Дисертації: "In-service training"

1

Mathekga, Abbey M. "The impact of in-service training the impact of in-service training and cascade model." Saarbrücken VDM Verlag Dr. Müller, 2004. http://d-nb.info/99112409X/04.

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2

Safi, Sayedwali. "In-service Training Programs for Schools Teachers in Afghanistan : Teachers’ Views about effectiveness of the In-service training." Thesis, Karlstads universitet, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37178.

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Like other fields of life also the education system has affected in Afghanistan by long lasting war and the whole system face with lack of professional cadre. For addressing the deficit in teaching cadre Ministry of Education beside other long term programs has designed short term courses for training of in-service teachers; these courses are called INSETs and it has been delivered through a unified modality of District Teacher Training Team (DT3) and covers all teachers nationwide. In this research I tried to study views of teachers about effectiveness of In-Service Trainings (INSET), since the INSET training program has important role in professional development and capacity building of teachers, but its effectiveness depends on the effectiveness of its composing elements such as teachers’ interest, time and duration, trainers’ ability, subjects covered in each training and follow-on support; to this end I collected the data through questionnaire. The findings show that generally teachers feel the need to their professional development, so they are interested to participate in INSET programs. The respondents believed that scheduling and planning for the INSET shall be made in close coordination to school management. The study findings also illustrate that both male and female respondents have same perception about trainers’ qualification, but female and BA holders have more critics about the trainers’ qualification. Majority of the respondents are satisfied about follow-up activities and they said they received follow-up support to practice the knowledge and skills in their daily class room activities. Majority of the respondents believed that the subjects or topics which are covered in the INSET courses are useful, but during developing of any study materials for INSET courses, more attention shall be paid for avoiding of ambiguity in the course materials, also those materials which are translated from foreign languages shall be adopted in Afghan context; and shall be translated professionally. Based on the teachers’ views the INSET program is effective, but still there are some problems to be solved to make the programs more functional and effective for teachers. Prior to designing of any training, need assessment of teachers through scientific methods is highly recommended. Lack of professional trainers is another issue toward effective implementation of the program.
TEMP

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3

Tam, Lin-chung, and 譚連聰. "The provision of trainer training in the Hong Kong Civil Service: perspectives and the way ahead." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31965052.

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4

Parish, Rodney L. "Online In-Service Training versus Traditional Training for Arizona Police Officers." Thesis, Northern Arizona University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10979089.

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Arizona police officers are required by the Arizona Police Officer Standards and Training board to complete continuing training on an annual basis. Police continuing training has traditionally been offered as lecture-based classroom training. Online training offers an alternative method of providing training. The purpose of this study was to compare the effectiveness of an online version of a police training class to a classroom-based version of the same course. Participants consisted of sworn police officers employed by the Phoenix Police Department and taking the department’s Domestic Violence Investigation (DVI) course. The study compared student learning outcomes between the two course versions, as well as student attitudes and perceptions of training.

The study utilized a descriptive research design with a mixed methods approach. Research questions investigated the attitudes and perceptions of participants, compared student learning outcomes between the two course versions, and asked whether educational level and previous experience with online learning was linked to positive learning outcomes in the DVI course. Quantitative data consisted of demographic questionnaires, a 45-question assessment of the likelihood of success in online learning, a 10-question pre-test, and a 10-question post-test. Qualitative data was obtained through interviews with six participants who had taken the DVI course.

The results of the study indicated participants in the online version of the DVI course performed as well or better on the post-test than their counterparts in the classroom. Participants interviewed for the study enjoyed the online presentation of the course, and supported the development of additional online training options within their department. Positive student learning outcomes for the online DVI course provide support for the development of online police training programs.

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5

Lewis, Sally. "IS THERE A RELATIONSHIP BETWEEN PRE-SERVICE TRAINING, IN-SERVICE TRAINING, EXPERIENCE, AND COUNSELOR'S SELF-EFFICACY AND WHE." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4440.

