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1
Watkins, Amy L. "Facilitating Sustainable Professional Development Programs| A Phenomenological Study of the Use of Online Professional Development". Thesis, Manhattanville College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13865370.
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This study focused on the motivation of K-12 teachers to participate in district online professional development and to sustain the knowledge or skills learned. This study identified how teachers in a suburban school district, located in the Hudson Valley region of New York state, evaluated the online professional development they received and the extent to which their learning continued beyond the initial training. Through a phenomenological study, data indicated several factors motivated teachers to participate in online professional development; the primary motivator was the relevance of the topic. The online survey and interviews indicated teachers were interested and willing to participate in online professional development when they could choose the topic and the setting in which the learning takes place. An additional motivator was the benefit of collaboration and support provided by the facilitator, both during and after the training. Teachers shared their ability to make connections and to reflect on their own experiences increased when they had the opportunity to work collaboratively with the facilitator to develop and implement a lesson using the new knowledge or skill. Teachers who identified taking relevant district online professional development with collaborative facilitators also reported specific examples of how they implemented skills in their classrooms. Teachers described how the district online professional development helped to improve their students’ learning.
2
Morris, LeAnn Martin. "Professional Development for One-to-One Mobile Technology Programs". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5231.
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One-to-one mobile technology integration is the goal of increasing numbers of school districts each year, and many factors exist to consider when measuring success. The research problem for this qualitative study focused on one of the critical components for measuring success: the need for effective teacher professional development. The purpose of this study was to examine (a) principles and practices to facilitate the integration of one-to-one mobile technologies into professional learning experiences, and (b) the perceptions of technology instructional coaches regarding changes in teachers' practice and attitudes following professional development. The conceptual framework included Knowles's theory of andragogy and Koehler and Mishra's TPACK framework. In two rounds, 19 interviews were conducted with 13 technology instructional coaches. Thirteen coaches were interviewed in round one and from that data six high level coaches were identified for a second round of interviews. The data from both interview rounds were analyzed and coded to identify themes and categories. The key findings revealed that effective one-to-one mobile technology integration requires supportive leadership; building culture and relationships; instructional design with standards and frameworks; building collaborative, job-embedded teacher agency; and personalized learning with differentiated delivery. All stakeholders could use the key results to make informed decisions for planning and implementing professional learning opportunities. This study may affect positive social change by enhancing how technology is integrated into teaching and learning through increased teacher engagement in professional learning.
3
Mikael, Bahar. "The effects of study abroad programs on teachers' professional development /". Full-text of dissertation on the Internet (708.33 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/masters/mikaelbe/mikaelbe_masters_04-07-2010-1.pdf.
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Gonsalves, Bronte B. (Bronte Blondina). "Teacher Evaluation Processes and Professional Development Programs in Independent Schools". Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331778/.
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The purposes of this study were to determine (a) what teacher evaluation processes or instruments are used in the 45 independent schools of the Southwest, (b) what types of professional development activities or programs are provided for teachers in these schools, and (c) how the development and implementation of the teacher evaluation process and professional development programs are perceived by the teaching faculty in selected schools.
Questionnaires were administered to chief administrators of the 45 member schools of the Independent Schools Association of the Southwest. From the 28 schools submitting completed questionnaires and evaluation instruments, it was found that: (a) 3 of the schools had a very informal process, (b) 7 of the schools had an informal process, (c) 12 of the schools had a formal process, and (d) 6 of the schools had a very formal process. Four generalizations emerged from factors evident at the 5 schools selected for on-site visitations which should be addressed by independent schools regardless of the type of evaluation process used: (a) each school should develop a teacher evaluation policy; (b) each school should develop evaluation criteria and procedures that relate to each teacher's classification; (c) each school should delineate the specific role of the chief administrator in the evaluation process, and (d) each school should design a program of preferred professional development activities for each teacher's classification and level of the school. Finally, the recommendation was made that further research on teacher evaluation in independent schools include the investigation of how and why schools select a particular teacher evaluation process.
5
Dromgoole, Darrell Allen. "A study to determine if in-depth professional development provided to extension educators on program development has an effect on planning, implementing, and evaluating extension educational programs". Texas A&M University, 2003. http://hdl.handle.net/1969.1/5967.
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Program excellence in Extension is contingent on an Extension educatorâÂÂs ability to
identify issues, prioritize these issues, implement educational programs to address
these issues and resulting in measurable outcomes, evaluate these issues and utilize the
results of these evaluations to redirect educational programs, and utilize these
evaluation results as the foundation for program interpretation. The future success of
Extension programs is dependent on the capacity of Extension to retain highly
qualified Extension educators and the ability of these Extension educators to
implement the process of Extension program development.
A comprehensive professional development intervention, entitled the âÂÂSouth
Region Excellence in Programming Academy,â was designed and implemented from
May 2006 to November 2006 to provide early to mid-career Extension educators with
comprehensive instruction related to program planning, program implementation and
evaluation and interpretation. A Pre-experimental research, One-Group pre-test-post test, involved the administration of a pre-test (O1) to research subjects followed by the
Academy (X) and then followed by a post-test (O2) to determine if Extension
educatorsâ knowledge in program development increased as result of participation in
the Academy. Extension educators perceive that their proficiency in the Extension
program development process increases as a result of their participation in the
Academy. Extension educators incorporate principles covered during the Academy
and were satisfied with the Academy in terms of providing skills that will enhance their
ability to execute the Texas Cooperative Extension Program Development Model.
This study showed that as an Extension educatorâÂÂs knowledge of the program
development process increased, and their perception of the elements of program
development increased, Extension educators will incorporate the principles of program
development covered during the Academy, and Extension educators were satisfied with
the Academy. Recommendations are offered to improve future professional
development interventions focusing on program planning, implementation, evaluation,
and interpretation. The results of this study will contribute to the body of knowledge
that will enhance the ability of personnel to provide quality professional development
related to program development.
6
Whittaker, Sarah. "Program Evaluation of Project Team and Project Prep, Preservice Interdisciplinary Early Childhood Training Programs". TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/325.
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A survey of graduates who participated in Project TEAM (School Psychology, Social Work, and Speech/Language Pathology) and Project PREP (Interdisciplinary Early Childhood Education) is presented. Graduates completed coursework, seminars and practica that emphasized knowledge and skills related to working with children in the birth through 5 age group and their families. The survey determined in which competencies graduates indicated they were best and least prepared by the program and which competencies were most and least applicable to their present careers. The survey also determined what teaming models the graduates are currently using and would prefer to use in their careers. Results indicated a general trend towards the interdisciplinary and trans-disciplinary teaming models as those that graduates would prefer to use. The survey also looked at the process of the programs (i.e., participating in seminars with various disciplines, participating in the practica as a team, taking courses with other disciplines, etc.) to determine whether or not participants benefited from the program's overall organization. Results indicated that graduates agreed with the program process.
