching.
40
Balayan, Ariana. "A Study of the Factors and Conditions Associated With Graduate Enrollment Management Practitioners' Participation in Professional Development." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/2.
Full textAbstract:
This investigation was designed to determine the factors and conditions associated with graduate enrollment management practitioners’ participation in professional development activities (PD). The sample consisted of members of a professional association, focused solely on supporting graduate enrollment managers and related staff, whose patterns of involvement in various PD events for the previous 5 years were classified as low or inconsistent. In an effort to identify member preferences, as well as characteristics associated with PD activities, the investigator sought to provide information useful to developing future PD programs for the association.
An electronic quantitative instrument, the Professional Development in Graduate Enrollment Management (PDGEM) survey, consisted of closed-ended questions related to PD grouped under the following headings: Demographic Information, Support for and Knowledge of Professional Development Activities, Attitudes and Beliefs About Professional Development: Individual and Institutional, Components of Professional Development in Graduate Enrollment Management, Professional Development Plans, Participation and Involvement in Association Professional Development Activities, Other Organizations’ Professional development, and Professional Development Overall. It was disseminated to 1,461 members of the Association, with a return rate of 163 (11%). Descriptive and linear regression analyses were conducted in order to discern (a) the frequency of participation in PD and (b) the demographic and other variables predictive of participation in PD.
The study’s findings revealed that about one-quarter of the respondents participated regularly in association-sponsored PD and that the involvement levels of the remainder of the membership were inconsistent. Additionally, on-site activities were favored over online, content relevance greatly influenced whether practitioners participated, and member interest in conducting academic research was low. Cost was also a primary factor in determining participation in professional development.
41
Napier, Percy. "The Influence of Participation in Structured Data Analysis on Teachers' Instructional Practice." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2651.
Full textAbstract:
Thesis advisor: Diana PullinThe current high stakes testing environment has resulted in intense pressure on schools to become more data-driven. As a result, an increasing number of schools are implementing systems where teachers and school leaders collaboratively analyze assessment data and use the results to inform instructional practice. This study examined how teacher participation in the analysis of assessment data influences instructional outcomes. It also examined how levels of capacity in the areas of data use, professional learning, and leadership interact to influence the ability to respond to data. The method is a qualitative case study of an elementary school in the southeastern United States that has implemented formal structures for analyzing and collaborating around assessment data. Data collection occurred through teacher and administrator interviews, data analysis meeting observations, and through the examination of school and district documents. The school in this study responded to data analysis results through three major actions: large-scale initiatives designed to improve instruction in various content areas, remediation, and individual teacher variations in instructional practices. Findings show that while teachers express support for data analysis and suggest positive benefits for the school, they also indicate that participation in data analysis and the resultant improvement efforts have had minimal to modest impact on their teaching practices. Possibly contributing to this outcome was the finding that the school had uneven capacity in the areas of data use, professional learning, and leadership. The school has a well-developed system for data access and reporting. However, it has been less successful in providing the professional learning experiences that will enable more substantial changes in teacher beliefs and practices. Furthermore, a lack of clarity regarding the instructional purpose of data analysis from multiple levels of district and school leadership and the procedural nature of the data analysis process has reduced the ability of school leaders to effectively leverage data analysis for the purpose of substantive and sustained instructional improvement
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
42
Jangland, Eva. "The Patient–Health-professional Interaction in a Hospital Setting." Doctoral thesis, Uppsala universitet, Institutionen för kirurgiska vetenskaper, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-151420.
Full textAbstract:
The overall aim of the thesis was to describe patient−health-professional interactions in a hospital setting, with a specific focus on the surgical care unit. The thesis consists of four studies and includes both qualitative and quantitative studies. Content analysis and phenomenography were used in the qualitative studies; the quantitative study was an intervention study with a three-phase quasi-experimental design. The findings of study I showed that patient complaints to a local Patients’ Advisory Committee about negative interactions with health professionals most often concerned the perceived insufficiencies of information, respect, and empathy. The findings of study II showed that experiences of negative interactions with health professionals caused long-term consequences for individual patients and reduced patients’ confidence in upcoming consultations. The findings of the phenomenographic study (III) showed that surgical nurses understand an important part of their work in qualitatively different ways, which can be presented as a hierarchy of increasing complexity and comprehensiveness. In the most restricted understanding, surgical nurses focus on the work task, whereas in the others surgical nurses demonstrate increasing degrees of patient-centeredness. Finally, the results of study IV showed that an uncomplicated intervention that invited patients to express their daily questions and concerns in writing (using the ‘Tell-us card’) improved the patients’ perceptions of participation in their care in a surgical care unit. For further implementation of the Tell-us card to succeed, it needs to be prioritized and supported by leaders in ongoing quality improvement work. The value of a patient-focused interaction needs to be the subject of ongoing discussions in surgical care units. Patients’ stories of negative interactions could be used as a starting point for discussions in professional reflection sessions. It is important to discuss and become aware of different ways of understanding professional interactions and relationships with patients; these discussions could open up new areas of professional development. Providing patients an opportunity to ask their questions and express their concerns in writing, and using this information in the patient−health-professional interaction, could be an important step towards improved patient participation.
43
Aker, Crystal Marie. "The experience of adjunct and full-time faculty participation in a public university teacher education department." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/806.
