Rozprawy doktorskie: „Professional education”

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Khalezova, L. "Globalism in professional education". Thesis, Рибэст, 2013. http://essuir.sumdu.edu.ua/handle/123456789/63813.

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Abstract of the report reflect the need to follow the modern trends in education and globalisation processes of today. This paper presents a list of sites where both students and teacherscan can get a free education or improve their skills.

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Simpson, Yvonne. "The potential impact of the HE Educational White Paper 2011 on higher education and professional construction education : professional quantity surveying education in England". Thesis, University of Greenwich, 2014. http://gala.gre.ac.uk/18096/.

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This thesis aims to investigate the effect of the Government’s Higher Education White Paper 2011 on the provision of vocational undergraduate degree provision within the UK. In particular the provision of quantity surveying education in the English Higher Education sector will be used as an exemplar. The intention of the study is to glean the potential impact and effects on professionally focused education in the 21st Century. There were two prongs to this study, one reflecting the experience of Australian quantity surveying provision to give some hindsight, the other reviewing the on-going debate between professional education and strategic education as raised by Cardinal Newman (1852). There was attention on the changing role of the state and the rise of individualism, in HE provision. Underlying this study was the anticipated role of knowledge in the form of professional knowledge and competencies. The methodology undertaken was pragmatic and employed mixed methods of qualitative and quantitative data collection. Future studies (Ratcliffe 2008) had an influence on the data collection methods and a Delphi technique tool was designed to harvest the data, the use of thematic analysis (Brown and Carasso 2013) enabled the construction of themes. Philosophical lens of Bourdieu’s cultural capital (1973) and Bhaskar’s critical realism (1978) were employed to provide a basis from which to explore the findings of the thesis. The themes which arguably arose were uncertainty, inequality, barriers, quality, marketization, conflict and power. The findings indicated a withdrawal of state from funding professional HE programmes, rise of individualism which acknowledges the cultural capital of professionally accredited courses and a study of power within the community of practice (Wenger 1998) of chartered quantity surveyors. Surprisingly, it is the lack of awareness surrounding the role of knowledge in favour of competencies which may indicate the schism between professional and generalist HE provision.

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Whiting, Denise. "Conceptions of professional ethics and professional codes in education". Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/5f483e2f-9631-4ec6-82f9-ce7e21a43721.

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Schroeder, James. "Professional development in technology education". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999schroederj.pdf.

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Gallagher, Ann. "Healthcare virtues and professional education". Thesis, University of Central Lancashire, 2003. http://clok.uclan.ac.uk/19052/.

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This thesis emerged from a long-standing interest in healthcare ethics and professional education and is the result of conceptual and literature-based research. It began with: a nagging doubt about the possibility of teaching professional ethics; with an interest in the gap between what is known and what is done; with an awareness that the A grade ethics student is not necessarily the exemplary nurse or doctor in practice; and with an idea that virtue ethics might be the answer. Two central and related issues are addressed: (1) ethical values and perspectives which are necessary components of healthcare ethics and (2) the implications of, and strategies for, promoting these ethical values and perspectives in the education of health professionals. Changes within healthcare and in society urge an ongoing consideration and reevaluation of ethical values in healthcare and professional education. Contemporary approaches to health professional ethics have, for the most part, focused on duty, consequences, principles and, more recently, on rights. Such obligation-based approaches are primarily concerned with action and the cognitive realm with too little regard for the emotions and character. It will be argued that virtue ethics, which focuses on the character of the professional, goes some way towards correcting the rationalist and externalist bias of predominant approaches to healthcare ethics. A wide array of ethical values, have been described and discussed as characterising healthcare ethics. One of the most well-known perspectives is that of Beauchamp and Childress (2001) who elucidate four biomedical ethical values, what they call principles, of autonomy, beneficence, non-maleficence and justice. Beauchamp and Childress identify but elaborate little on the virtue correlates of these principles: respectfulness, benevolence, non-malevolence and justice. In this thesis, the virtue of respectfulness will be developed. It will be argued that respectfulness and selfrespectfulness are necessary healthcare values. Respectfulness is considered both initself and as respect-for: in relation to dignity and autonomy. Respectfulness also goes some way to reinforcing and encompassing other values: if the dignity and autonomy of people are respected they will be benefited rather than harmed and they will be treated fairly. Whilst self-respectfulness and respectfulness are necessary health professional virtues, they are not sufficient. Two further necessary virtues will be discussed in relation to the health professions: courage and practical wisdom. The more holistic approach to ethics proposed in this thesis requires attention to: technical-rational ('hard, high ground') and professional artistry ('swampy lowlands') perspectives on healthcare; to 'whole person' and common human experience perspectives; to rationality and the emotions; to action or conduct and character; to obligations and virtues; and to empirical and theoretical ethics. These aspects should be considered in professional education. It is argued that the development of ethical competence is the overall purpose of professional ethics education. The model of ethical competence proposed comprises: ethical knowing; ethical seeing; ethical reflection; ethical doing; and ethical being A draft curriculum is suggested regarding how ethical competeiice might be promoted.

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Porter, Lauren. "Identifying Factors Associated with Attendance of Professional Development for Early Childhood Professionals: Evidence from a Statewide Rollout of Online Professional Development". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503302413050821.

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

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

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Muller, Jan. "Electrical engineering professionals’ continuing professional development needs within one South African company". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96694.