7
Bruner, Carl. "School improvement planning and the development of professional community /". Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7801.
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Hedgpeth, Pamela S. "Professional development practices for developing principal instructional leadership /". free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988668.
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Garcia, Arriola Alfonso. "An Examination of the Relationship Between Professional Development Providers' Epistemological and Nature of Science Beliefs and their Professional Development Programs". PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3636.
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In the last twenty years in US science education, professional development has emphasized the need to change science instruction from a direct instruction model to a more participatory and constructivist learning model. The result of these reform efforts has seen an increase in science education professional development that is focused on providing teaching strategies that promote inquiry learning to learn science content. Given these reform efforts and teacher responses to professional development, research seems to indicate that whether teachers actually change their practice may depend on the teachers' basic epistemological beliefs about the nature of science. The person who builds the bridge between teacher beliefs and teacher practice is the designer and facilitator of science teacher professional development. Even though these designers and facilitators of professional development are critical to science teacher change, few have studied how these professionals approach their work and what influence their beliefs have on their professional development activities. Eight developers and designers of science education professional development participated in this study through interviews and the completion of an online questionnaire. To examine the relationship between professional development providers' science beliefs and their design, development, and implementation of professional development experiences for science teachers, this study used the Views on Science Education Questionnaire (VOSE), and interview transcripts as well as analysis of the documents from teacher professional development experiences.
Through a basic interpretive qualitative analysis, the predominant themes that emerged from this study suggest that the nature of science is often equated with the practice of science, personal beliefs about the nature of science have a minimal impact on the design of professional development experiences, current reform efforts in science education have a strong influence on the design of professional development, and those providing science education professional development have diverse views about epistemology and the nature of science. The results and conclusions from this study lead to a discussion of implications and recommendations for the planning and design of professional development for science teachers, including the need to making equity and social justice issues an integral part of inquiry and scientific practice.
10
Lindvall, Jannika. "Critical features and impacts of mathematics teacher professional development programs : Comparing and characterizing programs implemented at scale". Doctoral thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-37298.
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The aim of this thesis is to contribute to the knowledge base on conceptualizations and impacts of teacher professional development (PD) programs. This is done by studying the case of two large-scale teacher PD programs. The first was mandatory for all public elementary school mathematics teachers in a larger Swedish municipality, and the second has been completed by 76% of all elementary school mathematics teachers in Sweden. In the municipality, and during the time frame in which this study was conducted, it was possible to make a comparison between teachers participating in different programs. Data on the programs’ impacts on teachers, instruction, and student achievement were gathered both immediately and one year after the teachers’ participation in one of them. In other words, the context of the study created an opportunity to respond to recent calls for studies that (a) examine the impacts of PD programs implemented on a larger scale, (b) adhere to PD programs’ impacts on teachers, instruction, and student achievement, (c) examine the sustainability of PD programs’ impacts, and (d) attend to variations within and between PD programs’ impacts. The results show that the studied programs are highly similar if characterized according to established research frameworks on what constitutes critical features of teacher PD. At the same time, they demonstrate different impacts, both between the programs and within them. These results suggested an elaboration of two of the five critical features of teacher PD: Content Focus and Coherence. Through the development and application of a more finely grained tool to characterize the programs’ Content Focus, differences between their characteristics were detected. Together with a systematic review of the PD research literature on Coherence, these results formed a basis for discussing plausible reasons for the difference in the programs’ impacts as well as elaborating on the critical features of Content Focus and Coherence. In summary, the thesis contributes: (a) empirical results in relation to large-scale teacher PD programs’ impacts; (b) methodological results in the form of tools for characterizing PD programs’ Content Focus and Coherence; and (c) theoretical results, as it examines established frameworks for characterizing teacher PD programs by using them in practice and, in light of the results, also suggests an elaboration of them.I denna avhandling har två storskaliga kompetensutvecklingsprogram (KUP) för lärare använts som fall för att bidra till kunskap om kritiska aspekter av sådana program samt deras inverkan på lärare, undervisning och elevresultat. Det första programmet, Räkna med Västerås (RäV), var obligatoriskt för alla kommunala grundskolelärare som undervisade i matematik i kommunen. Det andra programmet, Matematiklyftet, har genomförts av 76 % av alla grundskolelärare i Sverige som undervisar i matematik. Under den tidsperiod som studien genomfördes var det möjligt att göra en jämförelse mellan programmen, då det vid tillfället fanns lärare i kommunen som antingen deltagit i RäV, Matematiklyftet, eller inget program alls. Data gällande programmens inverkan på lärare, undervisning och elevresultat samlades in både direkt och ett år efter lärarnas deltagande. Med andra ord gjorde studiens kontext det möjligt att svara upp mot nyliga uppmaningar om att det behövs fler studier som studerar: (a) inverkan av KUP som genomförts i större skala, (b) KUPs inverkan på lärare, undervisning och elevresultat, (c) KUPs långsiktiga inverkan, och (d) variationen mellan olika KUPs inverkan. Resultaten visar att de studerade programmen är ytterst lika om de karaktäriseras enligt etablerade ramverk om vad som utgör kritiska faktorer av KUP för lärare, samtidigt som de visar på olika inverkan på lärare, undervisning och elevresultat. I ljuset av dessa resultat föreslås en utveckling av två kritiska aspekter gällande KUP för lärare: innehållsfokus och samstämmighet. Genom att utveckla ett mer finkänsligt verktyg för att karaktärisera programmens innehållsfokus upptäcktes också skillnader mellan dem. Tillsammans med en systematisk litteraturöversikt av forskningslitteraturen kring ”samstämmighet” utgjorde dessa resultat en bas för att diskutera möjliga förklaringar till skillnaderna i programmens inverkan, samt en utveckling av de kritiska aspekterna innehållsfokus och samstämmighet. Sammantaget bidrar denna avhandling med: (a) empiriska resultat i förhållande till storskaliga KUPs inverkan, (b) metodologiska resultat i form av verktyg för att karaktärisera KUPs innehållsfokus och samstämmighet, och (c) teoretiska resultat då etablerade ramverk för att karaktärisera KUPs har studerats genom praktisk användning och i ljuset av resultaten föreslås även utvecklingar av dem.
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Thomas, Harry R. III. "The Relationship Among Principal Preparation Programs, Professional Development, and Instructional Leadership Efficacy". Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73327.
