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Thèses sur le sujet « Profession and education »

Auteur : Grafiati
Publié le 10 mars 2023

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1

Chan, Man Wai (Sarah). « Mandatory versus voluntary Continuing Professional Education : perspectives from the nursing profession ». Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/39546/.

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Continuing Professional Education (CPE) is constantly evolving and is now mandatory in some professions in many countries. In Hong Kong, CPE for nursing profession remains voluntary. This research seeks to gather the perceptions, opinions and voices of nurse practitioners, college leaders and academic experts in Hong Kong if CPE is changed from a voluntary basis to a mandatory regime with the focus on analyzing different aspects of CPE. A literature review was carried out in order to distill the views of international scholars and practitioners, together with a review of policies pertaining to continuing professional development (CPD) and CPE. Furthermore, theoretical and practical implications were discussed, and suggestions for future researchers were made. In order to answer the research questions, a phenomenological qualitative study was conducted on the subject topic. Regarding the conceptual framework, the adult learning theory supplemented by motivation theories were scrutinized and analyzed while discussing the application of CPE. This study will contribute to the issue of CPE particularly as there were hitherto few qualitative studies on this topic. In connection with data collection, various methods were used, including individual interviews and focus groups, with participants recruited via (1) contact lists searched from the Internet, university directories, publications; (2) participants in relevant CPE courses for nurses. The study focuses on three cohort studies across time with a group of people who shared a similar characteristic and experience, involving 22 participants in total. 18 face-to-face individual interviews and 4 focus groups were organized. To probe the research questions, voices and opinions were collected from individual interviews. The data were transcribed, analyzed and organized by inter alia classifying by keywords and phrases. All the key concepts were coded, a technique helping to search for the relevant data to answer the research questions. Through feedback from participants on the findings, 10 key meaningful themes were successively derived from participants’ voices, opinions and answers. The results show that eleven participants were rather favorable to voluntary CPE at present. They doubted that mandatory CPE to some extent may bring along pressure and problems like labor shortage rather than professional and personal growth. On the other hand, the head of the nursing faculty of one of the universities in Hong Kong had no preference for adopting mandatory or voluntary CPE, while asserting that nurses should be self-disciplined and self-checking was necessary. In contrast, ten participants were slightly favorable to mandatory CPE in the long run for improving professional standards, provided that certain coordination and support would be given by employers.
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Sattem, Linda Lee. « Mandatory continuing professional education in an emerging field : A prospectus on the counseling profession / ». The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943610783278.

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Aakre, Bjørn Magne. « Technology and Design Education : From play to profession ». 名古屋大学大学院教育発達科学研究科 技術・職業教育研究室, 2008. http://hdl.handle.net/2237/12142.

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Carver, Jessica Martin. « Tensions and Metaphors in Higher Education Fundraising Profession ». TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1345.

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This research examined the language used by higher education development professionals, specifically similar and dissimilar tropes and how they shape the perception of those development professionals. By studying these linguistic devices, insight is provided into this particular occupation and the effects these devices have on perceptions and interpretation. The findings in this study could help to produce more skilled communicators in the field and could be used as a framework to study other professional positions. Semi-structured interviews were conducted to gather data from twelve participants, and the data was then analyzed through thematic analysis. Findings revealed the types of metaphors used by higher education fundraisers and if and how they shaped their perceptions of the profession. Findings also showed what contradictions, paradoxes, and ironies are found in the field and if and how they shaped perceptions of the profession. This study applies theoretical aspects of organizational communication to the field of higher education development presenting new data. This study also provides practical implications for those currently in the field to consider.
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Hornaman, Lisa Beth. « Public relations education and the public relations profession ». [Florida] : State University System of Florida, 2000. http://etd.fcla.edu/etd/uf/2000/ane5952/thesis.pdf.

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Thesis (M.A.M.C.)--University of Florida, 2000.
Title from first page of PDF file. Document formatted into pages; contains vi, 136 p.; also contains graphics. Vita. Includes bibliographical references (p. 130-135).
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Nyarambi, Arnold. « Cultural Competence in the Teaching Profession ». Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8259.

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Cañizales, Vargas Rafael Antonio. « The moral profession a study of moral development and professional ethics of faculty / ». Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036161.

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Barrett, Niels. « The rise of a profession within a profession : the development of the architectural technology discipline within the profession of architecture ». Thesis, Robert Gordon University, 2011. http://hdl.handle.net/10059/645.

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This thesis investigates the emergence of a new specialisation within the profession of architecture, namely that of the architectural technologist. The main original contributions from the research concern a deep understanding of how that emergence has been realised, and a study of the implications for buildings in the longer term. Using the UK and Denmark as examples it finds that this profession has existed for a long time, but until recently without formal recognition. It also finds that the consequences of the lack of attention are potentially major, and it suggests why recognition came so late. By researching literature the history of the building and architecture industries was investigated and it is shown how the architects were cooperating with well-trained craftsmen for many centuries. This is compared with the kind of cooperation with architectural technologists going on today, and what will most likely occur in the future. Questionnaires, to provide data about current architectural and architectural technologist education, were sent to groups of newly graduated professionals. After statistical treatment the resulting quantitative data were thoroughly analysed by discussing the possible interpretations. Focus groups of highly qualified professionals also interpreted the data and insights into the needs of industry in both the UK and Denmark were provided. Finally, the thesis concludes by identifying necessary means of improvement, and points at the serious risk of a further division of the construction industry into more consulting companies. This increases the risk of future architecture failing to properly integrate technology and design.
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Young, Douglas. « CAMBRA : An examination of change in the dental profession ». Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2422.