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Thesis (MPhil)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: The aim of the study performed in 2014 was to identify what the Continuing Professional Development (CPD) needs are of a selected group of electrical engineering professionals from one company in South Africa. The interpretivist research paradigm formed the basis for the “Interactive Qualitative Analysis” methodology used in the study. Due to limitations research was focused on only one constituency, a selected group of electrical engineering professionals in one organisation, which is close to, but have very little power over the specific phenomenon of CPD. Research activities included conducting focus group and individual interviews with participants to gain a better understanding of identified problem through the analysis and interpretation of the collected data. The phenomenon of CPD was found to lie within the spectrum of lifelong learning. Due to increasingly fast changing technological and work environments, practicing professionals take part in professional development, if it is compulsory or not, in order to stay competitive in the global arena. Research has shown that compulsory CPD for registered engineering professionals may further their professional development. From the “Possible Implications for CPD Provision for Engineering Professionals” document several issues and concerns were identified, which influence engineering professionals’ perception of the professional body. The CPD system and CPD provision facilitated by the Engineering Council of South Africa (ECSA) may be one of the key reasons why many practicing engineers choose not to register professionally. Through this study the perceived and proposed CPD needs for the selected group of electrical engineering professionals have been identified, but to identify the actual needs of practicing engineering professionals in South Africa, a more detailed study will need to be done that should include all the constituencies that practice within the engineering environment or have any influence on the CPD phenomenon. The study also identified aspects that could help to improve the CPD system and the available CPD initiatives, and enhance the leadership from the professional body. This may positively influence the perception of practicing engineering professionals. Such positive perceptions could result in more practicing engineering professionals registering with ECSA and maintaining their professional registration.
AFRIKAANSE OPSOMMING: Die doel van die studie uitgevoer in 2014 was om die Voortgesette Professionele Ontwikkeling (VPO) behoeftes van ‘n geselekteerde groep elektriese ingenieurs van een maatskappy in Suid-Afrika te bepaal. Die interpretatiewe navorsingsparadigma het die “Interaktiewe Kwalitatiewe Analise” metodologie wat gebruik is in die studie onderlê. Binne die studie beperkinge is gefokus op slegs een konstituensie, ‘n geselekteerde groep professionele elektriese ingenieurs binne een organisasie, wie digby die spesifieke fenomeen van VPO funksioneer, maar baie beperkte mag daaroor het. Navorsingsaktiwiteite het fokusgroeponderhoude en individuele onderhoude met deelnemers ingesluit om ‘n beter begrip van die geïdentifiseerde probleem te verkry deur analise en interpretasie van die ingesamelde data. Die fenomeen van VPO lê binne die spektrum van lewenslange leer. As gevolg van ‘n toenemend snel veranderende tegnologiese en werksomgewing, neem professionele praktisyns deel aan professionele ontwikkeling, of dit verpligtend is of nie, en bly sodoende kompeterend in die globale arena. Maar navorsing het ook bewys dat verpligte VPO vir geregistreerde ingenieurspraktisyns hul professionele ontwikkeling tot voordeel kan strek. Vanuit die “Possible Implications for CPD Provision for Engineering Professionals” dokument is verskeie kwessies en knelpunte geïdentifiseer wat professionele ingenieurs se persepsies van die professionele liggaam mag beïnvloed. Die VPO sisteem en VPO verskaffing wat deur die Suid-Afrikaanse Raad vir Ingenieurswese (SARI) gefasiliteer word, mag een van die kernredes wees waarom vele ingenieurspraktisyns kies om nie professioneel te registreer nie. Die perseptuele en voorgestelde VPO behoeftes van ‘n geselekteerde groep professionele elektriese ingenieurspraktisyns is geïdentifiseer in hierdie studie, maar om die werklike behoeftes van professionele ingenieurspraktisyns in die breër Suid-Afrikaanse konteks te bepaal is ‘n meer gedetailleerde studie nodig wat al die konstituensies insluit wat praktiseer binne die ingenieursomgewing of die VPO fenomeen in dié konteks beïnvloed. Die studie het ook aspekte identifiseer wat kan help om die huidige VPO sisteem en insiatiewe te verbeter, en die leierskap van die professionele liggaam tot voordeel kan strek. Dit mag ‘n positiewe invloed hê op die persepsies van professionele ingenieurspraktisyns. Diesulke positiewe persepsies kan lei tot meer professionele ingenieurspraktisyns wat registreer by SARI en hul professionele registrasie byhou.

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Smith, Saress Ellerbe. "The use of micro-blogging for teacher professional development support and personalized professional development". Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141721.

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The purpose of this qualitative study was to look at how teachers use micro-blogging, in this case Twitter (www.twitter.com), for their own personalized professional learning and how effective Twitter is as a professional development (PD) tool. In order to measure the effectiveness of the tool, the researcher first gleaned nine essential characteristics of effective PD from the literature. This list was validated by experts in the PD community. The significance of this study was to reveal how participants actually used Twitter for PD, what their perspectives on the tool were, and how effective their experiences were with Twitter as a PD tool. Results of this study can be used to improve current practice, and provide a low cost, accessible, and available mechanism to foster an on-going, learner-centered, approach to PD, thus allowing teachers to become more involved in their own professional growth. For the 4 participants in this study, Twitter use for PD and its effectiveness varied greatly. The effectiveness of the tool depended on the participant’s fluency with the technology and attitude towards social media. For the most fluent participant, Twitter met most of the requirements for effectiveness; however, Twitter use did not automatically provide a mechanism for reflection or self-assessment; nor did Twitter use provide an evaluation of the experience, both requirements of effective PD. With added evaluation and self-assessment processes, and with a fluent practitioner, Twitter does have the potential to be a very effective PD tool with its low cost, accessibility, and availability.

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Devlin, Linda. "Higher education partnerships for continuing professional development in education". Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288432.

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Bennett, Sandra M. "Exploring the relationship between continuing professional education and job satisfaction for information technology professionals in higher education". Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5296/.

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The study had four main hypotheses that examined the relationships between job satisfaction and the reasons for attending continuing professional education (CPE). The purpose of this study was to examine the relationships between training and job satisfaction with the objective of adding to the body of knowledge related to both job satisfaction and training and development. Participation Reasons Scale was used to measure the reasons for attending CPE activities, and the Job in General Scale and Job Descriptive Index was used to measure job satisfaction. The surveys were administered over the Internet to information technology professionals working in higher education. The participants were contacted by email with a message explaining the purpose of the research and a Web link that took the participants directly to the survey. After collecting the data, it was exported into SPSS and analyzed using Spearman Rho and Mann Whitney U statistics and a simple structure exploratory factor to determine any underlying structures between the job satisfaction and CPE.