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This study presents a qualitative analysis of principals' perceptions of the relationship among principal preparation programs, professional development and instructional leadership confidence in one urban school division in Virginia. Levine (2005) argued that the principal has a salient effect on the instructional programs within schools, and the preparation and professional development of the principal affects the degree to which they maintain and improve instruction. To examine principal perceptions on feelings of confidence toward instructional leadership, four research questions were investigated: What are principals' perceptions concerning the instructional confidence needed to lead schools in one school division? What are principals' perceptions regarding the coursework undertaken in their preparation program and the associated confidence developed for instructional leadership in one school division? What are principal perceptions concerning post-graduate professional development and the associated confidence developed for instructional leadership in one school division? What type of additional training do principals believe would enhance their confidence toward instructional leadership in one school division? The researcher sought to ascertain principal perceptions concerning the construct, instructional leadership efficacy, based on their academic training and professional development.
The findings were as follows: a) interviewed principals in one urban school division described instructional leadership efficacy in terms of one's capacity to provide instructional leadership and one's know how to foster home-school relations; b) interviewed principals in one urban school division believe that the principal must act as an instructional leader to facilitate learning in the building; c) interviewed principals from one urban school division reported that the course of greatest significance to instructional leadership was school law; d) interviewed principals from one urban school division were unable to identify the most beneficial professional development in terms of that which is needed to be the instructional leader; e) there was no recommendation for specific coursework in the principal preparation program that was supported by the majority of the interviewed principals.Ed. D.
12
Anderson, Trudy J. "Responsibilities and evaluation criteria for Idaho vocational-technical education professional development programs /". The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487588249822881.
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Huang, Dinglei. "Unpacking Mathematics Teacher Educators’ Decision Making When Designing Online Professional Development Programs". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500050423009789.
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Sullivan-Casey, Jonna Jaye. "Transforming Teaching and Learning Practices in After School Time Focusing on the Teaching of Science". Thesis, Boston College, 2012. http://hdl.handle.net/2345/bc-ir:104029.
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Thesis advisor: Irwin BlumerOver the past decade, demands and expectations placed on after school programming have changed dramatically. In the new standards based culture of accountability, after school time is seen as an opportunity to provide additional time to learn and demonstrate learning to standards. Professional development opportunities offered has not kept pace with demands being placed on after school programs. After school programs must have protocols in place to evaluate and implement professional development plans in the most effective manner possible. This study was conducted to support programs with planning professional development by assessing the impact of prevalent forms of professional development available on teaching practice and perception. The research questions were: What are teachers' perceptions of how involvement in teaching a new science program affected teaching practice in the after school program? How do teachers' perceive the three models of professional development - intervention, self-initiated, and district directed - contributed to teacher learning? Data was collected in the form of journals, interviews and observations utilizing a pool of five teachers who implemented a new set of science classes during after school time. Findings included a positive increase in perceptions of practice and teacher learning. The level of increase was a function of accurately identifying teacher needs and mapping the best forms of professional development while taking into account teacher's learning/working style. The literature review stated clearly the impact of properly aligned professional development. It underscored the need for professional learning to take place in the context of a collaborative environment that supports teacher change. The study indicates that, irrespective of the form, professional development completed in the context of a collaborative learning community has the ability to create sustainable change. It is the collaborative discussion that serves as the basis for the ongoing professional development. Each form has a particular audience for whom the impact will be the most direct, however, professional development in any form will have an impact on teacher perception and practice
Thesis (EdD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
15
Langdon, Frances June. "Beginning Teacher Learning and Professional Development: An Analysis of Induction Programmes". The University of Waikato, 2007. http://hdl.handle.net/10289/2624.
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The purpose of this thesis was to investigate the first two years of beginning teachers' professional development and learning. The study sought to document and understand the conditions and discursive practices of seven purposely selected schools that were implementing robust beginning teacher induction programmes. The focus was on induction, located in a comprehensive national system, to reveal the practices and tensions experienced by beginning teachers as they advanced their learning and development. It is anticipated that the seven case studies, along with the working theory of sound induction will add to the body of knowledge in the field of teacher learning and professional development and contribute to the debate about teachers' work and quality teaching. Few studies have investigated beginning teacher (BT) induction in comprehensively resourced systems. Much of the research investigates fragmented parts of BT experiences. The literature shows that when a holistic examination of induction is carried out it tends to be predominantly in the secondary school context. In-depth research into year one and year two teacher learning and professional development in sound primary school induction programmes was not found. The study provides a working theory of beginning teacher learning and, as Renwick (2001, p. 33) suggested, exemplars to maximise the effectiveness of schools to employ and support beginning teachers . Sound induction has the potential to positively influence teacher practice as research evidence indicates early career experiences affect future practice. The research is a multi-site collective case study that takes an interpretative, qualitative stance drawing on constructionism to inform the interplay between sociological and psychological theoretical disciplines, which make the information visible in different ways. The case studies scrutinise in depth, individual school contexts and are instrumental in providing better understanding and theorising about the collective case of beginning teacher induction. The primary sources of data were individual and focus group interview transcriptions. In addition, there were the accompanying notes and related school documentation. i Data analysis was an iterative process of inductive and deductive reasoning to make meaning that moved beyond description to identify categories and themes that emerged both within schools and across schools. Evidence of sound BT induction was found although variation in induction practices between schools was noted. Beginning teacher induction went beyond advice and guidance to incorporate educative mentoring in collaborative, collegial schools where high expectations prevailed. The findings suggest that teacher learning should be informed but not constrained by lock-step models of learning and development. Aspects of development as a professional were advanced and, in other respects, marginalised by the education policy focus on children's achievement. Feedback and children's learning and achievement underpin beginning teachers' judgements about their development as teachers. The socio-economic school contexts were less important than the quality of leadership, school cultures, expectations and the confidence of individual novice teachers. The study raises questions about the nature of teachers' work and teacher, government and societal expectations. It is anticipated that these findings will increase understanding of, and provoke debate about beginning teacher learning and their development as professionals.
16
Nolan, Lindsay. "Professional Identity Development in Blended Clinical Psychology Doctoral Students". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7708.
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As online graduate programs gain popularity, it has become more important to understand how students enrolled in these programs develop their professional identities. Researchers have demonstrated that there are both benefits and drawbacks to participation in blended learning programs (which incorporate in person and online instruction). It is not known how students enrolled in blended clinical psychology PhD programs experience the in-person portion of these programs and what their experiences mean for their professional identity development. This study examined the perceived impact of one part of an online clinical psychology doctoral program, the in-person classroom experiences, on the professional identity of clinical psychology trainees. Drawing from theories such as actor network theory and transactional distance theory, the current study explored how interactions between students and professors shaped professional identity. The study was qualitative phenomenological, using NVivo software to organize interview data from participants enrolled in blended doctoral programs. There were 6 participants total. A total of 8 themes were found in the data. These themes included fear, expertise, improved understanding, adjusting, growth, change, dissatisfaction, and finding support. Students valued the time spent with professors and perceived themselves to have grown after participating in in-person intensives. The themes found gleaned insight into the professional identity development of students enrolled in blended clinical psychology doctoral programs. This study has implications for how training programs for those in blended programs can be improved, thus improving the quality of patient care.