Full textAbstract:
Higher education has recently experienced a shift from an input-based accountability system (curriculum and instruction) to one that is now output-based (assessment). Faculty members are the intermediaries who prepare curriculum and instruction to meet the requirements of teacher education departments and to demonstrate results through the achievement of students. The purpose of this study was to understand how adjunct and full-time faculty members experience participation in a public university teacher education department and if faculty members' experience of participation influences instruction. Theories of systems, teacher education, faculty work, and communities of practice formed the study's conceptual framework. Data for the interpretive phenomenological case study included 7 interviews of adjunct and full-time faculty as well as key artifacts and observations of 2 faculty meetings. The data were coded using first- and second-order constructs and analyzed to answer the research question. All full-time faculty members believed their participation in the department affected their instruction whereas the adjunct faculty members did not. Moreover, faculty members had distinct trajectories in a community of practice that may or may not be tied to their status as adjunct or full-time. Increased facilitation of these faculty trajectories by deans and chairs may result in better utilization of faculty professional skills and knowledge. This study's findings may increase knowledge by higher education leadership about their faculty's community of practice and thus create positive social change through the improvement of instruction by faculty and through it, student achievement.
44
Tapsall, Doreen Maree. "Relationship between structural and psychological empowerment, participation in continuing professional development and perceived self-competence in cancer nursing." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/128642/1/Doreen_Tapsall_Thesis.pdf.
Full textAbstract:
This cross-sectional study is the first to investigate the way in which the workplace environment influences nurses' participation in continuing professional development (CPD) in the context of cancer care. The study identified that factors positively associated with participation in CPD include empowering structures, such as access to information, resources, support, and healthy work environments. The study also identified that participation in CPD was associated with greater self-perceived competence in their practice. These findings highlight the importance of improving workplace structures to enable quality nursing care.
45
MacLean, William Patrick. "Participation in a professional association's annual national conference a phenomenological inquiry into the perceptions of underrepresented educational leadership faculty /." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Dissertations/Spring2010/w_MacLean_121409.pdf.
Full text
46
Fish, T. R., and Cynthia R. Chambers. "Enhancing Adult Literacy and Community Participation for People with IDD." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3874.
Full text
47
Tull, Susan Pamela Benjie Cornah. "Enabling e-learning professional development through a blended community of online practice." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/10157.
Full textAbstract:
Communities of practice that occur naturally within an organisation enable the members to learn through participation in practice together (Lave & Wenger, 1991). However, when a community lacks expertise in 21st century practices, learning these skills through shared practice becomes difficult. E-learning is often marketed as if the tools were easy to adopt and adapt, but effective professional development is required to support educators in learning to employ e-learning tools in their practice. Research shows that effective professional development is timely, relevant, flexible, and often collaborative in nature with examples of good practice. The research presented in this thesis describes the design and implementation of professional development which supports a community of practitioners in building the expertise to incorporate e-learning within its professional practice. The research was informed by a comprehensive review of literature on professional development, with a focus on the area of e-learning, the theory behind the communities of practice concept, and the application of that theory. A design-based methodology was employed to gather data from a range of sources of evidence, over two years, in four iterative cycles of collaborative design, implementation, evaluation and redesign. The context in which the research took place was a small educational organisation with an average of twenty staff members over the duration of the study. This staged implementation of an online environment, designed in collaboration with the community, supported the development of a blended community of online practice and provided timely, relevant professional development in e-learning. Analysis of the research findings produced two instruments: (1) a matrix of strategies for enabling and supporting the development of a blended community of online practice, and (2) a heuristic model to guide the investigation of the learning taking place within the online aspect of a blended community of online practice. These instruments are recommended to designers, developers or researchers supporting the development of a blended community of online practice and the professional development taking place in its online environment.
48
Shafer, Frances Keller. "AN INVESTIGATION OF SELECTED FACTORS THAT INFLUENCE MIDDLE-LEVEL TEACHERS' PROFESSIONAL DEVELOPMENT CHOICES." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1674093561&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Full textAbstract:
Thesis (Ph. D.)--Southern Illinois University Carbondale, 2008."Department of Curriculum and Instruction." Keywords: Availability of professional development, Curriculum director, Middle school designation, Middle-level teachers, Participation in professional development, Professional development. Includes bibliographical references (p. 73-85). Also available online.
49
Yin, Fangyan. "Grow tennis in China : How to popularize professional tennis tournaments in China through customer engagement." Thesis, Linnéuniversitetet, Institutionen för marknadsföring (MF), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-76970.
Full textAbstract:
As a highly commercialized sport, tennis is growing rapidly in the Chinese market. With robust economic growth and various supports from the government, China is becoming more and more valuable in the eyes of professional tennis tournament organizers. Nevertheless, those tournaments do not receive the same amount of popularity as they do in other countries like US and Japan. The purpose of this paper is finding effective ways to improve the popularity of professional tennis tournaments in China from the aspect of customer engagement. Comments from people who are closely involved in the events will be the most relevant empirical material for this study, because they are the group engaged in, or most likely to be engaged in the event. The comments collected will be coded and compared with theories in the field of customer engagement. A conceptual model and practical suggestions will be provided as the result of study.
50
Oosterwyk, Johanna Marie. "Participation in a professional discussion list." 2004. http://catalog.hathitrust.org/api/volumes/oclc/58478827.html.
Full textAbstract:
Thesis (M.S.)--University of Wisconsin--Madison, 2004.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 80-85).