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Dental caries is a disease process, one that will not be eliminated by tooth repair alone. Caries is the most prevalent disease of children and the primary reason for most restorative dental visits in both adults and children. A risk-based approach to managing caries targets those in greatest jeopardy for contracting the disease and provides evidenced-based decisions to treat current disease and prevent it in the future. This dissertation focuses on an approach to diagnosing and managing caries disease that holds promise of transforming the ways dentists treat this disease. This approach focuses on assessing the risk of caries and designing an individualized treatment plan that treats the disease in the least invasive way possible known as "Caries Management by Risk Assessment" or CAMBRA. Taken in total, the chapters presented in this dissertation address the related problems of disseminating information about CAMBRA and influencing both the practice of dentistry and the education of dentists.
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Bendau, Shirley Ann Riddle. « From kneeling to standing in the teaching profession : four case studies of experienced teachers' professional development / ». The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu148640044637121.

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Stearns, Karen E. « On the edge English language arts teachers revising a profession, 1966--2006 / ». Related electronic resource : Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Zelenka, Marc H. « Prescription for a profession the educational philosophy of Abraham Flexner and cogency in medical education / ». [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3238508.

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Thesis (Ph.D.)--Indiana University, School of Education, 2006.
"Title from dissertation home page (viewed July 12, 2007)." Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3705. Adviser: David J. Flinders.
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Feilen, Sujung, et Karolina Seminova. « Educating health profession students about health disparities : a systematic review of educational programs ». The University of Arizona, 2012. http://hdl.handle.net/10150/623608.

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Class of 2012 Abstract
Specific Aims: Health disparities are contributing to differences in access to healthcare and health outcomes among diverse groups in the United States. Causes of health disparities are multifactorial. One approach to minimize health inequalities is through educating future health care professionals. The purpose of this review is to identify and describe approaches for developing health disparities curriculum for health professions programs in the United States. Methods: A systematic review was conducted in April of 2012 to identify articles describing medical and nursing school curricula, educational courses, and activities focusing on health disparities in the United States. The search was conducted by utilizing Medline PubMed database. Articles describing a specific educational course/curriculum in health disparities in medical and nursing undergraduate or graduate programs were included in the review. The review did not take into account continuing education programs. All articles describing educational programs focus on healthcare disparities in the United States. Main Results: The search identified 153 articles focusing on specific health disparities curricula or education programs. Out of those articles 30 were included in the analysis. Results are pending. Conclusions: Anticipated results will aid in identifying successful and effective health disparities curricula for health professions programs in the United States.
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Mendenhall, Sarah S. « Locating the Profession : Disciplinary Identities and Professional Spaces in the History of Composition and Rhetoric ». The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1368695422.

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Innes, Stanley I. « The accreditation role of Councils on Chiropractic Education ; The educational journey from craft to profession ». Thesis, Innes, Stanley I. ORCID : 0000-0001-7783-8328 (2019) The accreditation role of Councils on Chiropractic Education ; The educational journey from craft to profession. PhD thesis, Murdoch University, 2019. https://researchrepository.murdoch.edu.au/id/eprint/51989/.

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Introduction Economies require healthcare practitioners, such as chiropractors, to assist in providing safe, effective and economical care for lower back pain, globally the leading cause of disability-adjusted life years. A minority of chiropractors have been shown to have highly undesirable practice behaviours that have implications for public health and patient safety. These practice patterns appear to be associated, to some extent, with the chiropractic program they were trained at. This indicates a need for scrutiny of international chiropractic educational and practice standards. For chiropractic the establishment and monitoring of educational standards is the responsibility of Councils on Chiropractic Education (CCEs). Methods This scrutiny required gaining an understanding of the complex system in which CCEs function. To this end our objectives were to comprehend the "language" of the system by comparing internationally, CCE graduating chiropractic student competency lists and educational / accreditation standards and processes. In addition, we sought to explore the relationship of unsuitable chiropractic practice profiles and various intrinsic and extrinsic factors such as personality, beliefs and attitudes with the clinical decisions of chiropractic students and practitioners. Results By comparing all the CCEs accreditation standards and processes we found they became increasingly dissimilar as our research drilled down to describe the various domains and subdomains. Definitions are urgently needed for clarity around key terms. We were able to make recommendations for quality improvements in CCE standards and processes as well as develop an outcome measure to assist Australian chiropractic accreditation processes. We also learned that CCEs have enabled a "big tent" approach that allows dichotomous "traditional" and "evidence-based" approaches to clinical care to co-exist. This, combined with the view that chiropractic is "unique", highly valued, best understood by other chiropractors, explains how students and practitioners can cling to 'traditional' thinking and this has implications for public safety. Conclusion We conclude that CCEs are in need of re-vitalising and make recommendations to this end. We argue that the "raison d'être" of CCEs is to take a more forthright stand and better serve the patients' best interests.
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Kim, Sunah Irvine Hope. « Art in schools : considering the profession of teaching secondary art ». Related Electronic Resource : Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

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Fisler, Jodi. « The elephant in the room : Deconstructing the place of conservatives in the student affairs profession ». W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539791827.