17
Livengood, Kimberly K. "Mentors' perceptions of the effectiveness of the components and technological venues implemented in online teacher induction programs for novice teachers". Texas A&M University, 2006. http://hdl.handle.net/1969.1/4763.
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This descriptive study provided a synthesis of the form, structure, activity and
relationship components utilized by online teacher induction programs designed to
support novice teachers. Mentors involved in online teacher induction programs
responded to an online questionnaire. The perceptions of 51 mentors involved in 36
online teacher induction programs in 16 states and one country in addition to the United
States were examined to determine the effectiveness of components incorporated.
A synthesis of the technological venues utilized was provided through a
statistical analysis of the mentorsâ responses. The mentorsâ perceptions of the
effectiveness of incorporated technological venues were statistically examined.
Additionally, their perceptions of professional development, emotional support,
reflection, and formative observation components in relation to the programâÂÂs
characteristics were also examined through the analysis of their responses to the online
questionnaire. Analysis of the mentorsâ perceptions appeared to indicate the effective
implementation of professional development and emotional support components via
technological venues to support novice teachers. The professional development
component was perceived as effective regardless of the school districtsâ sizes, grade
level taught or certification route of the novice teachers. To improve novice teachersâÂÂ
pedagogical knowledge, it is suggested that online teacher induction programs employ
video streaming, videotapes, and websites to deliver the professional development
component. Additionally, it appeared that mentors perceived electronic mail as most
effective for providing emotional support. However, telephones, bulletin boards, video
conferences, and chats were also effectively utilized to support novice teachers
emotionally.
18
Kennedy, Shawna. "Educational Specialist Programs in School Psychology: Trends in Training Emphasis". TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/340.
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A survey was conducted to examine current training practices of NASP accredited specialist programs. Information was gathered through a mailed survey to NASP accredited school psychology Ed.S. training programs across the United States. Of the 97 training programs to whom surveys were sent, 56 surveys were returned and 51 were considered usable (53% return rate). The survey respondents were divided into groups according to self-reported program emphasis. Thirty-one programs reported emphasizing traditional assessment (Traditional Programs), while 20 programs reported other areas of emphasis (Other Programs). An independent t-test indicated that Traditional Programs offer significantly higher amounts of training in traditional assessment than Other Programs. A Chi-square analysis revealed that approximately half of the Traditional Programs have not changed training in assessment; however, the remaining Traditional Programs showed shifts by an equal number of them increasing and decreasing the amount of training in assessment as compared to 5 years ago. Several differences in level of preparation of program graduates were indicated by a descriptive discriminant analysis. These differences are consistent with program emphasis.
19
Gawanani, Precious Muni-Wathu. "Experiences of Malawian Primary School Teachers with Professional Development Programs: A Phenomenological Study". Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1429540593.
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Child, Angela R. "Explicit Instruction Elements in Core Reading Programs". DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1176.
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Classroom teachers are provided instructional recommendations for teaching reading from their adopted core reading programs (CRPs). Explicit instruction elements or what is also called instructional moves, including direct explanation, modeling, guided practice, independent practice, discussion, feedback, and monitoring, were examined within CRP reading lessons. This study sought to answer the question: What elements of explicit instruction or instructional moves are included in the five most widely published CRP teachers’ edition lessons across five essential components of reading instruction? A content analysis of reading lessons in first, third, and fifth grades within current (copyright 2005-2010), widely used CRPs was conducted to determine the number and types of explicit instruction elements or instructional moves recommended within reading lessons for the following essential components of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Findings offer several implications for publishers of CRPs and educators. First, guided practice was recommended most often in CRP lessons. Second, all five publishers were more similar than different in the number and types of explicit instruction elements or instructional move recommendations. All publishers rarely recommended the use of the explicit instruction elements of feedback and monitoring. Conversely, the explicit instruction elements or instructional moves of discussion and questioning were used almost to the exclusion of other elements of explicit instruction for comprehension lessons. It was also found that the recommendations to use elements of explicit instruction diminished from the lower to the upper grades—offering intermediate-grade teachers fewer explicit instruction recommendations.
21
O’Brien, Robert Patrick, i res cand@acu edu au. "Assessing the Characteristics of Effective Professional Learning and Training Programs: Perceptions of teachers, principals and training personnel within Catholic Education in Melbourne". Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp54.29082005.
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The main aim of this thesis centred on what made effective professional development programs. As a particular case study data was collected on those programs sponsored by the Melbourne Catholic Education Office. Teachers from three schools in the North Western Metropolitan Zone of Melbourne, Australia, the principals from the three participating schools and training staff from the Catholic Education Office in Melbourne became the subjects of the study. The data collected from questionnaires was analysed in order to ascertain whether there were any common trends as to what the teachers thought was needed in effective professional development programs. The interviews with the participating principals and training staff were taped and later analysed in order to determine what they believed was the purpose of professional development and whether the programs currently being offered were effective. In addition, a list of characteristics of effective professional development was developed from the relevant research literature. The analysis of the above data was used to develop a model of effective professional development. The design of this model is cyclical. A main characteristic of the model promotes the reflection by both the participants and the training providers on what has occurred during the program and this process of reflection contributes in later development of programs in similar areas. It was also concluded that the needs and expectations from professional development of teachers and principals were different to what has been expected in past research projects. Both the teachers and principals expected that they would not be solely immersed in theory or in activities that may be used in the classroom. Instead they hoped to gain a knowledge of activities that are based on theory and develop an understanding of how these activities may be used and how they will assist in student learning. Hence, the link between the theory and its application was believed by teachers and principals to be of primary importance in professional development in order to maintain high teaching practices and in turn result in improved student learning.
22
Palmatier, Randy Laverne. "The nature of professional development in a high-performing urban elementary school /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Teixeira, Beverley. "Professional development among counselling psychology interns : exploring critical incidents". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017888.
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The journey towards becoming a counselling psychologist, in South Africa, includes the completion a 12 month internship. The internship year holds many challenges and demands for novice professionals and aims to assist them in making the transition from student to professional. This study aims to explore the subjective experiences of intern counselling psychologists and the critical incidents which assist them in making this transition. In addition, it aims to identify experiences impacting on the interns’ professional development and professional identity. Three registered counselling psychologists, who completed their internship at a South African university counselling centre within the last year, were recruited and participated in individual interviews. These interviews were semi-structured and followed the Critical Incident Technique method. Each interview was voice recorded and transcribed. The data collected was analysed using thematic content analysis. As the research design is qualitative, using a phenomenological approach, the focus is on presenting information-rich and detailed descriptions of participants “lived” experiences of their internship year. It attempts to understand significant incidents or events which influenced the participants’ professional and personal development as they navigate through this ambiguous period to become independent and ethical practitioners. Four predominant themes emerged from the data collected, which include a discussion pertaining to professional boundaries and limitations, learning within the internship environment, the effects of professional and personal support and, lastly, the transition from dependent to independent professional functioning.
