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Dissertations / Theses on the topic 'Staff development'
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Krickovic, Wendy Clark. "An investigation of the National Staff Development Council's standards of staff development." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539618468.
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The major purpose of this study was to examine the relationship between teaching practice, student achievement, and the degree to which professional development in low-achieving elementary schools in one suburban Virginia district met the National Staff Development Council (NSDC) standards. Research methods included a self-assessment survey developed by NSDC, teacher interviews, and analyses of student achievement scores using the Virginia Standards of Learning assessments. According to survey results, participating teachers agreed that the NSDC standards were reflected in professional development activities. The standards of Equity and Quality Teaching were reported to be implemented to the greatest degree in professional development activities, while Resources was the standard implemented the least. On both the self-assessment surveys and the interviews, teachers in 100% of the schools reported changes in their teaching of English as a result of professional development. The percentage agreeing that their teaching of mathematics had changed as a result of professional development was much lower (83% according to survey results and 50% according to teacher interviews).;A significant correlation was not observed between the survey results and teacher interviews. Further, a correlation between the level of implementation of the NSDC standards and student achievement as measured by the Standards of Learning assessments was found to be not significant.
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Paul, Dennis D. Kennedy Larry DeWitt. "Critical components of staff development." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101122.
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Thesis (Ed. D.)--Illinois State University, 1990.Title from title page screen, viewed November 10, 2005. Dissertation Committee: Larry D. Kennedy (chair), Michael A. Lorber, Thomas W. Nelson, Kenneth H. Strand. Includes bibliographical references (leaves 94-97) and abstract. Also available in print.
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Vorster, Jo-Anne, and Lynn Quinn. "Re-framing academic staff development." Sense Publishers Rotterdam, 2017. http://hdl.handle.net/10962/66535.
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publisher versionGlobally higher education is situated in a supercomplex world (Barnett, 2000) that is constantly in a state of flux and subject to multiple pressures. This situation has been exacerbated in South African higher education that has been characterised by student protests in the last two years (2015–2016). One of the major causes for the recents protests, particularly in our institutional context, has been students’ anger that despite the official demise of apartheid and the end of colonial rule, some universities in South Africa are still attempting to be copies of Oxford and Harvard.
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Davis, J. "Staff perceptions of student learning difficulties : The implications for staff development." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233124.
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Al-Farsi, Fawziya Nasser Juma. "Omanisation and staff development of academic staff in Sultan Qaboos University." Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359553.
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Devlin-McGarvey, Marie Elizabeth. "SDPR : a vehicle for staff development?" Thesis, University of Ulster, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251912.
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Staff Development and Performance Review (SDPR) was introduced in Northern Ireland in 1992, in compliance with the Education (School Teacher Appraisal) Regulations (1991) in England and Wales. This qualitative study examined issues relating to SDPR and staff development. Qualitative research was chosen because the research involved an in-depth examination of social processes and the researcher would be closely associated with the research, the findings of which would have direct implications for her professional practice. The research involved four case studies, each conducted in four post-primary schools in Northern Ireland, a voluntary grammar school, an integrated school, a maintained school and a controlled school. Twenty-five semi-structured interviews were carried out. Findings showed that there is a close relationship between the management of SDPR and the perceptions held of it. When the principal for example embraced SDPR in a positive light, other teachers in the school did likewise. Constraints to SDPR included: lack of time; SDPR being perceived as appraisal; the difficulty of choosing a suitable focus for review; concerns about writing up the report following the review; and inadequate training. Personal professional development was being encouraged and supported in all four schools. Two of the schools offered funding for in-service degree courses. The other two did not. This highlighted inequity in relation to financial support for teachers undertaking part-time degree courses. A number of respondents thought that the introduction of performance related pay (PRP) would have a positive effect on the staff development aspect of the SDPR process. Others believed that if performance related pay and SDPR were to be linked, the purpose of SDPR would be defeated. The study refers to a number of recommendations. These include the fact that money should be held centrally by the Department of Education in Northern Ireland for the purpose of supporting personal professional development.
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Fish, Elizabeth L. "Teachers' perception of effective staff development /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737884.
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Evans, Gary E. "The development of vocational ministry staff." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.
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Agado, Gloria Ale. "Staff development in effective border schools /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Emery, Tim. "Staff development through the colloquium process." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1132.
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This study examines the Colloquium which is a professional development process used in Catholic schools. The Colloquium was designed to help people employed in catholic schools renew their vision of care and service to students and to seek to reshape the curriculum to reflect Gospel values more clearly. This thesis was a research evaluation of the Colloquium process and aimed to exploreits effectiveness in te1ms of its impact on the teachers and their work in Catholic schools. The study is based on the theoretical domains of faith development, school improvement end staff development. The design of the study involved before and after questionnaires about the colloquium experience and unstructured interviews. The conclusion drawn from the qualitative data is that the Colloquium process influences the faith development or the individual as well as the staff collectively. It influences relationships and can lead to the building of a shared vision and an identification of common goals for the improvement of a school, its students and teachers. The content and the structure of the process as it was applied at the time of this study appeared to provide the conditions for a valuable programme of personal/faith/staff development for the staff of Catholic schools in Western Australia.