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Alonso, Patricia. "Education for Professional Practice: Runestone Model". Thesis, Uppsala University, Department of Information Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-98321.

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Nowadays, types of production and process technology are present in most ofsectors of the economy. The rate of progress is very fast and the manner in which technology is deployed and used undergoes continuous change. This is perhaps especially true for Information Technologies, where computers now have a great influence on our society. Therefore education in Computer Science should respond to the nature of the discipline and also be very dynamic.

In higher education, the transition from University to the beginning of professional career is a crucial moment for students. Education in Computer Science is focused on technical skills. Typically not much attention is given to the non-technical skills needed for life as a computing professional.

This thesis studies the current state of education in Computer Science, and how it trains students for their future professional career and factors that increase their successfulness and competitiveness in Industry. Universities typically provide students with an excellent technical education. But, nowadays the profile of professionals in Computing requires also other complementary aspects.

For this study, the thesis investigates an innovative approach to integratingprofessional practice into University education. The Runestone project, a coursegiven since the mid 1990's is a collaboration between the Universities of Uppsala (Sweden), GVSU Allendale, MI (USA) and Turku (Finland). This course, with its international perspective, hopes to train to the students not only in technical skills but also in non-technical skills representative of modern professional practice. The course encourages the students to realise the importance of these other aspects, understanding the function of a professional with a wider perspective.

The thesis studies the 2007 offering of the Runestone project. It analyzes theexperiences of teachers and students, drawing on interview and survey information. Data sources include interviews and survey responses from the teachers of the three participating Universities as well as students from the three countries involved.

The thesis has two objectives: to study the attitudes of the teacher in regard to the intention of the course and the study of students as they gain experience as a result of the course. The part of the analysis dealing with the teachers is centred in the study of their vision of the current education of Computer Science, their motivations and objectives of the course, the structure, methodology and tools used for it, the course as international project and the importance of the learning of communication in team. The part of the analysis of student's experience and motivation is centred in their vision of the courses role in their future professional practice in computing, motivations for the course, acquired skills during the course, how they worked in a team and the course as an international project.

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Bostock, John Raymond. "Conceptualising teacher education in professional training". Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/313187/.

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This thesis examines the education of people who are employed as educators in certain professional settings. It considers how such education has changed in response to academic accreditation increasingly being demanded in professional locations. Yet, the preparation of in-service trainee teachers is depicted as still being concerned with enabling compliance with prescriptive, professional guidelines that temper educational aspirations. This is shown to have implications for how professional identity is understood for the teacher educators and for the trainee teachers. This topic is considered primarily through the perspective of the author’s own recent professional engagement in police training, with some historical reference to other areas of professional training in which he has been engaged. By considering his own practice, the author conveys the educational challenges being encountered more generally as preparing those for work in professional training is recast as teacher education. A central theme is concerned with how the challenges relate to professional concepts of ‘teacher’ mediated through language associated with respective professions. The thesis considers how these restrictive definitions introduce uncertainty in relation to how professional identity is experienced by professional trainers, especially the police, when engaged in teacher education. The principal focus of this thesis, therefore, concerns not only the notions of professional teacher or trainer perceived by those who have undertaken teacher education, but also an analytical investigation into the responses made by trainee teachers in relation to the qualification content and the training experience.

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Plimmer, Frances Anne Sterry. "Professional education and training of valuers". Thesis, University of South Wales, 1999. https://pure.southwales.ac.uk/en/studentthesis/professional-education-and-training-of-valuers(f285c692-3425-4d04-8d70-151e0f7d8db0).html.

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This document entitled Professional Education and Training of Valuers is submitted for the award of Doctor of Philosophy by publication and comprises an overview based on twenty publications by the candidate and the research which underpins those publications. The publications are presented within the themes of property taxation, the mutual recognition of professional qualifications and the teaching of valuation. The development of the research from the earlier work which led to an MPhil award is clearly identified. The reflective overview is divided into five sections. Section one introduces the work and analyses the publications. Section two describes and critically examines the research methodology which underpins the publications and the research from which they emerged. Section three demonstrates the co-herence of the submission, while identifying the key issues within the publications. Section four identifies the specific contributions to knowledge which the candidate has made and describes how the research will be developed in the future; and section five provides a brief closing statement.

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Hacker, Samantha R. B. S. "Interprofessional Education Experience and Professional Development". University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819792890846.

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Ronfeldt, Matthew Stephen. "Crafting core selves during professional education /". May be available electronically:, 2008. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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Graham-Johnson, Judith. "Incorporating equity dynamics in professional development| Building Educator Cultural and Professional Competency". Thesis, Fielding Graduate University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629593.

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Since the statement of then -Secretary of Education Paige on the "soft bigotry of low expectations," the necessity of holding "high expectations" appears to be generally accepted as an important factor in student achievement. Secretary Paige asserted that not all teachers hold high expectations of their students, yet the possibility of such thinking is not typically acknowledged among educators. Instead there appears to be a presumption that all teachers do hold high expectations for their students and there is no evidence that this assumption is ever questioned. The assumption that high expectations are universally held negates belief that expectations should be part of the professional conversations in which educators engage and precludes the topic from being included in the professional development programs in which school staffs are engaged.

My review of literature includes learning from the other social sciences on beliefs, cultural assumptions, and expectations. This dissertation examines the development of negative stereotypes and manifestations of those stereotypes in the educational experiences, past and present of African Americans, as representatives of those segments of the population who have historically been under-served by education.

The results of the survey conducted as part of this study indicate that expectations are rarely included in professional development programs. Additionally, the results demonstrate a lack of consistency among districts in approaching similar challenges. Finally, a model developed to increase the effectiveness of professional development is proposed.

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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.

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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.