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Reyes, Jennifer Rexroth 1974. "Professional development in using CPM mathematics an action research team targets teacher response to student questions /". Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1692353211&sid=25&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Lowe, Nicole Marie. "Creating Professional Learning Programs that Recognize Teachers as Adult Learners". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/416.
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According to recent research, approximately 40-50% of teachers leave the profession within the first 5 years, creating a constant need for teachers. There is evidence that creating a supportive working environment through effective professional learning, drawing on adult learning theory, may reduce teacher turnover and increase student performance. This study explored teachers' perceptions about the professional development offerings available to them, how these perceptions influence their decisions to remain at the school, and what types of professional learning experiences teachers want to experience. Fourteen high school teachers participated in individual interviews and 2 focus groups, which were analyzed inductively for themes. Participants revealed that voice, choice, effective professional development, time, collaboration, school climate, and the district's professional development program were instrumental in creating a supportive environment. These results suggest that creating professional learning programs that incorporate the attributes of effective professional learning and encourage teacher participation are important at all points of the process. A professional learning plan project was designed in response to the study findings and recommendations. This study may lead to social change by providing the target school district and its building level administrators with a plan for professional learning based on teacher input, effective practices, and adult learning theory to use as a viable method to retain effective educators that, in turn, may result in improved student performance.
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Westerberg, Sarah. "The Effect of Sustained Principal Development on the Development and Maintenance of Collaborative Activities in Schools". Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2356.pdf.
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Smith-Redmond, Jane. "The role of professional development training programs in the career mobility of midlevel women administrators". The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299083493.
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Lindvall, Jannika. "Supporting instructional improvement at scale : The role of teacher professional development programs and mathematics curriculum materials". Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-31441.
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We are currently witnessing an increase of international interest in mathematics education, fueled partly by the growing concerns of students’ declining results, but also by changed perceptions of what mathematics students should master. In response, many initiatives have appeared in order to move away from traditional to more inquiry based approaches to teaching. Though several small-scale studies have contributed much to our understanding on how to support teachers in this work, there is still a lack of research conducted on a larger scale. Therefore, the aim of this thesis is to add to our knowledge of how to support instructional improvement at scale. This is done by focusing on two common approaches to support mathematics teachers’ development of reform based practices: teacher professional development [PD] programs and curriculum materials. The thesis builds on four papers which are all connected to a project aiming at improving the mathematics instruction in a large Swedish municipality. The project includes a PD-program for almost 400 elementary teachers and the mathematics curriculum materials that teachers are using play a central role in the program. The first two papers focus on curriculum materials either by using surveys to compare teachers’ views of the support offered in the materials and their reported mathematics instruction, or by conducting textbook analyses to characterize how some commonly used materials communicate about, for example, goals of lessons. The results demonstrate that teachers using different materials experience different levels of support from them and also show variations in their reported instruction. These differences are further reflected in the textbook analyses which show that the materials offer teachers various support, for example regarding how they communicate about goals. The last two papers focus on teacher PD-programs either by comparing the effects of two programs on student achievement, or by using surveys to examine teachers’ views of one of the programs and its impact on their reported instruction. The results indicate that the two PD-programs have affected students’ achievement in different ways, demonstrating both decline and improvement. Even within the programs differences are revealed between students at the primary and secondary levels. These variations are further present in the teacher surveys, where the results show differences between teachers from different grade-levels. By drawing on the literature review and the results of the papers, the thesis ends with a discussion of possible elaborations of a widely used core conceptual framework for studying teacher PD.
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Sprenger, Kurt William. "Perceived Effectiveness of Faculty Development Programs for Full-Time Occupational-Technical Faculty in Virginia Community Colleges". Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29904.
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The purpose of this study was to identify faculty perceptions of the personal and student benefits deriving from participation in faculty development activities. Faced with the challenge of keeping up-to-date with technology in order to keep their students up-to-date, faculty participate in many different activities. The perceived effectiveness of faculty development activities varies depending on the knowledge and interest of each faculty member.
This study was descriptive, using a two-part survey to collect both quantitative and qualitative data. First, a mail survey was used to collect data on the perceptions of faculty members regarding 12 professional development activities. The survey was sent out to 407 faculty in Business Technology and Engineering and Industrial Technology at the 23 colleges in the Virginia Community College System. Second, selected participants were contacted for a follow-up phone interview which elucidated some of the information from the mail survey. The surveys were designed based upon a review of the literature and through interviews with professionals. The survey was pilot tested on community college faculty.
Major findings from the study included the following:
1. The three most participated in activities were training in computer skills, professional conferences, and college-sponsored presentations and workshops.
2. Professional conferences and college-sponsored presentations and workshops were the highest rated in terms of participation, but rated the lowest in terms of personal and student benefit.
3. Females, on average, participate in more activities and have higher ratings for personal and student benefit.
4. Many faculty reported that funding for professional development activities is limited and that they have a limited amount of time to participate in activities. It is not uncommon for a faculty member to pay out of their own pocket for a worthwhile activity.
5. Activities that deal the most with learning new technologies, such as training in computer skills, retraining for fields in technology, and internships in business or industry, were given the highest ratings of personal and student benefit.
Based on the findings several recommendations and suggestions for future research were made:
1. Additional research is needed on the actual measures of student benefit, not just perceptions
2. Community college faculty need to carefully select professional development activities that will benefit not only themselves and their student as well.
3. Community college administrators should encourage faculty members to participate in internships in business and industry. Administrators need to do all they can to provide funding for these activities.
4. Additional research is needed on the differences in how males and females rate their perceptions.Ph. D.
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Mitchell, Marianne. "Closing the Gap: The Effects of Alternative Certification Programs on Intern Self-Efficacy". Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/268.
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The shortage of teachers necessitates systems of certification that quickly provide teachers for the field, especially in hard to staff schools. Alternative certification programs have attempted to address the need by enlisting non-certified college graduates and offering these individuals shortcuts to certification, special assistance, or opportunities to study that prepare them for eligibility to obtain their teaching credential. (Darling-Hammond, 2000). These types of programs bring consequences with the benefits. This mixed methods study examined the effect of alternative certification programs on teacher self-efficacy. The Teacher Sense of Efficacy Scale (Tschannen- Moran & Woolfolk Hoy, 2001) was administered to interns prior to entering the field and after four months in the field. The results demonstrated a significant drop in teacher self- efficacy from pre- to post-test. In addition, semi-structured interviews identified factors that contributed to the drop in teacher self-efficacy. Implications for teacher education programs are discussed.