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Smith, Cheryl Lynne. "The power of coaching in staff development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59481.pdf.
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Mak, Yiu-Kwong. "Staff development in Hong Kong secondary schools." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/4742.
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Quality assurance is a global trend in education. It has a close relationship with the issue of staff development. With the implementation of School-based Management in 2000, all secondary schools in Hong Kong have the obligation to incorporate the policy of staff development as one of the major items in the year plans of their schools. The aims of this study are: investigating the staff development policies of selected Hong Kong secondary schools; understanding the strategies adopted to coordinate these policies in relation to School-based Management; examining the implementation of staff development, including its purposes, needs identification, activities, evaluation and perceived effectiveness; exploring the perceived directions and trends of staff development and discussing the likely implications for policy, practice and research in Hong Kong. This study, which is unique as there is no similar research applicable to Hong Kong schools, takes the qualitative approach. This helps to achieve a comprehensive study of staff development in three selected secondary schools in Hong Kong. Seven informants from each school, including the Principal, the Teacher-in-charge and a member of the Staff Development Committee, and four other teachers, were invited to provide information for this study. The major information was detected from the interviews of the Principals and the Coordinators of the Staff Development Committees. Other information was supplemented by observation and documents. The validation was a study of the documents and the interviews of the other teachers. All these were used as a means of triangulation to validate the information of the key informants. Results of the study showed that there was an evolution in the practices of staff development. In order to know the trend of staff development, an investigation of the changing factors and the underlying causes was initiated. It showed that strategies were adopted to face the recent trend. Not only did these three schools have written staff development policies, but they also had a clear link between policy formulation and programme implementation. Staff development activities were organized in different levels. Moreover, it also identified the roles of the principal and the teacher-in-charge, and illustrated the achievement as well as the difficulties of staff development in these three schools. Finally, models are also constructed to demonstrate the practices of staff development in Hong Kong.
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Smith, George Fenwick. "Decentralised staff development roles in higher education." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10020774/.
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The value of the role of the decentralised staff developer in higher education and of the alternative ways by which it might be fulfilled, has not been addressed or decided. Of the alternative models of staff development practice in higher education, product-orientation, prescription-orientation, processorientation, problem orientation and eclecticism, all but the latter are considered to have significant weaknesses. Similarly, the alternative models of staff development responsibility in higher education, 'management', 'shopfloor' and 'partnership', are considered to have weaknesses. It is hypothesised that the 'partnership' model, modified by decentralisation and eclectic in practice, offers a means for overcoming these weaknesses and promoting effective staff development. To test the hypothesis, a case study method was adopted which comprised participant observation, interviews, documentation and a survey. A sustained investigation was made of Birmingham Polytechnic with more limited inquiries at Brighton and Coventry Polytechnics. The results of the research provide some qualified support for the hypothesis. It was found that eclecticism was the only model of practice that was capable of facilitating extensive professional development. Decentralisation was found to be partially successful in promoting staff development albeit with limited integration, low staff response and uncertain expertise. Further research was considered necessary to refine the model further. It was concluded that eclectic decentralised staff development offers a model for higher education which can adequately meet the challenges facing professional development in the future.
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Rodgers, Katherine McNair. "Organizational commitment to staff development : the design of an instrument to measure the effectiveness of teacher staff development programs /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-170056/.
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Hong, Man-hoi Michael, and 康文海. "Staff development as perceived by a sample of Hong Kong Catholic secondary school teachers: implications forfuture staff development programmes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955666.
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Mak, Yau-kay Winnie. "The roles and training needs of staff in the Hong Kong Polytechnic : perceptions and implications for staff development /." Hong Kong : University of Hong Kong, 1989. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18114325.
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Silva, Allison. "Transitional Kindergarten teacher preparedness and staff development support." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/3601.
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The purpose of the newly implemented Transitional Kindergarten program in California is to provide an additional year of early childhood education to young students in order to prepare them for school (American Institutes for Research, 2012). The implementation of Transitional Kindergarten into California’s public school districts was executed quickly without clear guidelines or training for teachers. The resultant gap in understanding Transitional Kindergarten’s goals is an educational issue that needs to be addressed. Until standards and guidelines are finalized for Transitional Kindergarten programs, California’s school districts decide how to implement their programs.
The purpose of this research study was to examine the extent to which Transitional Kindergarten teachers perceive they are prepared to teach in a Transitional Kindergarten Classroom and to identify resources, support for, and professional development teachers in TK believe they need.
The following research questions guided the study:
1. To what extent do participants perceive they are prepared to teach in a Transitional Kindergarten class?
2. To what extent does the level of perceived preparedness correlate to the participants’ years of experience, type of district, or Pre-school teaching experience?
3. What resources, support, and professional development opportunities do participants believe they need from their school district to teach in a Transitional Kindergarten class?