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The student affairs profession places considerable emphasis on the values of diversity, inclusiveness, and social justice as part of its mission to foster the holistic development of college students. Many vocal conservative critics point to these values as evidence of the liberal worldview that they claim dominates the higher education landscape. This critical, phenomenological study was designed around the premise that higher education, and, specifically, student affairs, is characterized by a liberal ideology that privileges those in the profession who identify as liberal. The study explored the perceptions and experiences of 12 self-identified conservative student affairs professionals in order to better understand the nature and impact of the hegemony that operates within the field. The findings then served as the basis for a deconstruction of the lived ideology of the profession. The premise of the study was affirmed by the experiences of many of the participants. Intent aside, majority status alone appears to confer certain privileges on liberals, allowing them to speak or act in ways that leave some conservatives feeling devalued and marginalized. The study identifies specific manifestations of liberal privilege, as well as a variety of strategies used by participants to respond and/or cope. The study findings reveal that participants differed considerably in how, and to what degree, they experienced student affairs as a hegemonic culture. Possible reasons for this are discussed, along with recommendations and avenues for further inquiry.
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Prescott, Stephen Francis. « The nursing profession and graduate status in England : perspectives from student nurses and health professional educators ». Thesis, University of Huddersfield, 2017. http://eprints.hud.ac.uk/id/eprint/33732/.

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This study investigates all graduate entry to nursing in England, focusing on the perceptions and experiences of nursing students and health professional educators at one English university. It presents a history of nurse education, debates the cases for and against the move to an all graduate entry, and introduces a conceptual framework based on the influences on, and expected outcomes of, the undergraduate nursing student. The study adopts a single-embedded case study design. Data was collected between October 2012 and September 2014 using questionnaires and focus groups. Statistical analysis and thematic analysis (using the framework devised by Braun and Clarke, 2006) were undertaken on the quantitative and qualitative data respectively. The undergraduate student nurses reflected a positive attitude towards nursing, seeing a therapeutic relationship and the values underpinning ‘compassion in practice’ as fundamental to the role of Registered Nurse (RN). They also demonstrated motivations that reflected these principles and, to some extent, recognised them in themselves. The importance of developing and demonstrating graduate attributes was acknowledged, but these were not seen to be as significant as the fundamental principles of what it means to be a nurse. The majority of health professional educators supported the move to an all graduate entry to nursing, with nurse educators being more in favour that their Allied Health Professional colleagues. There was also clear recognition that the role of the RN had changed and that RNs needed graduate attributes in order to manage the complexities of twenty-first century healthcare. Participants in this study saw the move to all graduate entry as welcome and necessary, although this view was not universal. Reasons students gave for pursuing a career in nursing reflected those identified in earlier studies. The students’ experiences in clinical practice were affected by the standards of care they observed, the quality of mentorship and by issues related to ‘belongingness’. The study highlights and contributes to the on-going debate surrounding the development of nursing as a profession, confirming that the ideals of altruism have not been lost in the development of academic processes and identity.
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Marshall, Gill. « Establishing and advancing the practice, education and profession of radiography internationally ». Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.556973.

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This extended essay presents seven scholarly papers (1994- 2008) from my fifty six papers including five book chapters, revealing their collective significant importance to and impact on establishing and advancing the practice, education and profession of Radiography internationally. Method: This essay is underpinned by the premise that research improves teaching and it shows by critical and thematic analysis how the papers achieve their purpose of establishing and advancing the practice, education and profession of radiography internationally. A critical discussion of the work is undertaken by investigating factors that measure its impact. Results: Comprehensive, objective information is provided cataloguing the originality, utility, diversity, citation rate and longevity of the work, which fall into three areas: pedagogical research within Medical Imaging - Papers 2, 3, 6 and 7 , contrast agents - Papers 5 and maintaining uptakes rates for breast screening - Paper 1. These papers prove my credibility as a researcher and thus an "authority" to write the "how to" papers aimed at up skilling the profession e.g. via Paper 4. Paper 1 was cited forty six times over sixteen years in thirty five different peer reviewed international journals with a wide range of foci. These journals demonstrate impact factors as high as 7.514 for Cancer Epidemiology, Biomarkets and Prevention and 5.996 for Radiology, the highest impact factor Radiology journal. This paper was a seminal work. Paper 4 has been down loaded in excess of 6000 times and five years on (2010) remains first in the top 25 "hottest" downloaded papers in Radiography. My work as Project Co-ordinator for the Higher Education Network of Radiographers in Europe (HEN RE) clearly built on the work of earlier staff. My subsequent work as Project Co- ordinator has impacted on fifty universities in the European Union (EU) / European Economic - Paper 7, as well as eighteen countries via citations, conferences, teaching exchanges, consultancy and participation in four E.U. projects. Overall my submitted papers have been cited in the peer reviewed international journals of twenty three medical and related professions, in a total of forty five peer reviewed journals. There were 59 citations in total. For the six papers for which downloads are available, on submission April 2010, there had been 11,414 downloads. Conclusion: This supporting paper, supported by objective data regarding impact, demonstrates how the papers presented meet the purpose of this work. This distinctive, original work demonstrates a depth of scholarship commensurate with the requirements of the award.
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Donsbach, Wolfgang. « Journalism as the new knowledge profession and consequences for journalism education ». Sage, 2014. https://tud.qucosa.de/id/qucosa%3A35511.