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Ogletree, Susan L. "Student achievement in science and mathematics in urban professional development schools during first year of implementation". unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04162007-173428/.
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Thesis (Ph. D.)--Georgia State University, 2007.William L. Curlette, committee chair; Gwendolyn Benson, Douglas Davis, Mary P. Deming, Roy M. Kern, committee members. Electronic text (139 p. : col. ill.) : digital, PDF file. Title from file title page. Description based on contents viewed Dec. 5, 2007. Includes bibliographical references (p. 117-127).
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Franklin, Anita Valentina. "A Meta-Analysis on The Impact of Professional Development Programs for K-12 Mathematics Teachers on Students' Achievement". Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/85454.
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Over the past decade there has been a growing investment in professional development (PD) programs for K-12 mathematics teachers. Researchers and policy makers often inquire about the effect of professional development programs and whether they are having a positive impact on students' learning, and which type of programs aid in students ' academic improvements. In view of the continued concern about the low achievement of U.S. students in mathematics there is a strong need to better understand the effect of PD on student learning and more specifically, which components of PD are more beneficial and are likely to enhance students' math learning. This study offers evidence in an effort fill the gap in the literature by examining the relationship between professional development and student achievement. A meta-analysis methodology was used to synthesize quantitatively and aggregate the results of the prior studies that have used scientific methods and reported numerical results. The time period for the selection of studies is from 2003 to 2014. Findings in this study confirm earlier literature and offers guidance about three effective components (duration, content, and intervention modality) in professional development programs that have been found to have a positive relationship with students' achievement. The results also highlighted the importance of content focus, sufficient duration and multiple modalities of professional development programs aiding teachers in their ability to become more effective in the classroom leading to increased students' achievement in math.Ph. D.
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Mcinturf, Richard A. "Staff Development Programs in Public Elementary Schools in Northeast Tennessee". Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2948.
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The purpose of this study was to collect and report on the perceptions of elementary school teachers as to the quality of staff development programs being offered in schools and school systems throughout Northeast Tennessee. A second purpose was to study the relationship between certain school district characteristics and teacher perception scores related to the staff development programs. The National Staff Development Council's Self-Assessment and Planning Tool was used to collect data related to teacher perceptions. Mean scores were calculated and t-test analysis completed for each variable named in the study. Conclusions of the study are consistent with most findings in the literature. Evidence suggests that significantly higher perception scores on the quality of staff development programs are obtained when school systems budget more than 1% of the total operating budget to staff development compared to school systems that budget less than 1%. Higher perception scores are also obtained in school systems where there is at least a half-time coordinator for staff development activities compared to school systems where there is either no formal coordination, or less than a half time coordinator for staff development activities. There is no indication that the amount of teacher input into the planning and delivery of staff development programs has any significant impact on teacher perceptions of the quality of staff development programs in school systems in Northeast Tennessee. The results of this study may be used by school systems to plan for future staff development events. Similar studies should be conducted with middle school and high school teachers to assist staff developers at these levels.
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Nehring, Pamela Ann. "Guideline Development for an Adjunct Faculty Orientation in Prelicensure Nursing Programs". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6463.
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A research study conducted by the National Council of State Boards of Nursing noted adjunct faculty educators have significant learning requirements and that nursing education throughout the United States has not met the basic needs of novice adjunct faculty educators. Adjunct faculty at a local community college noted a deficit in the orientation process for new clinical faculty. The purpose of this quality improvement project was to develop a guideline for new clinical faculty orientation. The sources of evidence were a literature review and a survey using the Delphi process with an expert panel comprising a group of 7 interested faculty, seasoned educators, and area hospital nurse educators. The Delphi process was used to achieve consensus on methods to orient adjunct faculty to their new role of clinical nurse educator. The knowledge-to-action cycle was used as the foundation for the adjunct faculty orientation recommendations. Benner's novice-to-expert theory was used as the framework to develop and to evaluate the competency level of adjunct faculty educators. Expert panelists recommended that clinical faculty orientation consist of a mixture of group orientation workshops, peer mentoring, seminar, role-modeling, role play, and written resources. An evidence-based adjunct faculty orientation guideline has the potential to positively affect social change by improving the teaching competence of nurse clinical experts who become new adjunct faculty nurse educators; thereby improving the quality of nursing care given by novice nurses beginning clinical practice, and ultimately, promoting positive outcomes in patient care.
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Teitle, Jennifer Rebecca. "Theorizing hang out: unstructured youth programs and the politics of representation". Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2998.
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While many adolescents list unstructured "hangout" spaces as central to their social lives and activities, the availability of such spaces has dramatically declined in the last two decades, and attendance at afterschool programs has increased. Concurrently, these programs have drawn new scrutiny: from researchers eager to show their educational value, and from funders and policy makers seeking measureable evidence of that value. Even youth centers that were deliberately designed to give young people a space to "hang out" have been forced to reorganize due to the pressure to demonstrate program results. In this dissertation, through participant-observation, archival documents, and interviews with youth workers and young people, the author investigates and critiques the complex politics of representation in the funding, research, and day-to-day existence of one unstructured youth program, the Youth Action Alliance's offering known simply as Hang Out. Rather than producing a unified picture of Hang Out, the author takes a non-dialectic approach, using poststructuralist and posthuman theory to propose multiple plausible and powerful perspectives, and to explore their productive tensions with one another.
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Greenwood, Joey Sarkees-Wircenski Michelle. "Faculty training and professional development programs designed to impact web-based instruction in higher education a faculty perspective /". [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3667.
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Lyles, Ayanna N. "Development of an instrument to assess how health education professional preparation programs prepare students to address health disparities /". Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1594485181&sid=17&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Amran, N. (Noor). "Flocking birds of different feathers:exploring educators’ perceptions on the use of interdisciplinary collaborations in professional development (pd) programs". Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606042361.
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This is a pragmatic study of educators’ perceptions of interdisciplinary collaborations in professional development (PD) programs for educators. This study draws on a social-constructivist view of learning and specifically on the Deweyan pragmatic theory of knowledge. Key concepts such as interdisciplinarity, homophily, inter-, multi- and transdisciplinary collaborations, and PD programs for educators are discussed in light of this perspective.
A literature review shows that interdisciplinary collaborations have been used widely across disciplines as a platform for professionals to interconnect and solve societal problems. However, such collaboration is scarce between educators and other members of other disciplines. Therefore, a gap is identified under the topic of incorporating interdisciplinary collaboration into PD programs for educators.