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Beaulieu, Evelyn H. "An Exploration of the Use of Professional Development Standards in Adult Education Professional Development". Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/BeaulieuEH2007.pdf.

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Holkner, Bernard 1953. "Developing computer communications for professional collaboration". Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8468.

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Thomas, Julia Jane. "Professional commitment to advertising the relationship between advertising education and professional commitment /". [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0009001.

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Ridley, Natasha Nichole. "Teachers' Perceptions of the English Learner Professional Learning Plan Professional Development Course". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7894.

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For 4 years, a northern local district in Virginia conducted an intensive staff training on English language learner (ELL) instruction to settle a United States Department of Justice complaint. The local problem was that ongoing professional development to build teachers' instructional skills has not significantly resulted in ELL students' academic improvement. The purpose of this study was to explore and investigate teachers' perceptions of the mandated English learner Professional Learning Plan Professional Development to help address the instructional needs of ELLs. Guskey's characteristics of effective professional development and Bandura's self-efficacy theory provide the conceptual framework for the study. The research questions were designed to examine teachers' perceptions of the needs and influence of professional development for teachers of ELLs. A case study design was used to capture the insights of 5 elementary school teachers through semistructured interviews; a purposeful sampling process was used to select the participants. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, rich descriptions, and researcher reflexivity. The findings revealed that teachers recognize the need for increased preparedness, instruction informed by colleagues and team support, and on-going professional development. A professional development project was created to provide coteaching and co-planning instructional strategies for teachers to increase their knowledge and skills to instruct ELLs. This study has implications for positive social change by offering strategies and approaches for improving ELL classroom instructional practices.

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Jay, Jason T. "Faculty Orientations in ESL Professional Development". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8148.

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The role of teacher educators is vital to education, but when the population of public-school students shifts, or progress and advances in knowledge of the field or knowledge for teaching emerge, teacher education faces challenges. One such challenge involves a continuing increase in the proportion of second language learners entering primary and secondary schools, English learners (ELs) in this case. In such situations, teacher educators often do not have deep knowledge of second language acquisition or how to integrate attention to ELs within their regular courses. One response to this challenge is to provide professional development (PD) for teacher education faculty. This qualitative study explored how faculty responded to a PD focused on developing understandings of second language acquisition with opportunity to consider how it might be taken up in their own teaching of teachers. We interviewed eight teacher education faculty members about their learning and their response to participating in this PD effort. Using data analysis methods specified by Miles, Huberman, and Saldaña (2014), we gained a better understanding of how faculty responded to the PD in general and how it contributed to their positioning as participants within the PD. The importance of this study is that it can help professional development coordinators and facilitators understand the importance of positioning or orientation of participants as they begin a learning experience. Future research could examine ways in which learning opportunities can be designed to take into account the variability in these orientations.

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Brown, Julie Miller. "Professional Development| The Teacher's Perspective". Thesis, Southern Illinois University at Edwardsville, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572656.

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The purpose of this study was to explore teacher experiences, attitudes, feelings, and beliefs regarding professional development in order to plan professional development in the future. Eighteen teachers, the elementary school improvement coordinator, and elementary principal were interviewed or participated in a focus group, in a semi-structured environment using a set of questions to gather data. Financial records for professional development expenditures, teacher credentials, agendas from professional development activities, school calendars, and grants were reviewed to get a better understanding of past professional development in the district. This research indicates that teachers: (a) are unsure whether professional development improves teacher quality and/or student achievement (b) have had a lot of diverse professional development experiences; (c) like professional development that is interactive, easily implemented, and applicable; (d) feel more time needs to be allocated for professional development; (e) do not feel they are involved in the planning process of professional development; and, (f) that there's a lack accountability, sustainability, and focus related to professional development. Implications can be generalized for all teachers, but more specifically, from this research for this individual district.

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Sattem, Linda Lee. "Mandatory continuing professional education in an emerging field: A prospectus on the counseling profession /". The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943610783278.

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Robinson, Diana Janet. "Continuing education in a professional nursing association". Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26601.

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Continuing education for health professionals is a field of adult education that has emerged since World War II. The need for continuing education for Registered Nurses (RNs) has arisen largely as a result of concern over competence. Because of the changes in the nature of nursing practice, the ever increasing amount of knowledge required, and the impact of technology, RNs are required to continue their learning if they are to remain competent. As a result of the increasing demand for continuing education, the number of providers and institutions offering continuing nursing education has expanded. Currently, the professional nursing association is the second largest provider of continuing education, second to educational institutions. This paper describes the development of the continuing education program within a professional association, the Registered Nurses' Association of British Columbia (RNABC). Four questions were used to guide the examination of the historical record of the RNABC from 1912 to the present. Three periods of development were identified, from 1912 to 1940, from 1941 to 1967, and from 1968 to the present. Within each period, three areas were identified, to assist in presentation of events or activities that occurred during each time period: major developments, policy development and governance, and educational activities and services. In Chapter IV, the study questions were used to analyze the development of the RNABC continuing education program in each of the three periods. In Chapter V, a summary of the paper is given, and conclusions and implications of the study are described. Conclusions reached were that the RNABC has always been actively involved in continuing nursing education, however the nature of its involvement has changed over time; that the RNABC has changed and adapted to internal and external events and trends that have influenced its educational program; that the Association has been both proactive and reactive in response to trends and events that affected its educational program; and that the RNABC views continuing education as an integral part of its activities and uses continuing education to achieve its primary purpose, to ensure safe nursing care to the people of British Columbia.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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27

Davidson, Lund Anne Margaret. "Professional development and European projects in education". Thesis, Durham University, 1999. http://etheses.dur.ac.uk/4406/.