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The article starts with observations about an increasing marginalization of professional journalism in public communication. This development is mainly driven by two factors, decreasing interest in the public sphere and increasing selective exposure. Based on these observations, the author develops a definition of the core societal functions of journalism, that is, validation and shared reality. Assigning to professional journalism the role of the ‘new knowledge profession’ he looks for areas of competence that would need to be taught in academic programs to furnish the profession with the necessary skills and make journalism a ‘de facto profession’. Finally, he discusses constraints on such a strategy in educational philosophies, the trade, and the changing demand of professional news.
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Lau, Fung-yee Rebecca. « Planning education : the changing needs of the profession in Hong Kong / ». Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19131239.

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O'Bryant, Camille P. « Choosing Physical Education as a Profession : Stories of Three African American Women ». The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392647511.

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Guzel, Stichert Elif. « Preservice Science Teachers Perception Of Professin With Metaphorical Images And Reasons Of Choosing Teaching As A Profession ». Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12606442/index.pdf.

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This study indented to explore preservice elementary and secondary science teacher&rsquo
s perception of their professional roles and investigate their reasons of choosing teaching as a profession. To explore the perception of professional roles, metaphorical images were also used as a tool. The present study was conducted during the spring semester of 2004-2005 academic year with a total number of 441 (n=287 females
n=153 males and n=1 gender not provided) senior preservice elementary and secondary science teachers who enrolled in the elementary science and secondary science (biology, physics and chemistry) teacher education programs of three different universities in Ankara. Data were collected utilizing a questionnaire developed by Saban (2003) composed of five basic sections which investigates the participant&rsquo
s perception of teaching as a profession and their roles in instruction process and reasons of choosing teaching as a profession. Data of the present study were analyzed utilizing descriptive and inferential statistics. Analysis of the data showed that preservice teachers perceive their roles mostly with student-centered metaphors and define their selves as pedagogical expert who fosters student&rsquo
s social, emotional, and moral growth. Besides, most of the preservice teachers have altruistic reasons to choose teaching as a profession.
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Mehmetlioglu, Deniz. « Investigating The Readiness Of Preservice Mathematics Teachers Towards Teaching Profession ». Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612270/index.pdf.

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The aim of this study was to investigate to what extent the preservice teachers perceived that they were ready for the teaching profession and the differences in preservice teachers&rsquo
readiness based on the year in the teacher education program, gender, high school type (teacher education high school or other), and existence of a teacher in the immediate family. The study was conducted at the Elementary Mathematics Education programs of universities in Ankara, Burdur, Bolu, Gaziantep, Izmir, Samsun and Sakarya in the spring semester of 2009-2010 academic year. The data were collected from 728 third and 4th year preservice mathematics teachers. Readiness of preservice mathematics teachers was assessed with a readiness scale which was developed by the researcher in the fall semester of 2009-2010 academic year. Data were analyzed with descriptive and inferential statistics. The results indicated that preservice mathematics teachers did not perceive their readiness at a high level. There was a significant difference in readiness scores for 3rd year preservice mathematics teachers and 4th year preservice mathematics teachers. It was found that the readiness of 4th year preservice mathematics teachers were significantly higher than the readiness of 3rd year preservice mathematics teachers. On the other hand, the results showed that there was no significant difference in readiness scores for female preservice mathematics teachers and male preservice mathematics teachers. Similarly, there was no significant difference in readiness scores for preservice mathematics teachers graduated from teacher education high school and preservice mathematics teachers graduated from other high school types, and between existence of a teacher in the immediate family of preservice mathematics teachers and nonexistence of a teacher in the immediate family of preservice mathematics teachers. Findings of the study indicated the need for improving the practice courses in order to increase preservice teachers&rsquo
readiness for the profession.
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Drew, Tara M. « Learning style, seat preference, and past profession| Predicting traditional osteopathic student achievement ». Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646840.