Thus, this study aims to provide textured, triangulated, and descriptive data from educator-participants’ perceptions about interdisciplinary collaborations for the improvements of the current practice in PD programs. The research questions are: (1) to explore educators’ perceptions about the use of interdisciplinary collaboration in PD programs and (2) to examine their perceptions about the factors that can make interdisciplinary collaborations work in this setting.
This study was framed within a pragmatic research paradigm and is designed based on the concurrent (triangulated) mixed-methods research approach. The university program, Oulu EduLAB, was identified and selected as a site for data collection since it integrates the LAB studio model in its program structure, which supports interdisciplinary collaborations. Both quantitative and qualitative data were collected from educator-participants in Oulu EduLAB through an online survey. Then, inferences were concurrently constructed from these two sets of data to investigate the research questions.
Overall, findings show that 88% of respondents in this study perceived interdisciplinary collaborations as important in PD programs. Respondents gave several reasons for this opinion, among others: interdisciplinary collaboration is a necessity in the 21st century education, this type of collaboration allows them to improve their own skills, and that they learn new and different things from people of other disciplines. Respondents also rated communication factors as the most important factor in ensuring the success of interdisciplinary collaboration. The highest rated factor was ‘Mutual trust and respect’ while the least rated factor was ‘Each member has a unique purpose in the team’. Finally, both practical and philosophical implications on the use of interdisciplinary collaborations in PD programs are discussed based on the data collected from the survey.
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Greenwood, Joey. "Faculty training and professional development programs designed to impact Web-based instruction in higher education: A faculty perspective". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3667/.
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Web-based instruction has fast become a common component of higher education. Although such instruction began as a supplemental form of interaction, it has now become a basic aspect of many college courses and degree programs. If teacher and student are not in the same place at the same time, it becomes necessary to introduce a communications medium that will not only deliver information but also provide a channel of interaction between them. This study focused on faculty training and development programs designed to impact Web-based instruction in higher education at the five largest state-funded universities in Texas within a college of education. The instrument used in this study was developed by the research to collect data relating to faculty perception of training and development opportunities available to them at their institutions, perceptions of administrative support, and technical support. The objective was to determine if there was a relationship between these items listed above and faculty members' levels of confidence and perceptions of effectiveness when teach Web-based courses. The population consisted on 151 faculty members at the University of Texas at Austin, Texas A&M University, the University of Houston, the University of North Texas, and Texas Tech University. This research study suggests that full-time tenure track faculty members at the five largest state-funded universities in Texas perceive that the amount of formal training they have received increases their ability to teach Web-based courses effectively and that the amount of formal training received also increases their perceived level of confidence when teaching Web-based courses. The researcher discovered similar results when faculty members were asked about their perceived level of institutional commitment and current initiatives for teaching Web-based courses.
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Hardy, Sandra L. "Constructing Exemplary Practice in the Teaching of Writing and Professional English Language Arts Standards: Implications for Novice Special Education Teachers". OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/467.
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This qualitative dissertation research explored the case studies of four novice special education teachers who were the primary instructors for English language arts for students in grades three through eight with an I.E.P. This study addressed the teachers' perspectives, beliefs, practices, and related induction needs concerning their construction of exemplary practice in the teaching of wtiting. Exemplary writing instruction is defined by the inclusion of (a) the professional standards found in the state of Illinois Professional Teaching Standards, Illinois English Language Arts Standards for All Teachers and (b) the Exceptional Needs Specialist Standards of the National Board for Professional Teaching Standards. Data were obtained over the course of three months from audio-taped, semi-structured interviews, three full class period non-participant observations, and an open-ended written questionnaire addressing the following primary research questions: (1) How do the descriptions by special education teachers of exemplary practice in the instruction of writing align with the professional standards? (2) What do special education novice teachers percieve as the role of teacher educators, mentors, other teachers, administrators, as well as classroom and school contexts, in learning and applying the professional standards in their writing practices? (3) How do novice special education teachers' beliefs about the learning and instruction of writing influence their acquisition of pedagogical knowledge pertaining to the professional standards in their writing practices? All data were transcribed and analyzed from a theoretical perspective of socially situated constructivist learning first by open coding and then coded by research question through cross-case analyses. Data were then analyzed by open-coding, followed by the coding of each research question utilizing a case-by-csae analyses. Data were further analyzed by comparative analyses of data collected by interviews, observations, and open-ended questionnaires to determine emerging patterns, categories, themes, and discrepencies. Findings indicated five emergent themes or issues and associated sub-themes of teacher as learner as common across cases and within- case findings were distributed throughout. These five major themes were (1) k-12 experience in learning to write, (2) learning to teach writing in teacher education programs, (3) learning to teach writing as practicing teachers, (4) preferred ways to learn to teach writing, and (5) novice special education teachers' beliefs about the learning and instruction of writing. The novice special education teachers' need for professional development induction support networks pertaining to the acquisition of pedagogical content knowledge for writing was another emergent category that was addressed in the findings for research question two. The findings were presented and discussed to illuminate the novice teachers' perspectives, beliefs, practices, and needs concerning teacher education, induction, and professional development in constructing exemplary writing instruction. Implications for teacher education, induction, professional development and further research were also discussed.
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Culver, Lyle D. "The Influence of Study and Travel Abroad on the Personal and Professional Development of Students in Architecture Design Programs". FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/360.
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International travel has significant implications on the study of architecture. This study analyzed ways in which undergraduate and graduate students benefited from the experience of international travel and study abroad. Taken from the perspective of 15 individuals who were currently or had been architecture students at the University of Miami and Florida International University or who were alumni of the University of Florida and Syracuse University, the research explored how international travel and study abroad enhanced their awareness and understanding of architecture, and how it complemented their architecture curricula. This study also addressed a more personal aspect of international travel in order to learn how the experience and exposure to foreign cultures had positively influenced the personal and professional development of the participants.
Participants’ individual and two-person semi-structured interviews about study abroad experiences were electronically recorded and transcribed for analysis. A second interview was conducted with five of the participants to obtain feedback concerning the accuracy of the transcripts and the interpretation of the data. Sketch journals and design projects were also analyzed from five participants and used as data for the purposes of better understanding what these individuals learned and experienced as part of their study abroad.
Findings indicated that study abroad experiences helped to broaden student understanding about architecture and urban development. These experiences also opened the possibilities of creative and professional expression. For many, this was the most important aspect of their education as architects because it heightened their interest in architecture. These individuals talked about how they had the opportunity to experience contemporary and ancient buildings that they had learned about in their history and design classes on their home campuses. In terms of personal and professional development, many of the participants remarked that they became more independent and self-reliant because of their study abroad experiences. They also displayed a sense of global awareness and were interested in the cultures of their host nations. The study abroad experiences also had a lasting influence on their professional development.