Through an analysis of a quantitative survey, the conclusion of this study confirmed that Early Childhood Education knowledge is desired by Transitional Kindergarten teachers. The researcher contacted forty-five Transitional Kindergarten teachers within San Joaquin County and seventeen teachers participated. The study found that the additional support desired by Transitional Kindergarten teachers are: 1) teachers aides/assistants, 2) help with assessments, and 3) a more clear message about what Transitional Kindergarten curriculum should cover. It is recommended by the researcher based on the results that districts provide clarity about the expectations of TK to all stakeholders, create an implementation guide, and clear standards for all TK teachers.
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Brown, Barbara. "Technology mentorship, a staff development opportunity for educators." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0011/MQ60070.pdf.
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Gardner, Susan Mary. "A staff development experience at Royal Roads University." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0006/MQ41802.pdf.
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Pradere, Steven. "Effective staff development connected to increased student achievement." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3258839.
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Blackwell, Richard. "Staff development and quality enhancement in higher education." Thesis, Middlesex University, 2006. http://eprints.mdx.ac.uk/6874/.
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My work seeks to address the contribution of SD to enhancement of quality in HE. I have sought to explore a cluster of research questions in this area, the focus varying slightly over time as my roles have changed and developed, opening and closing opportunities for investigative work. The primary research questions have been: how may SD contribute to enhancing HE and what are the implications of those contributions for HE staff, HEIs, and the SD community itself? How are HE organisations and management changing and how may staff and SD professionals engage with and influence such changes? At the next level down, I have developed associated, more particular questions, for specific projects. Examples include: What are the prospects for successful re-alignment of enhancement bodies, including the main one for SD? What strategies have been developed to enhance the contribution of PTT? Are they well founded and influential? How far do they meet the needs of stakeholders, including PTT themselves?
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Jones, J. L. "The management of staff development in secondary schools." Thesis, University of Exeter, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379269.
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Duncan, Roderick. "A structure for staff development in primary education." Thesis, University of Aberdeen, 1990. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU027127.
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The study sets out to examine the underlying principles of and requirements for a structure for staff development in primary education within education authorities. The concept of staff development is introduced in Chapter One, followed in Chapter Two by a review of previous research published in the main during the last twenty-five years. Chapter Three proposes a process model of staff development. Within this is a description of one education authority's use of school self-evaluation materials written specifically to assist schools determine their own priorities for staff development. Alternative models of staff development are examined followed by an examination of the proposition against paradoxes derived from an analysis of needs of the individual, schools, education authorities and the political constraints operating within Scotland in the late 1980s. Chapter Four reviews historically the growth of a staff development structure within this authority based on such a model and describes the structure in action, the impact of the growth of the structure, and key factors in its development. Chapter Five is a short-term evaluation of the use of the school self-evaluation materials by schools in two pilot studies and issues are identified which should influence the operation of the proposition within authorities. In Chapter Six the structure is examined critically through the eyes of a parent, head teacher, teachers' union secretary and Minister of State for Scotland. Chapter Seven thereafter examines in detail six issues which are seen to be fundamental if developments are to progress into the 90s. The concluding chapter firstly examines the strengths, weaknesses and possible reasons for the structure to crumble. Thereafter, conclusions are reached which refer to: the characteristics of a necessary structure; the need for authorities to accept some diminution of power; partial autonomy of schools; the requirements for, purpose and benefits of school self-review; the need to involve the parent body and children; the development of critical communities and a new professionalism.
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Hawke, Laurie McEdwards. "Secondary teachers' attitudes and beliefs toward staff development." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184941.
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This descriptive study was undertaken for the primary purpose of identifying attitudes and beliefs of secondary teachers toward staff development. Participants in the study included the total population of teachers in two high schools in a southwestern school district. The objectives of the study were to identify the attitudes and beliefs of teachers toward staff development as an important part of their professional growth, and toward the organization, processes, and personnel involved in staff development. Also to be identified were the level of knowledge and interest teachers have of specific topics for staff development programs, and similarities/differences in teachers' attitudes based on school, department, number of years teaching experience, education level, participation in a career ladder program, and gender. The data was collected using a two-part, modified Likert scale questionnaire. The findings of the study suggest that the teachers from the school itself should plan staff development, including the content which should be based on the teachers' needs as determined from an open-ended questionnaire, and that the instructors should be teachers from the school or the school's administrators. Staff development programs should incorporate a variety of teaching methods, although lecture was rated as the least desirable single method by the teachers. Staff development should be regular and on-going, with quarterly sessions receiving the most agreement from the teachers. It should be held at the school itself, during released time, and job-related. The teachers agreed that staff development should be evaluated throughout the school year, by the teachers, assessing whether its objectives had been met. Participation should not be mandatory, but depend upon the content of the program and the needs of the individual. Incentives to participate should include the intrinsic value of improved teaching ability, salary increases, university credit, and increased student achievement. Finally, over seventy percent of the teachers agreed that staff development is an important part of their professional growth.
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Naghieh, Ali. "Organisational intervention development and piloting for staff wellbeing." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:ac8b3c21-6765-40c4-b669-93971f3f7032.