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The study was designed to examine the predictive relationship between the variables of seat preference, learning style, and past profession, and student achievement. A convenience sample of N = 248 traditional manual osteopathic students of two Canadian and one Swiss accredited English speaking part-time colleges was recruited for the quasi experimental predictive study. The participants were adult learners ranging in age from 20 – 69 years with 71% of the sample being female in accordance to the population demographic. The data collection included grade score, learning style as measured by the Learning Style Inventory (LSI 3.1), and a researcher designed survey, Demographic and Seat Preference Survey (DSPS), which gathered information on age, past profession, education, sensory deficits, and seat preferences of three seat diagrams. A multiple regression analysis was used to create the predictive equation. The variables seat preference, learning style, and past profession statistically predicted student achievement R2 = .10, F(10, 217) = 2.33, p = .01, power .92. The specific variables action seat in the 10 X 5 seating plan b1 10X5AS = 2.91, t(217) = 2.51, p = .01, 95%CI[0.63, 5.20]; the professions of athletic therapy b2 AT = 4.60, t(217) = 2.77, p = .01, 95%CI[1.33, 7.86], Nurse/kinesiologist/occupational therapist b2 NR/KIN/OT = 4.10, t(217) = 2.54, p = .01, 95%CI[0.92, 7.27], and Other profession b2 OTHER = 3.48, t(217) = 2.26, p = .03, 95%CI[0.45, 6.52]; and the diverging learning style b5diverging = -3.03, t(217) = -2.13, p = .03, [-5.83, -0.23] contributed significantly to the prediction. In pair-wise comparisons there were significant (p < .05) differences in mean achievement scores between the professions of athletic therapists, nurse/kinesiologists/occupational therapists, and other professions, and medical doctor/osteopathic physician/dentist, and massage therapists; between students preferring the assimilating learning style and students preferring the diverging learning style; and between the 10 X 5 action seats and non-action seats. The findings of the study support the predictive nature of past professions, learning style, and action seat preference in an English-speaking accredited part-time traditional manual osteopathic program. Recommendations for continued data collection and investigating the variables of first language and campus location are made.

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Hartsel, Laura M. « Why are mid-career teachers leaving the profession ? » Ashland University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1460392005.

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Peters, Sofia. « Är en professionell lärare en lämplig lärare ? : en idéanalys av debatten om lärarlegitimationen ». Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-28400.

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The purpose of this study is to investigate perceptions of the teaching profession and education in the political debate concerning teacher certification. I have, based on the purpose, issued three question that form the basis of this study. They are: To what extent does the participants in the debate perceive the teaching profession as a profession? Based on the perception that the teaching profession is a profession, to what extent and how is the requirement for certification being justified? Which perceptions regarding education are being expressed in the debate? The method used to carry out this study is an idea analysis, which is generally used when analysing political debates. The purpose of using this method is to obtain clarity of what is said in a debate. Furthermore, the theoretical concepts that are relevant for the implementation of this study are profession and education. The result of this study shows that the debaters define a professional as a person who is motivated, has an education, is suitable to practice his/her profession, has the knowledge required in his/her profession and has received a certification. The result also indicates that the aim of introducing a teacher certification is to strengthen the teacher profession as a profession. However, there are some flaws with the certification that might leave the aim of it unfulfilled. Finally, the result of the study shows that education is left in the dark in the debate.
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Campbell, Daniel Ray Lehne. « The role and development of the research administration profession in higher education ». Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/d_campbell_041810.pdf.

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Thesis (M.A. in educational administration)--Washington State University, May 2010.
Title from PDF title page (viewed on June 29, 2010). "Department of Educational Leadership and Counseling Psychology." Includes bibliographical references (p. 51-56).
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Beyers, Melanie. « Problems experienced by women re-entering into the education profession / Melanie Beyers ». Thesis, Potchefstroom University for Christian Higher Education, 2001. http://hdl.handle.net/10394/8632.

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This study investigated problems experienced by women re-entering into the education profession by focusing on: • The nature and scope of re-entry by women into the education profession; • the features and problems experienced by women on re-entering the education profession; • the problems women educators experience on re-entering the education profession in the North West Province. To achieve these goals, both an empirical survey and a survey of literature was conducted. The study of literature was undertaken consulting primary and secondary sources. After the problems experienced by women re-entering into the education profession were established and discussed, a questionnaire was drafted. From the review of literature, it appeared that the problems experienced by women (i.e. re-entry women) were problems within themselves, in the career and society, as well as problems in the work situation and on management level. A systematic sample was used in which women educators of secondary schools in the North West Province were involved. The empirical investigation indicated that women educators have problems when they re-enter the education profession after a period of absence and that certain problems should be addressed. Problems of high priority are related to the category of problems within women. The categories of problems within the career and the society were indicated as problems of high priority. A problem of low priority for women educators appears to be the role of family caregiver for elderly, sick or disabled relatives who live either in the educator's home or nearby. Also, the age of re-entry women seems to be no problem for re-entry women educators. Certain recommendations are made on the basis of the empirical investigation. The most important recommendations are the provision of childcare facilities such as after-school care, holiday play-schemes, workplace nurseries and an increase in maternity benefits, and the introduction of paternity and childcare leave. The creation of promotion opportunities for women who aspire to educational management positions is also an important recommendation. All women, including re-entry women, should be treated fairly when applying for posts.
Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001
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Dixon, Timothy Jeanes. « An analysis of IT skills training and education in the surveying profession ». Thesis, University of Reading, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385584.

