Rozprawy doktorskie na temat „Professional development programs”
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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.
Pełny tekst źródłaThis 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.
Morris, LeAnn Martin. "Professional Development for One-to-One Mobile Technology Programs". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5231.
Pełny tekst źródłaMikael, 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.
Pełny tekst źródłaGonsalves, 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/.
Pełny tekst źródłaDromgoole, 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.
Pełny tekst źródłaWhittaker, Sarah. "Program Evaluation of Project Team and Project Prep, Preservice Interdisciplinary Early Childhood Training Programs". TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/325.
Pełny tekst źródłaBruner, 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.
Pełny tekst źródłaHedgpeth, 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.
Pełny tekst źródłaGarcia, 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.
Pełny tekst źródłaLindvall, 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.
Pełny tekst źródłaI 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.
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.
Pełny tekst źródłaEd. D.
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.
Pełny tekst źródłaHuang, 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.
Pełny tekst źródłaSullivan-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.
Pełny tekst źródłaOver 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
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.
Pełny tekst źródłaNolan, Lindsay. "Professional Identity Development in Blended Clinical Psychology Doctoral Students". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7708.
Pełny tekst źródłaLivengood, 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.
Pełny tekst źródłaKennedy, Shawna. "Educational Specialist Programs in School Psychology: Trends in Training Emphasis". TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/340.
Pełny tekst źródłaGawanani, 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.
Pełny tekst źródłaChild, Angela R. "Explicit Instruction Elements in Core Reading Programs". DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1176.
Pełny tekst źródłaO’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.
Pełny tekst źródłaPalmatier, 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.
Pełny tekst źródłaTeixeira, Beverley. "Professional development among counselling psychology interns : exploring critical incidents". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017888.
Pełny tekst źródłaReyes, 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.
Pełny tekst źródłaLowe, Nicole Marie. "Creating Professional Learning Programs that Recognize Teachers as Adult Learners". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/416.
Pełny tekst źródłaWesterberg, 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.
Pełny tekst źródłaSmith-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.
Pełny tekst źródłaLindvall, 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.
Pełny tekst źródłaSprenger, 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.
Pełny tekst źródłaPh. D.
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.
Pełny tekst źródłaOgletree, 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/.
Pełny tekst źródłaWilliam 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).
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.
Pełny tekst źródłaPh. D.
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.
Pełny tekst źródłaNehring, Pamela Ann. "Guideline Development for an Adjunct Faculty Orientation in Prelicensure Nursing Programs". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6463.
Pełny tekst źródłaTeitle, Jennifer Rebecca. "Theorizing hang out: unstructured youth programs and the politics of representation". Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2998.
Pełny tekst źródłaGreenwood, 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.
Pełny tekst źródłaLyles, 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.
Pełny tekst źródłaAmran, 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.
Pełny tekst źródłaGreenwood, 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/.
Pełny tekst źródłaHardy, 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.
Pełny tekst źródłaCulver, 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.
Pełny tekst źródłaAlzahrani, 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.
Pełny tekst źródłaDepartment 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.
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.
Pełny tekst źródłaPoynton, 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.
Pełny tekst źródłaPLEASE 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.
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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.
Pełny tekst źródłaJohnson, 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.
Pełny tekst źródłaHale, 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.
Pełny tekst źródłaPolich, Susan. "Assessing Faculty Learning Communities". University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1140206712.
Pełny tekst źródłaPebly, 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.
Pełny tekst źródłaDillon, 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.
Pełny tekst źródłaTitle from electronic submission form. ETSU ETD database URN: etd-0712104-112559 Includes bibliographical references. Also available via Internet at the UMI web site.