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This study elaborated on the development of school counselor's feelings of self-efficacy in working with students with special needs and how self-efficacy affects school counselor's roles with students with special needs. More specifically, this study addressed a number of topics in researching the impact of pre-service training, experience and in-service training for Professional School Counselors (PSCs) on their feelings of self-efficacy in working with students with special needs. This study will present a historical review of the development of Professional School Counselor roles. In addition, an analysis of the development of comprehensive developmental guidance programs in schools and suggested frameworks was conducted including students with special needs. Also, conducted were reviews of studies conducted with Professional School Counselors (PSCs) regarding their roles with students with special needs, their feelings of preparedness, and their training; and reviews of several studies of counselor education programs in the area of special needs training and experiential opportunities offered. Lastly, the pragmatic and theory base for self-efficacy found in the literature was explored. The purpose of this study was to investigate the relationship between experience with special needs, pre-service education and in-service training regarding students with special needs and counselor's self-efficacy and roles they perform with students with special needs. The research for this study was conducted by survey at the Georgia School Counselor Association's fall conference in Atlanta, Georgia; the South Carolina School Counselor Association's fall conference in Columbia, South Carolina; the North Carolina School Counselor Association's fall conference in Greensboro, North Carolina; and Florida School Counselors on Survey Monkey. The participating states counselors also had access to the survey via the internet based survey service Survey Monkey. 410 PSCs from Georgia, South Carolina, North Carolina, and Florida completed the survey. 372 of the surveys met completion criteria and were included in the survey results (N = 372). Results of a factor analysis, a descriptive statistical analysis and a multi-step regression indicated the relationship between the five of the ratings and their combinations of self-efficacy and time spent in performing roles with students with special needs had a statistically significant relationship as measured on the survey. The two types of experience and in-service quality had a statistically significant relationship with the combination rating of self-efficacy as measured on the survey. The research question is: Does pre-service training, in-service training and experience have an impact on professional school counselor's self-efficacy and whether or not they perform a role with children and adolescents with special needs. The following statements are the hypotheses for this research: There is a relationship between the two types of experience as measured by rating on the survey, pre-service training and in-service training as measured by quality and quantity on the survey, their self-efficacy in working with students with special needs as measured on the survey, and the roles that PSCs perform as measured by the frequency that they perform roles on the survey.
Ph.D.
Education
Education
Education

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6

Lee, Kwan Tat. "Training by objectives in a disciplined service (police)." Thesis, University of Macau, 1988. http://umaclib3.umac.mo/record=b1636953.

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7

Sahin, Vildan. "Evaluation Of The In-service Teacher Training Program." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607752/index.pdf.

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The purpose of this study was to examine the effectiveness of the in-service teacher training program, The Certificate for Teachers of English (CTE), run jointly by two departments: The Department of Basic English (DBE) and the Department of Modern Languages (DML) of the School of Foreign Languages (SFL) at Middle East Technical University (METU) in terms of whether it achieved its objectives and to provide suggestions regarding the redesigning of the program for the following years. The model used for evaluating the program was one proposed by Kirkpatrick (1998
first devised in 1959). This model entails 4 levels of evaluation to carry out while evaluating training programs. Reaction, Learning, Behavior and Results. The research questions focused in this study are all in line with these four levels. The participants of the study were four folded. The main participants were the trainees attending the program. (N=6, 2 from DML
4 from DBE). Another group of participants were the trainers of the program. (N=2). The third group of participants was the chairpersons at the two departments. Finally, data were collected from the students of the trainees and non trainees. Data was collected via questionnaires from the trainees and their students, interviews with trainees, trainers and chairpersons, observations of sessions of the program and trainees&rsquo
lessons, and related documents of the program. The data collected was analyzed qualitatively using the Miles and Huberman (1994) procedure for analyzing qualitative data: data reduction, data display and conclusion drawing/verification. Results revealed that the CTE program was effective in terms of achieving its objectives. However, there could be improvements in certain components of the program. Another result of the study was that the application of Kirkpatrick&rsquo
s training program evaluation model was not very effective in the evaluation of the CTE program. The main drawback was that the model is a nonlinear one which made it difficult to concentrate on a particular level of evaluation at a particular time. Therefore the suggestion for a more linear and definite model for the evaluation of the CTE program was proposed.