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Having been charged with developing a European dimension in the curriculum in one of the largest FE colleges in the UK, I was responsible for a large number of European transnational projects. The effect which participation in the projects had on my colleagues fascinated me. Despite changes in the sector at Incorporation in 1993, and heavily increased workloads, my project teams came back again and again to take on the additional work. Why? An early summary which I wrote (Davidson Lund, 1992), expressed my concern to understand the wider impact on the institution and its staff of participation in transnational projects. I felt it clear that there were issues in connection with professional development in this context which were worthy of further scrutiny. This quotation illustrates the intriguing nature of the comments I drew from my colleagues, which played a part in spurring me on to this research. The conclusions drawn were that the project had been demanding but immensely worthwhile and had created an observable ripple effect among staff who were not iminediately involved in the curriculum area at the centre of the initiative. (Davidson Lund, 1992: 45). Five years on, and having left FE, I am as intrigued as ever by aspects of professional development in an intercultural context. Implementing and evaluating such activities forms an element of my present work in product and business development for the world's leading multimedia language training company, and I intend that it always will. I feel privileged to have 'stood in the shoes' of my colleagues and am deeply grateful to them for taking part in this study.

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Žukauskienė, Milda. "Curriculum modelling of the physiotherapy professional education". Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110325_133315-52749.

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Due to the changing personal and public demands as regards health care new requirements for the health care service providers have presently arisen; consequently, the whole health care system, especially rehabilitation, has been facing new challenges. The scientific research on the physiotherapy practice, as the main providers of the previously mentioned health service, stand far behind from being developed in Lithuania. Thus, this work, which analyses physiotherapy professional education with regard to systemic view, aims at developing theoretically and empirically validated curriculum model of physiotherapy education. The development of the model includes the conception of physiotherapy, its historical evolution, defines the peculiarities of physiotherapy practice and education in foreign countries and in Lithuania, and finally, it introduces a hypothetical model of the interaction between physiotherapy practice and their competences. The empirical research with reference to holistic view precondition scientific validation of the physiotherapy education parameters and curriculum modelling. The curriculum model developed on the basis of the research results and the discussion in this dissertation reflect the tendencies of physiotherapy education in the world and presuppose further research in the field of physiotherapy practice and education.
Kintant asmens ir visuomenės poreikiams, susijusiems su sveikatos priežiūra, keliami nauji reikalavimai sveikatos priežiūros paslaugų teikėjams, o tai yra iššūkis visai sveikatos priežiūros, o ypač reabilitacijos, sistemai. Kineziterapeutų, kaip pagrindinių šias paslaugas teikiančių specialistų, veiklos ir profesinio rengimo tyrimai Lietuvoje nėra plėtojami. Todėl šio darbo, kuriame profesinis kineziterapeutų rengimas analizuojamas sisteminiu požiūriu, tikslas – sukurti teoriškai ir empiriškai pagrįstą kineziterapeutų profesinio rengimo turinio modelį. Jį kuriant aptariama kineziterapijos samprata, jos istorinė kaita, aprašomi kineziterapeutų veiklos ir jų profesinio rengimo ypatumai užsienio šalyse ir Lietuvoje, pristatomas hipotetinis kineziterapeutų profesinės veiklos ir kompetencijų sąveikos modelis. Empiriniai tyrimai, atlikti remiantis holistiniu požiūriu, sudaro prielaidas moksliškai pagrįsti kineziterapeutų profesinio rengimo turinio parametrus, modeliuoti turinį, sudaro prielaidas apibrėžti kineziterapeutų kvalifikacijos lygmenis, nustatyti jiems keliamus reikalavimus ir parengti naujas studijų programas. Tyrimo rezultatų pagrindu sukurtas ir disertacijoje aprašytas modelis atspindi pasaulines kineziterapeutų profesinio rengimo tendencijas ir suponuoja tolimesnius kineziterapeutų veiklos ir jų profesinio rengimo tyrimus.

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Iphofen, Ron. "Effective learning in health care professional education". Thesis, Bangor University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327463.

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Wall, Tony. "Professional identities and commodification in higher education". Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/332948/.

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Higher education in the UK has been moving towards an increasingly demand driven model, encouraged to better serve and grow the economy through becoming more attuned to what the marketplace needs and wants, and then supplying educational commodities that better meet these demands. New educational commodities have emerged to replace lost income, such as the university accreditation of learning associated with training courses delivered by commercial training organisations. This involves university academics reconceptualising training activity into academic content and then enabling professionals in the training organisation and the university to navigate the demands placed on them in this space. Yet this is widely reported to be a problematic sphere of professional activity, with ‘cultural’ and ‘communicative’ issues still without resolution. These issues and the tackling of them, as experienced by this study’s researcher, formed the initial motivation for this study. This study investigates the academic’s professional struggles and tensions in encountering and mediating the widely differing demands of the two sectors, with a view to offer fresh insight into this troubled space. Qualitative data from an academic’s daily practice are analysed from a professional interested perspective to elucidate and better understand these tensions. This thesis demonstrates that, problematically, the academic variously identifies with and understands his practice from both perspectives, and in doing so, activates different and sometimes competing expectations of how he thinks he should act in a situation. In identifying in such ways, the academic practically becomes a custodian of the regulative apparatus that simultaneously polices his own practice. Through documenting how such diverse perspectives meet and materialise in academic practice, the thesis addresses the more fully theoretical concern with how such expectations, from particular ideological positions, operate through the engine of conceptualising and regulating professionalism in academic locations. In turn, this provides a critical platform from which to better understand the changing parameters of academic practice, that is, what university study becomes when its pursuit is increasingly a function of economically oriented demands. In this way, the thesis addresses how the professionalism of certain university academics involved in ‘business and community engagement’ is being understood and rethought to meet evolving funding parameters, and how the very notion of academic study is changing to meet these new expectations.

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Talberg, Heather. "Investigating professional identity in undergraduate physiotherapy education". Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12016.

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Includes abstract.
Includes bibliographical references.
Clinical practice remains an integral part of the training of physiotherapy students. It is seen as an effective way of socialising students into the profession. By placing students in a clinical setting where under the guidance of clinicians and clinical educators, they are able to put their classroom taught procedures into practice it is believed that they then start to develop an understanding of what being a physiotherapist entails. Drawing on Lave and Wenger's model of situated learning, this research sets out to understand how final year physiotherapy students begin to develop their identity as physiotherapists. The research looks at the positioning of students within specific communities of practice and the nature of the learning that occurs within these communities.