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Alzahrani, Sarah G. "Fostering the professional development of Saudi female students: implications for educators in apparel and textiles programs in Saudi Arabia". Diss., Kansas State University, 2015. http://hdl.handle.net/2097/18926.
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Doctor of PhilosophyDepartment of Apparel, Textiles, and Interior Design
Joy M. Kozar
Today, home economics in Saudi Arabia, in particular, apparel and textiles programs (AT) typically emphasize two major areas: apparel design and textile science. However, AT programs in Saudi Arabia need to evolve to help students take advantage of new job opportunities in the apparel retail sector. Establishing an apparel merchandising track in AT programs in Saudi Arabia will provide women with better preparation to succeed in the industry. Until recently, most female graduates of home economics programs in Saudi Arabia were prepared for teaching positions. The purpose of this study was to develop an apparel merchandising program for the AT discipline in Saudi Arabia. Qualitative data were collected in three phases to examine the focal points of choosing the new curricula: (a) the nature of the subject matter, (b) the nature of society, and (c) the nature of individuals. In Phase 1, the content of the top apparel merchandising programs in the US was examined to explore the nature of the subject matter. In Phase 2, the perceptions of industry professionals in Saudi Arabia were explored by interviewing 21 human resource managers and apparel store managers. Finally, the AT students’ needs to succeed in the apparel industry were examined by interviewing 17 female students. The data were analyzed by utilizing the word-based technique as well as comparing and contrasting responses to each question. The findings for all three phases were combined and compared to identify the knowledge and skills that need to be added to the new apparel merchandising track for AT discipline in Saudi Arabia. Results of the study indicated that all three phases reported the importance of considering hard skills, or content and process knowledge, and soft skills, or professional attitude and skills, in preparing AT student for the apparel retail industry. AT major knowledge, business knowledge, mathematics, as well as professional skills (e.g., communication, commitment, teamwork, English language, lifelong learning, and experience) are found to be essential for the success of Saudi women in the apparel retail industry. For AT educators in Saudi Arabia, this knowledge and skills have to be addressed in the apparel merchandising program.
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Chambers, Cynthia R., E. Wedel, A. McCloud i S. Collier. "Students Impacting the Community through Service-Based Programs". Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/3894.
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Poynton, Timothy Alan. "Evaluating the effect and effectiveness of a professional development workshop to increase school counselors' use of data: the role of technology". Thesis, Boston University, 2005. https://hdl.handle.net/2144/31995.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The use of data by school counselors has grown increasingly important over the past few years, and has a prominent place in the American School Counselor Association's National Model for School Counseling Programs (ASCA, 2003). This study examines the effect and effectiveness of four variations of a workshop designed to improve school counselors' data use skills. The workshops were designed to vary along two dimensions; the amount of conceptual knowledge participants were exposed to, and the amount of a technology application participants were exposed to. The technology application, dubbed "EZAnalyze," was developed specifically for use in this study, as no suitable technology tools existed. The quantitative results of the study indicate that being exposed to technology did not have a statistically significant impact. The qualitative results indicate lack of time and knowledge were the most prominent barriers to applying what was learned during the workshop, and technology and access to useful data were the most prominent facilitators of data use.
2031-01-02
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Meier, Lori T. "Multiple and Various Presentations (10+) to K-16 Classrooms, Teacher Professional Development, Local Children’s Library Programs, and Robotics/STEM Groups". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5917.
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Johnson, Pauletta J. "K-6 Classroom Teachers' Perceptions of Effective Teacher Education Programs". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1374.
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The demands placed upon stakeholders of the public education system have become more and more compelling with each passing year. With the success of schools and students at stake, it is imperative to examine multiple facets of the public education structure. One of the most important aspects of this process is the development of preservice teachers entering the classroom.
This study initially chronicled the history of teacher education and state licensure. Subsequently, standards enforced by the Tennessee Department of Education and National Council for Accreditation of Teacher Education were also explored to gain information about the guidelines and criteria required for accrediting teacher education and licensure programs. Further information in regard to teacher education was examined through current trends and issues that affect classroom teachers. The teacher education program criteria from 6 Tennessee higher education institutions were also reviewed.
The purpose of this qualitative study was to examine the perceptions of classroom teachers about effective higher education programs. Twelve K-6 classroom teachers with 5 or fewer years of teaching experience were interviewed to gain insight about the opinions of effective components of teacher education programs. This information was examined to explore specific program requirements.
The analysis of the data collected in this study introduced several themes and common patterns. Most commonly, participants expressed the importance of a substantial field experience within the teacher education program. The value of relating content and theoretical approach to the practical application of the classroom was also noted as a priority. Participants reported the most effective teacher education programs as those that formulated a realistic portrayal of the classroom setting. These responses illustrated the significance of a hands-on approach to teacher education training and development.
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Hale, Kimberly D., i Amy Malkus. "Using Book Discussion Events to Create Community across Teacher Education Programs". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/7025.
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Polich, Susan. "Assessing Faculty Learning Communities". University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1140206712.
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Pebly, Melissa. "Impact of Professional Development on Accessible Early Literacy Content for Preschool Children with Disabilities in Public Library Storytime". PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5005.
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Library storytime programs provide opportunities for preschool children to develop readiness skills in early literacy that are linked in research to later success in learning to read and write. Children with disabilities that do not demonstrate school readiness skills upon entry to kindergarten are often placed in self-contained special education settings where opportunities to learn to read and write are diminished. English Language Learners (ELL) who have disabilities face additional challenges in benefiting from the models of language that are optimal for learning literacy when placed in self-contained settings. Despite the critical role that storytime programs play in equalizing the opportunities for children to learn early literacy skills, librarians report having few children with disabilities in their programs, and those that do attend experience difficulty participating due to sensory, behavioral, motor and communication challenges. Librarians in public libraries report minimal training in how to support children with disabilities and their families in meaningful participation in preschool storytime sessions. This study explored the impact of professional development, utilizing the principles of Universal Design for Learning (UDL) to increase the accessibility of early literacy content associated with foundational skills in reading and writing during preschool storytime. This mixed methods study incorporated elements of both descriptive and quasi-experimental design, and is one of the first conducted in a public library to measure pre and post data on how librarians plan and implement storytime before and after professional development. Parents' experiences attending preschool storytime were also collected and analyzed in order to inform future policies and practices in the public library.
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Dillon, Nancy Kay. "An examination of teacher education programs and school induction programs in their preparation of teachers for the first year of teaching". [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0712104-112559/unrestricted/DillonN081004f.pdf.
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Thesis (Ed.D.)--East Tennessee State University, 2004.Title from electronic submission form. ETSU ETD database URN: etd-0712104-112559 Includes bibliographical references. Also available via Internet at the UMI web site.