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This thesis presents an empirical investigation to address the psychosocial work environment as an established social determinant of health. The focus was narrowed to a single occupation, teachers, due to high reported stress levels in national surveys and other consequential policy challenges. The focus of intervention was narrowed to tackling the causes of stress after a scoping literature review found that most effort in this area has been directed towards individual-level interventions and programmes. A systematic review was conducted to assess the evidence-base, which demonstrated availability of limited and low-quality evidence for the evaluation of organisational interventions for teacher wellbeing. It was found that organisational interventions lead to improvements in teacher wellbeing and retention rates, although most of the trials in this review were affected by methodological shortcomings. Because of the paucity of such intervention studies, and the heterogeneous nature of the interventions in the four included studies in this review, implications for practice were found to be very limited. Further well-designed research in the development and testing of organisational interventions for teacher wellbeing was recommended as a result, while outlining the requirements for a rigorous study in this area. An intervention development endeavour was subsequently undertaken, which pointed to participatory approaches. An intervention entitled Change Laboratory was identified due to its relatively robust theoretical and methodological basis. An exploratory pilot trial of the participatory organisational change intervention was conducted in four secondary schools in the UK, with 2 schools as intervention and 2 schools as control. Qualitative findings, process evaluation, and quantitative findings of the study are subsequently presented. The analysis focuses on the actions that teachers and managers collaboratively designed in the intervention schools, in order to address organisational and systemic factors generating stress. The common theme in the output of both Change Laboratory cases was their focus on the object of decision-making, and leading to an expansive learning in terms of a reconceptualization of decision-making within their respective organisations. The central contradiction was found to be between the macro perspective and priorities and agendas of the senior leadership that shape policies and processes, and the micro perspective of those having to enact and comply with the decisions made by senior leaders. The intervention outputs can be seen as mediators synthesized from this contradiction. Following the intervention impact longitudinally demonstrated a developing and evolving reconceptualization of pedagogy, which is more central to teachers' object of activity and their professional identity. The analysis demonstrates that professional identity may be a crucial dimension of wellbeing at work in tandem with work-related stress theories. The findings suggest that the Change Laboratory group initially embarked on a re-conceptualisation of decision-making, and utilised the new systems and way of working as a means to address teaching and learning which is more central to their professional identity and their object of activity. The quantitative findings suggests an indication of beneficial effects of the intervention at end-of-intervention point, also considering the limitations. The process evaluation focuses on delineating the different facets of the intervention and assuring intervention integrity, assessing feasibility and acceptability, and generating insights for scaling-up of the intervention. An implementation framework developed in this study was found to be of value in the endeavour to adopt, adapt, and develop process-oriented structural interventions.
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Grady, Carolyn Ann. "Math Teachers' Experiences with Math Staff Development Training." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5083.
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As a result of low student scores on math assessments and teachers' seeming inability to raise those scores, professional development (PD) interventions were developed to address teachers' knowledge and understanding of math instruction. The purpose of this case study was to gain a deeper understanding of teachers' experiences with the math staff development training and how those experiences influence their teaching and students' learning. Guided by constructivist theory, the key research questions addressed the math teachers' experiences with the math PD and what teachers perceive to be their needs for effective math PD. Data for this case study were collected through interviews and observations of 25 secondary math teachers at 3 high schools. The data were coded using an analytic method to discern themes and patterns. The findings indicated that PD should have a focus on strategies that are relevant, include team collaboration and time to observe demonstration lessons. As a result, a 3-day PD was designed to focus on specific course content taught by teachers, opportunities to observe lessons, and team collaboration to design lessons. This project study affects positive social change via a PD training program with consistent, pertinent and content-specific support for math teachers in the classroom. Teachers will be more engaged in the process, students will be more engaged in their learning, and the community will benefit from increased student success. Effective PD has the potential to improve teacher practice, thus student learning, enabling student success in school and beyond. Successful students make successful adults who live independent, constructive and fulfilled lives.
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Kerr, Cheryl. "Re-generating the praxis of academic staff development." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/40897/1/Cheryl_Kerr_Thesis.pdf.
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Effective academic workforce staff development remains a challenge in higher education. This thesis-by-publication examined the importance of alternative paradigms for academic staff development, focusing specifically on arts-based learning as a non-traditional approach to transformative learning for management and self-development within the business of higher education. The research question asked was whether or not the facilitation of staff development through the practice of arts-based transformational learning supported academic aims in higher education, based on data obtained with the participants of the academic staff development program at one Australian university over a three year period. Over that three year period, eighty academics participated in one large metropolitan Australian university’s arts-based academic development program. The research approach required analysis of the transcribed one-on-one hermeneutic-based conversations with fifteen self-selected academics, five from each year, and with a focus group of twenty other self-selected academics from all three years. The study’s findings provided evidence that supported the need for academic staff development that prepared academics to be engaged and creative and therefore more likely to be responsive to emerging issues and to be innovative in the presence of constraints, including organisational constraints. The qualitative participative conversation transcription data found that arts-based lifelong learning processes provided participant perception of enhanced capabilities for self-creation and clarity of transformational action in academic career management. The study presented a new and innovative Artful Learning Wave Trajectory learning model to engender academic professional artistry. The findings provided developers with support for using a non-traditional strategy of transformational learning.