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Hammons, Rebecca L. "Continuing professional education for software quality assurance". Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/759.

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Helm, Matthew P. "Professional identity, sense-making, and the market effect: Perspectives from new student affairs professionals". Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290031.

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New student affairs professionals encounter a myriad of socialization challenges as they undergo both graduate and professional socialization and organizational socialization. More often than not, these environments are socializing new student affairs professionals in ways that are incongruent and perhaps even oppositional. Layered on top of these general socialization tensions is the emergence and encroachment of academic capitalism into student affairs professional environments. For the purpose of this dissertation, the term Market Effect with be utilized in place of academic capitalism to depict how academic capitalism has manifested itself in the student affairs profession. This case study of four college student personnel programs seeks to understand how new student affairs professionals make sense of and resolve socialization tensions in professional environments and the extent to which these socialization tensions are created by the marketization of the student affairs profession. The literatures drawn upon in this study include, the sociology of professions and professionalization, professional socialization and education, student affairs history and professional ideology, and academic capitalism and the marketization of student affairs. Implications and recommendations are made in the final chapter.

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Fox, Candace K. "Teacher efficacy, professional development, professional practices, and critical science-based FCS curriculum implementation /". The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486400446374203.

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Vukoja, Helena Daniela Maria. "The development of the educational psychologist's role in post-16 education". Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32071.

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The introduction of Education Health and Care plans proposed in the Children and Families Act (2014) extended the statutory support for children from up to 19 years of age, to 25 years of age. This has in turn extended the role of educational psychologists to work with young people/adults to the age of 25, and some (Atkinson, Dunsmuir, Lang & Wright, 2015) have argued that this is one of the most significant developments of the profession. This research, therefore, seeks to understand how current educational psychologists see their role and how it may change when working with post-16 education; it also seeks to understand what needs post-16 education may have and how educational psychologists can support these needs. The methodology used in this thesis has the ontological stance of interpretivism (Cottrell, 2014) and epistemological stance of social constructionism (Andrews 2012). Interviews were held with educational psychologists (phase 1) and with post-16 providers (phase 2) to explore the views both these main stakeholders had of the extension of the educational psychologists' role. Needs from both stakeholders, as well previous literature, were taken into account in order to understand what the educational psychologists' role in post-16 education would entail. Interviews were developed using hierarchical focusing (Tomlinson, 1989) and were analysed using Braun & Clarke's (2006) thematic analysis. Findings suggested that the extension of the educational psychologists' role to work with post-16 learners is not the most significant development that the profession has seen in recent years, but that there are certain points that the profession needs to address. The findings are relevant to the local authority's development of their offer to post-16 educational providers. The findings also contribute to the role of the educational psychologist in general.

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Gillespie, Kelly P. "Leadership to sustain Professional Learning Communities". ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/725.

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Professional Learning Communities (PLCs) have shown promise as a means to meet the challenge of the No Child Left Behind Act of 2001. A problem that has surfaced is the inabilty of schools to sustain PLCs. This project study examined leadership characteristics of elementary school principals in selected school districts to determine how these characteristics shape organizational culture and provide support for sustaining professional learning communities. At the center of this initiative have been the school principals and their leadership skills. The theoretical underpinnings of this study were based on the work of DuFour and DuFour, which places leadership of the principal at the forefront of successful school improvement. A mixed-methods approach with a sequential-transformative strategy was used. Quantitative data were collected by administering the Leadership Capacity School Survey to 30 elementary principals. Descriptive statistics were used to determine which of Lambert's six critical constructs were most and least commonly practiced among the schools in the study. Qualitative data gathered through a focus-group discussion were analyzed through the typological process. Quantitative and qualitative findings indicated that broad-based, skillful participation in the work of leadership (Construct 1) was the most important leadership construct to the success of sustaining PLCs. The outcome of this project study was a professional-development model that will provide knowledge and understanding of the key leadership elements needed to develop an environment for sustaining PLCs. The potential social impact of this study includes improved student achievement as a result of improved leadership by principals.

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Wong, Janny Yuen Ki. "A study of the professional growth needs of teachers holding professional clear teaching credentials in California". Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2804.

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The purposes of this study were to investigate the professional growth needs of teachers in California and to assess their need satisfaction, with additional reference made to their perceptions of the Professional Growth Plan(s). Twenty-five professional opportunities were listed in the professional growth needs assessment survey instrument created by the researcher, and the subjects under study were asked to identify their needs and to evaluate their need satisfaction in relation to these professional opportunities. The population selected for this study was the Professional Clear Multiple Subject Teaching Credential holders prepared by the Gladys L. Benerd School of Education at the University of the Pacific between 1985 and 1991. The data collected from the survey instrument and telephone interviews were used to determine the extent to which the subjects' identified professional growth needs were met, and to examine whether California's mandated requirements for professional growth were perceived as being able to facilitate the subjects' need satisfaction. The findings of this study suggest that there is no universal growth path that addresses teachers' professional needs. For a better understanding of their needs, continuous needs assessments should be conducted. In order to maximize teachers' commitment to professional growth, the system should strive to remove obstacles, build in support, and extend growth opportunities. A growth-oriented system seems to hold a greater promise of success for teachers' professional growth than does an accountability system.

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Lee, Henry Sim Kwong. "Extending professional education and practice in Chinese medicine within higher education". Thesis, Middlesex University, 1999. http://eprints.mdx.ac.uk/13415/.