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Al-Mahmoud, S. A. « Saudisation of the nursing profession : the contribution of nursing education and training ». Thesis, University of Birmingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679219.

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Wiehe, Rebecca L. « Second career teachers' perceptions of their profession ». [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1258121456.

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Thesis (Ph.D.)--Kent State University, 2009.
Title from PDF t.p. (viewed Apr. 28, 2010). Advisor: Alicia Crowe. Keywords:second career teachers; perceptions of profession. Includes bibliographical references (p. 180-191).
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Kennedy, Douglas. « The Development of Professional Military Education at the United States Air Force Academy ». Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35526.

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Doctor of Philosophy
Department of History
Donald J. Mrozek
This dissertation examines the development of the professional military studies curriculum at the United States Air Force Academy. The study explores the rationale behind establishing an Air Force Academy, along the lines similar to the U.S. Military Academy at West Point or the U.S. Naval Academy at Annapolis. The quest for an additional academy emphasized the need for specialized training of air force cadets and creating a common bond for its future officer corps, rather than recognizing the necessity to equip them with a professional military education regarding warfare and how air power influences war, for example. This trend continued in the two main studies used to justify the Air Force Academy, as well as the development of the initial curriculum, where an integrated academic curriculum, one that emphasized both the sciences and engineering as well as the social sciences and humanities, placed any discussion of professional military studies on the back burner. The challenge of the Academy’s general academic curriculum on the cadet’s time left little room for the development of a strong, rigorous professional military studies program. However, the confluence of a cheating scandal at West Point and the resulting report, as well as a reflection during the 25th anniversary of the Academy’s founding in 1979, which developed questions on the professional military studies program within the curriculum, led to the establishment of a Permanent Professor within the Deputy Commandant for Military Instruction, and resulted in drastic changes to the curriculum for the cadets, specifically involving professional military studies. Today, the United States Air Force Academy has a Department of Military and Strategic Studies under the overall authority of the Dean of Faculty. This department has as its charter the role to provide “the study of the context, theory, and application of military power”—with special emphasis on the role of airpower to the art and science of war. The document that helps define the duty of the department also states that this necessary study for officer candidates constitutes “the essence of a military academy education” and, most certainly, the central core of a professional military studies program.
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Straka-Kenning, Barbara. « Predictors of Career Salience in Individuals Interested in Teaching as a Profession / ». The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487928649989593.

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Svensson, Martina. « Students perception of their own and each other’s profession ». Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24922.

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Interprofessional practice and teamwork are becoming more essential in health care. Increased collaboration gives the opportunity to enable patient centred health care with high quality of outcomes. If health professional students learn together they will be better prepared for interprofessional collaboration and teamwork, such initiative can be interprofessional education (IPE) at a clinical education ward (CEW). The aim of the study is to explore how students from medicine, nursing, physiotherapy and occupational therapy programs, perceive their own and each others` profession prior to a clinical placement at a CEW. This was a qualitative study using focus groups. 18 students participate in the study. Data were analyzed using thematic analysis and a thematic network was developed. A plethora of professional perceptions emerged as the highest order category. This was derived from four organizing themes; professional expectations, relationship to the patient, leadership and relationship across professions and from the respective basic themes: different areas of professional doing and explanation of professional images, being close, being distanced, being a coordinator and being a leader, collaboration and unclear boundaries. This perceptions are needed to discuss and reflect during the CEW and allowing the student, together rather than silos, to develop professional identities as well as the knowledge, skills and attitudes.
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Lyons, Matthew L. « Leadership in the Counseling Profession : A Qualitative Study of CACREP Counselor Education Programs ». Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1354202517.

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Westwood, Fiona. « Developing professional judgement in the legal profession : the use of the Professional Education and Training Programme (PEAT 2) in selected Scottish law firms ». Thesis, University of Chester, 2015. http://hdl.handle.net/10034/600442.