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Moore, Eugene R. "Staff organizational commitment as a predictor of staff perceptions of working alliances with delinquent youth." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280315.
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The relationship between staff organizational commitment and staff perception of working alliances with youth in juvenile justice settings was investigated. Staff of the North American Family Institute (NAFI) were the subjects of this investigation. Meyer and Allen's (1991) model of organizational commitment with dimensions of affective, normative and continuance commitments was used to investigate staff organizational commitment as an independent variable impacting perceptions of working alliances between staff and youth in juvenile institutions. Horvath and Greenberg's (1994) Working Alliance Inventory (WAI) was used to measure staff perceptions of working alliance. A significant positive correlation was found between normative commitment and perceptions of working alliance using Pearson correlation statistics. Affective commitment and continuance commitment did not correlate significantly with staff perceptions of working alliance. Regression of normative, affective, and continuance commitment with the dependent variable of working alliance showed only normative commitment as significantly impacting working alliance. Age, gender and ethnicity were not found to be significantly correlated with staff perceptions of working alliances.
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Riddell, B. Gail. "'Orwellian motivators', 'pollyannas', 'bulldozers' or 'heroes'? : a case study of university instructors working to enhance their teaching skills." Thesis, University of Nottingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281754.
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Al-Zaru, Ibtisam Moa'wiah. "The Jordanian nurses' role as patient educators in acute care settings in the state sector : factors influencing role development." Thesis, University of Ulster, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268621.
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Huxley, Lesly. "Rattling the "ivory cage" : exploring the implementation of 'Investors in People' in English higher education institutions." Thesis, University of Bristol, 2001. http://hdl.handle.net/1983/8bca2848-1aa1-46f2-942d-a80ae2d3dde5.
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The national 'Investors in People' (IiP) standard seeks to set a level of what it regards as good practice for aligning staff development and management with an organization's goals. This dissertation questions why some English universities adopt 'Investors'. Whilst many other education institutions have adopted the Standard since its launch in 1991, universities' adoption of 'Investors' has been patchy. Throughout the 1990s, the UK public sector has been urged by successive governments towards what is perceived as a new managerialism. As public service organizations, universities (which I have conceptualized in the dissertation as "ivory cages") have been subject to radical reforms that have in turn created new internal rationalities of purpose, work and performance in higher education institutions (HEIs) as they seek to manage externally-imposed changes. Sectoral reports have encouraged HEIs to adopt 'Investors in People' as part of wider change strategies, yet whole institution accreditation in England is largely limited to post-1992 universities, with departmental accreditations greater amongst service or para-professional departments. Three key questions underpin this dissertation: Why is 'Investors in People' adopted? How is the decision implemented? And to what extent (and under what conditions) is IiP institutionalized or embedded? These are considered primarily from a Sociological Institutionalist perspective, through Tolbert and Zucker's (1983) framework of the component processes of institutionalization. My own metaphors of ivory cage and theatre stage are used as structural and illustrative tools. PART I of this dissertation presents the rationales and contexts for the conceptual framework and methodology used. PART II focuses on the stages of institutionalization and on accounts of 'Investors in People' implementation from within the ivory cages. The final chapter returns to the research questions and argues that internal and external environments and the power, roles and perceptions of social actors are important factors in understanding change in higher education and, specifically, in decisions to adopt 'Investors in People'.
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Liu, Ching-wan Cherry. "Turning refusal to acceptance via IT staff development initiatives." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B4004032X.
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Marriss, Dorothy E. L. "Self and identity processes in higher education staff development." Thesis, University of Salford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490216.
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This thesis describes four inter-related studies that, together, explore aspects of self and identity in relation to staff development in higher education (HE). Staff development in higher education is reviewed with particular reference to one of the newest and fastest growing subjects, nursing. Approaches to the exploration, understanding and measurement of self and identity are reviewed, culminating in an exposition of a comprehensive synthesising approach known as Identity Structure Analysis and Its associated measuring tool Identity Exploration.
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Liu, Ching-wan Cherry, and 廖靜雲. "Turning refusal to acceptance via IT staff development initiatives." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B4004032X.
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Heine, Jennifer Miers. "Staff Development Methods for Planning Lessons with Integrated Technology." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3343/.
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This study compared cooperative and individual staff development methods for planning lessons with integrated technology. Twenty-three teachers from one elementary school participated in the study. The sample was the entire population. Nine participants were assigned to the control group, and fourteen participants were assigned to the experimental group. Names of participants were randomly drawn to determine group assignment. Participants in the control group worked individually in all three staff development sessions, while participants in the experimental group chose a partner, with whom they worked cooperatively in all three staff development sessions. Each participant or pair of participants submitted a lesson plan prior to participation in three staff development sessions. Following the sessions, each participant or pair of participants submitted a lesson plan. Three independent raters rated lesson plans to determine the participants' respective levels on the Level of Technology Implementation Observation Checklist (Moersch, 2001). The ratings of the lesson plans submitted before the training were compared to those collected after the training using a two-by-two mixed model ANOVA. The occasion (pre- vs. post-test), group, and interaction variables were all statistically significant at the .1 level; however, only the occasion variable had a strong effect size. These data suggest that (1) all teachers who participated in the training, whether individually or cooperatively, were able to develop lesson plans at a higher level of technology implementation and (2) cooperative staff development methods had no advantage over individual staff development methods with respect to teachers' ability to write lessons with integrated technology.