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This case study examines the challenges facing Chinese medicine in UK; the response of Middlesex University as a leader in the provision of Chinese medicine education and training in Europe when in 1997, it added a degree in Chinese medicine into its academic portfolio; and the processes of developing and implementing two substrategic projects which will lay the fOlilldation for Middlesex University to extend its professional education and practice in Chinese medicine. Chinese medicine has always been available to the Chinese population in UK. After a long period of stable and incongruous existence, Chinese medicine began to experience rapid growth in the early 1980s, stimulated by increased consumer interest in self sufficiency, and back-to-nature to manage their own health. There is also an increase consumer dissatisfaction with the side effects of the chemical drugs. However, in UK as it is the case in Europe, Chinese medicine is not licensed as a medicine and not accepted by orthodox medical practitioners. The case study confirmed that Middlesex University is on course to own a sound strategy to nurture the development and growth of the professional education and practice in Chinese medicine within the higher education sector. The groundwork is being prepared by these two projects in the case study, the European Centre for Chinese Medicine and the Chinese Medicine Association of Suppliers to enable the University to be the Chinese medicine education and research "hub" for Europe. The case study supported the notion that insider knowledge can help smooth the complex and complicated human relations to achieve collaborative partnership with different nationals with their attendant cultural beliefs, practice and values, socioeconomic and political systems. The projects were neither developed nor managed as conventional projects rather the case study advocated for a flexible approach when managing innovative, collaborative and multi-nationals projects.

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Dorn, D'Andre Keith. "Continuing professional education motivational orientations of state supervisors of agricultural education /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487326511716044.

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Trentham, Joan. "Continuing Professional Education: Priority Resources for Leadership Development". Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2811.

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The purpose of this study was to determine those resources that selected leadership development experts rated as most effective in discovering and fostering the continuing professional development of leaders. In this descriptive study, three research questions were formulated. A modified version of Hunter's reputational technique was used to collect data through a snowball sampling of the selected population. In phase 1 of the study, a survey was developed, validated, and mailed to 56 LEADership directors in all 50 states, yielding 34 (64%) returns, which were used in creation of the final questionnaire. In phase 2 of the study, the final instrument, including 256 identified resources, was developed, validated, and mailed to 220 experts in leadership development identified in the initial survey. A return of 88 (40%) of the questionnaires identified leadership development resources that selected experts rated as effective. The 19 instruments, 128 books or other printed materials, 32 audio or video tapes, and 77 programs identified through the initial survey were rated either "not effective", "somewhat effective", "effective", or "very effective" on a likert-type scale.

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41

Brennan, Amy R. "Reconceptualizing Teacher Professional Development as Professional Learning: A Qualitative Case Study of a School-Supported Self-Directed Professional Learning Model". Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1623956218485476.

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Kingery, Linda S. "Understanding E-Learning as Professional Development for Rural Child Welfare Professionals". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4928.

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Ongoing professional development is an integral part of a child welfare agency's strategy toward the provision of services to children and families involved with a child welfare intervention. Electronic learning (E-Learning) is popular as a fiscally responsible and flexible way to deliver such trainings. There is a gap in the research addressing the problem of how child welfare professionals are motivated to engage in the E-learning process. The purpose of this qualitative case study was to explore the perceptions of child welfare professionals regarding their motivation to use an agency provided E-learning program. Eight child welfare professionals employed by a Midwestern private child welfare agency participated in semi-structured interviews, which were audio recorded and transcribed verbatim. A pattern matching logic model was used to extrapolate relevant themes. The themes from this study were that work environment, irrelevance of content, and emotional aspects of child welfare work were barriers to engaging in E-learning during a work day. The implications for positive social change are that using E-learning as a delivery system for training in child welfare needs to be combined with a concerted effort to develop programs that first consider the work environment of the child welfare professional and the relevance of content. Providing more effective training is expected to result in better trained workers, which leads to more effective child welfare interventions. More effective child welfare interventions are needed to resolve the current crisis within the field of child welfare, which protects one of society's most vulnerable populations.

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43

Boyd, Peter. "Becoming a professional educator : The professional development of new lecturers in nurse and teacher education as boundary-crossing activity". Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504188.

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Gerdeman, Anthony Michael 1968. "Understanding the oral examination process in professional certification examinations". Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282619.

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The subjective nature of oral examinations often lead to reliability estimates that are lower than other types of examinations (i.e., written examinations). The potentially biasing individual attributes of examiners (i.e., experience) are of particular concern since the oral examination process depends specifically upon the quality of their assessments. In addition, traditional reliability estimation procedures are not always possible for some oral exams due to the utilization of incomplete measurement designs (i.e., one examiner per candidate) resulting from the inherent high costs and complicated logistics associated with large scale oral examinations. Consequently, the current study attempts to evaluate the quality of one such exam by developing alternative indicators of exam quality using a pre-existing data set. A series of examiner agreement variables were calculated for low, moderate, and high ability candidates and subsequently correlated with each other. A series of exploratory multiple regressions were also used to evaluate the potential impact of several examiner characteristics (experience, gender, specialty, variance of scale use, and fail rate) confined in the data set. Finally, a generalizability (G) study was conducted on a subset of the examination that utilizes a complete measurement design (i.e., two examiners evaluating the same candidate, and all examiners examine all candidates) for lower ability candidates. The G study was then followed by a decision (D) study to determine both the current level of dependability with two examiners, and how much the dependability of the process would improve by adding mure examiners. The results of the current study suggest that evaluating lower ability candidates is different and more difficult than evaluating higher ability candidates. Furthermore, systematic sources of error related to examiners appears to be less or a concern than previously anticipated. Finally, the results of the G-D studies suggest that the current dependability of evaluating lower ability candidates with two examiners could be greatly improved by adding additional examiners to the process.

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45

Epps, Susan Bramlett. "Professional Development". Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/2573.

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Flora, Bethany Hope. "The Professional Lives of Higher Education Center Administrators". Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26651.