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The objective of this research is to evaluate the effectiveness of the development of professional judgement during the two year work-based pre-admission training period (PEAT 2) required of Scottish solicitors so as to identify a model that allows them to respond to the changes the UK legal services sector is experiencing. The methodology adopted throughout reflects an emphasis on researching knowledge in the context of its application (Flyvbjerg 2001). Professional judgement is described as the ‘heart of professional practice’ (Fish and Coles 1998) and is therefore selected to provide a holistic method of evaluation. The UK legal profession is fragmenting in its response to market pressures, including the introduction of external regulation and ‘alternative business structures’ under the Legal Services Act 2007 and increased globalisation, specialisation and commoditisation. It is therefore important to identify the traditional method used by Scottish solicitors to develop their judgement as there is a risk that what was previously implicit and assumed in this ‘community of practice’ (Wenger 1998) becomes dissipated. As a result, the relevance and application of judgement is considered in the context of professional practice and solicitors in particular. The effect of external influences are interpreted, including in relation to the job of a solicitor, the future development of judgement and implications for legal education. The research method adopted enables confidential data to be obtained about the development of professional judgement and the PEAT 2 processes through completion of semi-structured interviews with a number of Scottish law firms, the Law Society of Scotland and related regulatory organisations, supplemented with Scottish trainee focus groups and comparative data from illustrative law firms and regulators in England and Wales. This allows 10 detailed case studies of law firms to be developed and analysed using Eraut’s (2007) model of early career learning and Fuller and Unwin’s (2003) model of expansive and restrictive apprenticeships as well as providing commentary from experienced solicitors and regulatory sources on the development of professional judgement. This allows 10 detailed case studies of law firms to be developed and analysed using Eraut’s (2007) model of early career learning and Fuller and Unwin’s (2003) model of expansive and restrictive apprenticeships as well as providing commentary from experienced solicitors and regulatory sources on the development of professional judgement. This data enables an analysis of the effectiveness of the current Scottish pre-admission training processes and the identification of methods used to develop the judgement of novices. Findings indicate that elements of the formal requirements of PEAT 2 are limiting the experiential and reflective learning of trainees and, in the wider context of work-based learning, that professional judgement is developed through exposure to reflective practice in a ‘community’ that provides an expansive apprenticeship and establishes parameters of acceptable choices. Recommendations include adjustments to pre-admission legal training and the introduction of a specialist qualification, accredited by the Law Society of Scotland.
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Boyce, Barbara Ann, Jackie Lund et Kason M. O’Neil. « The Impact of Supply and Demand on Doctorates in Physical Education Teacher Education : The Future of the Profession ». Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4052.

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Quality preparation of doctoral students is a key to the survival of physical education teacher education. Past research has revealed a shortage of students graduating with a doctoral degree in physical education and a general reluctance of teachers to leave their jobs to pursue an advanced degree. As the number of universities preparing new physical education teacher education assistant professors decreases, those in the profession are concerned for the future of teacher education. Unlike other professions that prepare more doctoral students than the market can accommodate, this is not the case for physical education teacher education doctoral programs. This article will provide summary information on supply and demand, which will be used to identify trends and recommendations for the future. This article will explore the status of doctoral programs in the United States and whether university programs will be able to prepare a sufficient number of professors to replace the aging physical education teacher education professoriate.
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Gangel, David M. « The referendum impasse resolution procedure and its potential application to the education profession ». Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54292.

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The purpose of this dissertation was to determine the degree of acceptance of the referendum impasse resolution procedure in education and to determine under what conditions such a procedure would be most readily accepted. A survey research design was used. Teacher negotiation statutes of the fifty states were categorized into four strata. One representative state from each strata was selected (Maryland, Pennsylvania, Virginia, and West Virginia), Specific populations were assigned representation of the major interest groups in teacher negotiations (school board chairmen, local association presidents, local superintendents, and local elected officials) and were sampled within the selected states. lt was concluded from the principal findings that the degree of acceptance of the referendum procedure was generally greater than the acceptance of interest arbitration, the strike, or the absence of an impasse resolution procedure. The conditions which contributed to the acceptance of the procedure included: the district's labor relations environment; the district's financial dependency; the district's average teacher salary; the district's community type; and experience with, and the perceptions of, other impasse resolution procedures used in the district. The study provided several implications for the education profession. The referendum impasse resolution procedure is a potentially viable alternative impasse procedure for education negotiation impasse. The referendum procedure is most likely to be accepted in states or localities where interest arbitration and/or the strike are commonly used.
Ed. D.
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Pardue, Karen. « Learning together : the impact of interprofessional education among first-year health profession students ». Diss., NSUWorks, 2013. https://nsuworks.nova.edu/hpd_con_stuetd/7.

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Meredith, Anne M. « Middle-class women and horticultural education, 1890-1939 ». Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390831.

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Aizenberg, Ada. « From kindergartners to kindergarten teachers : The compromise of a profession in late nineteenth-century Ontario ». Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28471.

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This thesis examines the professional status of women kindergartners in Ontario in the late nineteenth- early twentieth century, by exploring the origins of the Kindergarten and the transformations that occurred to this system as it integrated into the provincially-controlled public education system. The masculine nature of the professions in nineteenth century, together with the gendered ideology that made the care of young children women's work, is critical to understanding what happened to the kindergartners as they moved from women-run private institutions to male run institutions of education in Ontario. This thesis examines the position, training, and inspection, of kindergartners in the provincial education system of nineteenth-century Ontario, while at the same time analyzing the meaning that "profession" had, together with its gendered and class connotations, and how this influenced the status of the kindergartners. I argue that kindergartening was a specialized profession when it was first introduced to Ontario in the latter part of the nineteenth century, and that the entry into the already existing teaching hierarchy, with its gendered social relations, began a process of de-professionalization, as control over the training of the new kindergarten teachers, as well as the support provided thereafter, moved from the hands of expert, professional women kindergartners into the hands of male government officials at the Ministry of Education.
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Kim, Terri. « The academic profession in selected East Asian countries : a comparative perspective ». Thesis, UCL Institute of Education (IOE), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267741.

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Kennedy, Douglas Blake. « The development of professional military education at the United States Air Force Academy ». Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35602.