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Smolka, Jennifer. "Participant's perceptions of online staff development and learning tools." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4175/.
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This study analyzed participants in an online professional development and certification program can to see if they could predict the learning value of individual distance education tools. The Texas Center for Educational Technology (TCET) funded by the Texas Telecommunications Infrastructure Fund (TIF) designed the Technology Applications Certification Program (TACP). In the TACP, students are offered four graduate level classes which, when combined, meet the standards for the State Board for Educator Certification (SBEC) Technology Applications certification. The four courses that comprise the TACP are Computers in Education, Introduction to the Internet, Multimedia in Technology Applications, and Introduction to Video Technologies. The first course started in January 2002 with approximately 706 participants in 40 cohorts across the state of Texas. The TACP combines two different worlds of technology training. Half of the coursework was completed through asynchronous content and discussions, while the remaining classes were hands-on classes in local district computer labs. These face-to-face meetings enabled learners to get hands-on training with direct assistance. Between the online and face-to-face segments, a variety of learning tools were introduced to the participants. Participants were surveyed through the online Snapshot Survey in January and again in September.
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Aggarwal, Sanjay. "Modeling and algorithmic development of a staff scheduling problem." Thesis, This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06162009-063553/.
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Barger, Paul Michael. "An assessment of Missouri A+ school's staff development programs /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974609.
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Taylor, Vida Sumner. "Networks for staff development in the state of Oregon." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/108.
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This study documents and describes efforts by Oregon school districts to network in order to improve schools and provide resources for staff development. There are at least 41 networks linking school districts, institutions of higher education, and Educational Service Districts in both rural and urban areas of the state. These networks, collaboratives, and consortia have the common purpose of improving education, and the belief that they can accomplish more cooperatively than they can individually. These networks are described in terms of purposes, benefits and problems, and desire for assistance. Comparisons showed that large school districts are much more likely to participate in networks than small ones. This is significant because there are many small school districts in Oregon that would benefit from the assistance of a network in providing resources and expertise for school improvement efforts. Descriptions of three active networks in different parts of the state provided additional information regarding organizational structure, membership, and activities. There is a listing of the membership of 41 networks in the state. Statistical comparisons indicate that the greatest benefits responding school districts derived from networking include increased effectiveness of staff development efforts, sharing of information, cost sharing, and psychological support. Problems encountered in networking were: conflicting work priorities, conflicting goals, organizational problems, and funding. Two-thirds of the districts surveyed would like to have assistance for their efforts in the form of funding or incentives for networking, information on school improvement practices, and communications linkage among school districts. The study indicates that networking is widely practiced in the state of Oregon for the purpose of improving school effectiveness and staff development efforts. Implications are that this is an effective way for schools to accomplish their goals. Therefore, it is recommended that school districts not engaged in this practice give consideration to networking as an effective way to increase resources for school improvement efforts and to become more effective. It is hoped that encouragement and incentives for networking will be forthcoming from state and local education agencies. These agencies should exercise caution that their efforts to encourage networking not create unnecessary structures that would destroy the flexibility that makes networks so effective.
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Stallworth, Deborah Ann. "Development of a Staff Education Module on Adolescent Obesity." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5659.
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Adolescent obesity is a growing health concern in the United States due to its increasing prevalence and comorbidities that can reduce longevity and increase morbidity. Advanced practice nurses (APNs) providing care in school-based health centers (SBHC) located in marginalized communities are uniquely positioned to work with adolescent students challenged with obesity. The management of adolescent obesity requires advanced skills and knowledge to promote healthy lifestyles, prevent obesity, and to directly address the many factors that contribute to the condition. The purpose of this project was to develop an education program for APNs to prepare them to work with students in prevention and control of adolescent obesity in the SBHC. The Shuler nurse practitioner practice model provided the framework to guide the project. A literature search yielded evidence-based care guidelines for adolescent obesity that were used to develop the education program. The program was provided to a panel of 5 clinical experts made up of 2 APNs and 3 pediatricians who work with adolescents who are obese. The panel evaluated the program using a 5-item, Likert-style questionnaire covering the 5 objectives of the program. Results ranged from a mean score of 3.4 to 4.0, indicating that the expert panel agreed or strongly agreed that the program met the objectives. This education program was provided to the SBHC administration and will be implemented in the next school term. The project may promote positive social change through increased APN knowledge of clinical practice guidelines for managing adolescent obesity and through improved adolescent health.
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Welborn, Kate Matthews. "Exploring Literacy Coaching as a Form of Staff Development." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2773.