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In instances where many universities offer off-campus programs in a single locale, a supplier network exists. These supplier networks, or higher education centers (HECs) are beneficial to students and regions where the programs are delivered (Baus, 2007; Peterson, 2007). Few empirical studies have focused on consortium educational environments, such as HECs and most studies of off-campus education have taken an outsider-looking-in approach. One window into the world of HECs is to examine the professional lives of administrators who work in the HEC environment. Professional life can be explored by eliciting data about work, relationships and rewards (Hirt, 2006; Hirt et al., 2006; Hirt et al., 2004).The purpose of this case study was to examine the professional lives of administrators who work at a HEC. Data collection included engaging the participants in four exercises where they created social artifacts. Diagrams, graphs, concept maps and drawings are complementary additions to the traditional interview and encourage contributions from interviewees that might not otherwise be obtained (Crilly, Blackwell, & Clarkson, 2006; Enger, 1998). Data from the social artifacts were used to customize the semi-structured interview protocol. Findings indicate that those who work at HECs define their work, in large part, by those who benefit from that work: students, communities, and member institutions. The organizational dynamics that drive the work of HEC administrators are competition, collaboration and balance. HEC professionals view their primary role as being the face of their institution or the Center in the local community. They describe their work as a culminating experience that is both rewarding and challenging. At the core of this work are the relationships that HEC professionals establish and sustain with others. These relationships are defined by resource coordination, advocacy, and appreciation. Findings suggest that institutions would benefit from engaging in greater reciprocity with HEC professionals to include expertise reciprocity, relationship reciprocity, and resource reciprocity. In general, professional life at HECs is rich, varied, challenging, but rewarding.
Ph. D.

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47

Moser, Chris A. "An analysis of studies on attitudes toward mandatory continuing professional education in 16 selected professions". Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/468244.

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The primary purpose of the study was to determine if a parenting program would affect the reading achievement scores of single-parent children. Secondary purposes were to determine if male and female students were affected differently and if middle school students were affected differently than elementary students.Ninety-three students from a rural school district in northern Shelby County, Indiana, were identified to participate in the program. Forty-seven experimental children, were instructed in the parenting program twenty-one weeks, twenty-five minutes, two times a week. Forty-seven control students remained in the classroom.Multivariate analysis of covariance was done to test the null hypotheses. The criterion for rejecting or retaining the null hypothesis was set at the .05 level of probability.Data collected from the pre- and post-test reading scores of the Comprehensive Test of Basic Skills, the Piers-Harris Self-Concept Scale, the Martinek-Zaichkowsky Self-Conce t Scale for Children, and the Behavioral Characteristics of Single-Parent Children Checklist were analyzed. Findings were:1. There was not a significant difference between experimental and control groups or gender;however, the following differences did exist:a. The experimental group scored higher in reading than the control group, with the exception of the lower grade control females, who scored higher than the experimental lower grade females.b. The females of both groups had higher gain scores than the males.2. There was a significant difference at the .05 level in reading for the variable grade with lower grade students making larger positive gains than the upper grade students.3. There were significant differences in self-concept between the control and experimental groups in the area of anxiety, school status, happiness and athletics.a. The lower grade experimental, upper grade control, and male students (of both groups) were less anxious.b. The lower grade students felt better about school and were happier than the upper grade students.c. The second grade control group felt more confident about ability in athletics than the experimental group.4. The teachers perceived the experimental students as needing less discipline, having higher general achievement and better reading comprehension. Conclusions based on the findings were: 1. The group or the gender did not make a significant difference:a. However, the upper grade experimental group did perform better than the upper grade control group.b. The lower control females performed better than the lower grade experimental females, but the lower grade experimental males out performed the lower grade males in comprehension.2. The lower grade students performed significantly better than the upper grade students in reading vocabulary and comprehension.3. The lower grade experimental students, the upper grade control students and the male students were significantly less anxious.4. The lower grade students felt significantly better about school than the upper grade students.5. Teachers perceptions of experimental students were higher in classroom behavior, general achievement, and reading comprehension.

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Tai, Chih-Che, Renee Rice Moran, Laura Robertson i Karin J. Keith. "Professional Development for Chapter Authors". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3620.

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49

Webster, Susan. "Professional pathways for teacher educators in further education practice : a framework to support professional learning". Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/13073.

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This project evaluates a proposed framework designed to support professional learning for teacher educators, focusing on Post Compulsory Education & Training, and particularly practices in Further Education. The intention of the framework is to enhance practice and promote professional recognition for people who support others in becoming or developing as teachers: teacher educators. The project proposal is that this can be achieved through engagement with processes of professional learning (Timperley, 2011) in the form of professional pathways, defined here as professional and individual learning journeys supported by principles and research-based recommendations within a recognised framework of underpinning factors. The theoretical framework for the project is interpretative, based on transformative learning (Cranton, 1994, 2002; ; Mezirow, 1997) with a constructivist epistemology and reflexive ontology (Door, 2014). It builds on previous research (Exley & Ovenden-Hope, 2013) using new data to develop initial ideas through a methodology of creative praxis, representing practices and approaches where reflexive, innovative thinking and impact on the world are equally important. The intention is to arrive at a robust, flexible and well-considered framework designed to support the professional formation and development of prospective, new or experienced teacher educators practicing in the Further Education sector.

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Moore, Susan S. Jr. "Continuing Professional Education for the Dietitian: A Critical Analysis of the Professional Development 2001 Model from an Adult Education Lens". Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/36805.

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Professional Development 2001 has been proposed by the Commission on Dietetic Registration as a new system for recredentialing dietetic practitioners to better ensure professional development. Changes include self-directed learning and reflective inquiry, new, unfamiliar concepts to this profession. To date, neither the Commission on Dietetic Registration nor the American Dietetic Association have offered a systematic review of these concepts and their implications for practice. As practitioners begin to consider this proposal in relation to their practice, the broader perspective of adult education research and theory can provide insight, depth and context to enlighten its use. A critical analysis was undertaken to demonstrate how Professional Development 2001 embodies the concepts of self-directed learning, reflective inquiry, and lifelong-learning and why these concepts are important as a means of assuring professional competence. Implications for practice are discussed.
Master of Science

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