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Doctor of Philosophy
Department of History
Donald J. Mrozek
This dissertation examines the development of the professional military studies curriculum at the United States Air Force Academy. The study explores the rationale behind establishing an Air Force Academy, along the lines similar to the U.S. Military Academy at West Point or the U.S. Naval Academy at Annapolis. The quest for an additional academy emphasized the need for specialized training of air force cadets and creating a common bond for its future officer corps, rather than recognizing the necessity to equip them with a professional military education regarding warfare and how air power influences war, for example. This trend continued in the two main studies used to justify the Air Force Academy, as well as the development of the initial curriculum, where an integrated academic curriculum, one that emphasized both the sciences and engineering as well as the social sciences and humanities, placed any discussion of professional military studies on the back burner. The challenge of the Academy’s general academic curriculum on the cadet’s time left little room for the development of a strong, rigorous professional military studies program. However, the confluence of a cheating scandal at West Point and the resulting report, as well as a reflection during the 25th anniversary of the Academy’s founding in 1979, which developed questions on the professional military studies program within the curriculum, led to the establishment of a Permanent Professor within the Deputy Commandant for Military Instruction, and resulted in drastic changes to the curriculum for the cadets, specifically involving professional military studies. Today, the United States Air Force Academy has a Department of Military and Strategic Studies under the overall authority of the Dean of Faculty. This department has as its charter the role to provide “the study of the context, theory, and application of military power”—with special emphasis on the role of airpower to the art and science of war. The document that helps define the duty of the department also states that this necessary study for officer candidates constitutes “the essence of a military academy education” and, most certainly, the central core of a professional military studies program.
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Al, musaiteer Suliman S. « Saudi Teachers' Perceptions of Their Profession under Neoliberal Reforms ». Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594969212762027.

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Mda, Thobeka Vuyelwa. « Teaching by, and among the dispossessed : South African teacher's perception of self and profession / ». The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848078452252.

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Phiri, Wendy Augusta. « The development of a framework to align theory and practice to improve midwifery education in the Western Cape ». University of the Western Cape, 2017. http://hdl.handle.net/11394/5674.

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Philosophiae Doctor - PhD
Midwives play a critical role in the care of pregnant women from the first antenatal visit, through to the delivery and the postpartum period. The education of midwives has however become a concern, not only in South Africa but in many countries for a multitude of reasons. Evidence suggests that South Africa is devoted to reducing the maternal mortality rates as reflected in the Negotiated Service Delivery Agreement, signed in 2010, which identifies reductions in maternal and child/neonatal mortality rates as key strategic outcomes for the South African Health sector. However, by 2015 the set Millennium Development goals, specifically goal 4 (to reduce child mortality) and 5 (to improve maternal health) were not met and were replaced by Sustainable Development Goals, specifically goal 3 (to ensure healthy lives and promote wellbeing for all at all stages). This lag in meeting the indicators for improving the health of the population is associated in some respects to the education and training of health professionals.
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Drummond, Brendan. « The classroom music teacher - an uncertain profession ? : the Northern Ireland perspective ». Thesis, University of Ulster, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267683.

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Öberg, Katja, et Daniel Johansson. « Hur uppfattar lärare sin profession utifrån tid och rum ? » Thesis, University of Kalmar, School of Human Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-1243.

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Syftet med studien har varit att försöka finna svar på frågeställningen: Hur uppfattar lärare sin profession utifrån tid och rum? Och vilka omständigheter är avgörande och ligger till grund för lärares utformning av sin undervisning samt vilka delar av arbetet behöver bearbetas för att läraryrket ska kunna nå en högre professionell nivå? Metoden som vi använt oss av för att försöka få svar på våra frågeställningar har varit kvalitativa intervjuer, som vilar på enhermeneutisk och fenomenologisk forskningsansats, där intervjufrågorna innehar en låg grad av standardisering och strukturering. För att studien ska belysas på bästa möjliga sätt så presenteras relevant litteratur och tidigare forskning inom området i studiens bakgrundskapitel. Resultatet som framkom genom intervjuerna tyder i stor utsträckning på att lärare känner sig stressade i det dagliga arbetet och att de är begränsade i sitt yrke utifrån den tid som är avsatt för arbetet. En viss uppgivenhet märks hos informanterna utifrån att det är så mycket de vill ta till vara på och utveckla, men att tiden inte räcker till. Det framkommer i intervjuerna att läraryrket medför en tung arbetsbörda där både raster och den egna fritiden emellanåt blir lidande. Tidsbristen för lärarna medför även att utförda arbetsuppgifter ibland inte blir av önskvärd kvalitet och lärarna menar att det kan förekomma bortprioriteringar av arbetsuppgifter till fördel för andra som just för stunden känns viktigare. Vidare så framkommer det i intervjuerna att informanterna vill arbeta med att försöka frambringa en större inblick i skolvärlden och lärares arbete, få till stånd en förändring i högskolor och universitets lärarutbildning, samt bättre möjligheter till kompetensutveckling, allt för att aktivt kunna professionalisera läraryrket i större utsträckning.

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Loudon, Myfanwy Rhys. « The development of a graduate teaching profession and the Cardiff Collegiate Faculty of Education ». Thesis, Cardiff University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326018.

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