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Following a 2011 audit a school district in the south central United States clarified the role of the literacy coach. However, there were still differences among the literacy coaches as to how they were performing their duties. As a result, the purpose of this study was to gain an understanding of the role of the literacy coach in the participating school district. The theoretical foundation of this study addressed adult learning and was based upon Kegan's constructive development theory and Knowles's theory of androgogy. A case study design was used to explore how 5 literacy coaches implemented literacy staff development with over 100 elementary school teachers and what aspects of literacy instruction were focused upon. Data were collected through interviews and daily coaching logs kept by the coaches. Each interview was recorded, transcribed, and analyzed through a system of coding based on repeated readings, from which themes, concepts, similarities, and differences became apparent. Similarities and differences were highlighted, and tables were created to track them. Coaching logs were collected and analyzed in the same manner. Two themes emerged from analysis of the data: identifying themselves as staff developers and needing more teacher collaboration. Based upon these themes, professional development training sessions were developed to strengthen the professional development already in place, and the creation of professional learning communities was recommended. Participation in these activities will strengthen individual literacy teacher's professional knowledge regarding the teaching of literacy. As a result literacy teachers' practices will improve, and in turn, positive social change will occur when the children they teach become more literate, increase their learning, and stay in school.
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DeToye, Katrina. "Development of a Standardized Oral Care Staff Education Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7376.
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Hospital-acquired infections such as nonventilated hospital-acquired pneumonia (NV-HAP) are significant patient safety concerns. The lack of oral care in the nonventilated acute care patient population is a major contributor to NV-HAP. Nursing staff are on the frontline in the provision of oral care to hospitalized patients, but a lack of knowledge regarding the relationship between oral care and NV-HAP was identified as a gap in practice at the project site. The purpose of the project was to develop a staff education program on oral care of the nonventilated patient population. The practice-focused question addressed whether an evidence-based education for nurses regarding oral care for nonventilated patients could be developed and validated. Knowles's adult learning theory guided the use of evidence-based practice literature to develop the staff education program. The project team of 2 infection prevention specialists, a nursing professional specialist, and a nurse educator evaluated the education program, plan for delivery, and plan for evaluation of learning through an anonymous Likert-style evaluation survey. The 4 team members also completed program evaluation surveys, and results revealed a 100% score of agreed or strongly agreed that the program objectives were met. A descriptive analysis of the data provided information that supported the evidence-based education on oral care of nonventilated patients as a means of nurse education. When implemented, the project education will be part of a standardized oral care program to reduce barriers in delivering oral care. Social change implications are related to decreasing patients' risk of NV-HAP, increasing quality of life, and decreasing length of hospital stay.
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Farley, Doreen Lynn. "Development of Nursing Staff Education for Central Line Maintenance." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7641.
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Patients with cancer who receive bone marrow transplants (BMT) are at increased risk for central line-associated blood stream infections (CLABSI), a serious complication leading to increased costs, length of stay, and even death. Recognition of an increased CLABSI rate at one BMT unit in the southwestern United States prompted development of an evidence-based staff development education program to improve nurses’ knowledge of central line maintenance and CLABSI prevention practices. Guided by Lewin change theory, the program was developed based on a nurse-led analysis and synthesis of the evidence, and a formative evaluation of the educational program conducted by a 3-member expert panel made up of the BMT director, a BMT clinical nurse specialist and vascular access team member. The review confirmed the lack of standardized evidence-based guidelines for central venous catheter care, that any patient who has a central line is at risk for CLABSI, and BMT patients are at particular risk due to frequency of catheter manipulation. Findings reinforced the need for the recommendations to educate nurses in BMT settings on evidence-based central line practices, evaluate knowledge gained, and audit practice techniques post education. The social change implication of this DNP project will be the potential decrease in healthcare costs, length of stay, and mortality associated with central line infections when nursing staff are provided an educational program that aims to improve their knowledge and skills of evidence-based central line care and CLABSI prevention practices.
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Corderman, Julie. "LEARNING-CENTERED PROFESSIONAL STAFF DEVELOPMENT: EXAMINING INSTITUTIONAL AND LEARNER RESPONSIBILITIES." Doctoral diss., Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002021.
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McNeal, Jean Pulis. "Site Facilitation of Distance Education via Compressed Video in Rural Schools: a Case Study." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30409.
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Distance education delivered via broadband networks and sophisticated electronic technologies is one innovation often recommended for helping rural schools and their communities provide students with curricula and educational opportunities necessary for success in a global economy. This case study explored how eight rural Virginia school systems with little prior experience involving these technologies implemented a regional telecommunications network (SVCC-TN, part of Net.Work.Virginia). Over a one year period, 54 administrators, teachers, and students (representing nine schools) joined together in multi-role telecommunications teams to learn how the technology functioned and could enhance teaching and learning opportunities, and then facilitated implementation at their local sites.
The following questions were addressed: (a) How was the process of implementing distance education initially characterized? (b) What barriers did schools face? (c) How did school teams function? (d) How did this process affect perceived attitudes, concerns, and self-efficacy of participants? and (e) In what ways did individuals and schools redefine, reorganize or reinvent the initial process in order to optimize implementation?
Qualitative research methods, supported by qualitative and quantitative data collection instruments, were utilized. Teachers and administrators on school telecommunications teams completed questionnaires at the start and close of the study that addressed attitude, concerns (measured via Concerns-Based Adoption Model [CBAM] instrument) and self-efficacy. Additional data was obtained from analysis of open-ended surveys; focus group transcripts; documents; interviews; and researcher notes, comments, and observations of workshops and meetings attended by school teams and superintendents.
The outcomes of this study identified that both technical and top-level institutional leadership are needed to support full-scale implementation of distance education within a regional consortium and that a multi-role collaborative approach to staff development utilizing hands-on strategies is an effective strategy for enhancing participants' self-efficacy towards technology. Findings identified (1) barriers and drivers of distance education; (2) initial programming strategies; and (3) needs to cultivate a wider audience of users, increase communications, and establish new organizational structures for promoting cross-district utilization of distance education. Recommendations are presented for enhancing distance education in rural schools.Ed. D.
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Molson, Margo Antonie 1955. "Staff development : facilitating change within classrooms using a constructivist approach." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31242.
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Staff developers are facing new challenges in the 1990's in British Columbia as secondary education is criticized not only for what it teaches, but also, for how it is being taught. This project addresses the very complex nature of improving the learning situation of students by focusing on staff development. This study documents the inservice, implementation and teacher responses to a model for staff development at a secondary school which included:
1. the introduction of new teaching strategies which supported learner-focused classroom practice
2. teacher collaboration and peer support
3. the theory of constructivism and its incorporation into classroom practice.
To gain some insight into teachers' perceptions of new teaching strategies and skills, collaboration, and a constructivist approach to classroom practice was one major research strand. Another strand of the research investigated the process of change as facilitated through staff development. Specifically, the intent of the study was to identify and elaborate on those factors which are liberating and prone to influence in a process known as staff development and to recognize those factors which are resistant and tend to act as barriers to change.
Data for this study was gained by following a study group of six secondary teachers from three curricular disciplines over a time period of three months. Group interviews during the study and individual interviews at the end of the study were collected and transcribed. The responses of the participants to the research questions are reported in detail in an effort to preserve the contextual influences. Through these responses the reader can enter into the individuals' thought processes as participants reflect upon their personal experiences with the challenge of change.
The findings of this study support and extend the literature on important components and influences to staff development. In particular, this study gained further insight into:
1. how a constructivist approach can be translated into a model of staff development
2. how influences, such as peer collaboration and peer support enhanced a change in classroom practice.
3. how a change incorporating a constructivist approach to teaching is more likely to be assimilated by an individual who has a transactional or transformational orientation to curriculum. A transmissive orientation to teaching acts as somewhat of a barrier to the conceptual change of a constructivist approach.
4. how the motivation and teacher satisfaction for participating in change is determined to a degree by perceived improvements in learning by students.
5. how all participants experienced change but the nature of that change was very individual, gradual, and incremental in nature along the continuum from teacher to learner-focused education.
The study concludes with recommendations for individuals planning staff development which incorporates the research findings.Science, Faculty of
Mathematics, Department of
Graduate
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Downes, Dawn M. "Designing evaluation tools for the Differentiated Instruction Staff Development Initiative." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 264 p, 2007. http://proquest.umi.com/pqdweb?did=1253510301&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Jun, Yong In. "Designing and implementing the paid staff development program through mentoring." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p049-0452.
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Yung, Kin-lam, and 翁建林. "An exploratory study of staff development in outreaching social work." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31248846.
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Murphy, Jennifer. "Managing professional development of academic staff to enhance university performance." Thesis, University of Bath, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687301.
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Calls for more effective and modern teaching practices, higher research outputs, leaner administrative processes, greater community engagement, and more student-centred approaches to the business of higher education have intensified the challenges of working in a university. These challenges have added considerable complexity to the roles of academic staff, many of whom are facing increasing demands for which they are ill equipped to deal in terms of their formal education. To succeed in the highly competitive and changing environment that is higher education today, universities need to ensure that the requisite capabilities are developed in their academic staff. The key question underpinning this study is: how can the provision of professional development for academic staff be optimised to enhance university performance? The focus of the research is on identifying the ways in which higher education institutions provide formal offerings of professional development to academic staff, how they are organised to do this, who is entrusted with the task, and what are the strengths and limitations of the approaches taken. The research is informed by literature concerning higher education management, academic development, and strategic human resource management. Taking a critical realist ontological perspective, case studies of professional development provision in two Irish universities are presented. Findings reveal that while effective professional development is an espoused priority it is not a managed priority. While there is some evidence of good practice, the fragmented organisational structures in place for delivery of professional development reveal an absence of coordination and gaps in provision. The connection between professional development and organisational performance is loose. Recommendations are made on how the provision of professional development for academics can be managed to enhance university performance. A framework for designing performance-led professional development activities that aligns organisational and individual goals is proposed. An organisational structure that takes a more conscious approach to the management of the full range of professional development provision is put forward.