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8

Ibrahim, Anesee. "Evaluating training effectiveness in the Malaysian public service." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2176/.

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The National Institute of Public Administration (INTAN) is the main training institute for the Malaysian Public Service. It plays an important role in the development of the human resources in the Malaysian public sector. However, the current method of the evaluation of the training programmes are carried out at the reaction level of the Kirkpatrick's model of evaluation (Kirkpatrick, 1967), giving very little indication of the effectiveness of the training programmes. The main purpose of this study thus is to develop a tool to measure learning, which would indicate effectiveness by examining whether there have been any changes in the level of knowledge, skills, or attitude of the training participants. Data from a total of 760 training participants are used in this study, and several different statistical analyses are carried out, namely reliability tests, structural equation modeling (SEM), principal variables, tests of differences, and analysis of covariance (ANCOVA). Besides the main Learning Questionnaire, the Course Experience Questionnaire (CEQ) (Ramsden, 1987) and the General Health Questionnaire (GHQ) are also used. Findings indicate that the LQ needs to be modified. Model fits of the other two questionnaires are also found to be not very good. Work in this thesis continues with methods of comparing models graphically, based on the eigenstructures of the covariance matrices. The Learning Model which forms the basis of the Learning Questionnaire is applicable to other training institutes with appropriate modifications, while the statistical method of comparing eigenstructures proposed here is applicable to the general multivariate data analysis.

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9

Dzomeku, Veronica Millicent. "Development of a patient-centred in-service training programme for midwives to increase client satisfaction with child-birth care in Kumasi, Ghana." University of the Western Cape, 2017. http://hdl.handle.net/11394/5620.

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Philosophiae Doctor - PhD
Background: Satisfaction with the care mothers receive during child-birth is known to have a very strong influence on their future use of facility-based care during child-birth. Women and children continue to die from complications associated with pregnancy and child-birth and the majority of the causes that lead to mortality are related to labour and delivery. For this reason it is imperative for mothers to access facility-based child-birth care to receive skilled birth care. Mothers report dissatisfaction with facility-based child-birth care as one of the reasons for home births without skilled attendants. The presence of the skilled birth attendants is known to reduce maternal and neonatal mortality rates because of their ability to diagnose any early complications, and to intervene appropriately. Aim: The aim of the current study was to develop an in-service training programme for midwives to provide patient-centred child-birth care that would increase client satisfaction with child-birth care. Method and findings: The intervention research model by Rothman and Thomas (1994) – Design and development (D & D) – was used as the research framework. Only the first four of the six phases of the D & D model were applied in this study. In the first phase, a situational analysis was done using a qualitative study. The expectations, experiences, and satisfaction with child-birth care of antenatal and postnatal mothers, were explored. The research was conducted in four health institutions within the Kumasi Metropolis. Between 12 and 15 participants were purposively sampled in each hospital. Data were collected by means of individual in-depth interviews using an interview guide and data were analysed using content analysis. The study found that mothers expected to receive respectful care and safe care. Mothers had encouraging experiences and discouraging experiences during their child-birth care. The discouraging experiences did not align with their expectations of care, leading to dissatisfaction with child-birth care. In the second phase of the study an integrative literature review was conducted to identify evidence-based best practices to deal with client dissatisfaction with health care. The integrative literature review indicated that in-service training was commonly used as best-practice to improve health professionals' knowledge, skills and attitudes towards work and consequently to improve health outcomes for patients, including client satisfaction. In the third phase of the study, the in-service training programme to enhance patient-centred care was developed using Chinn and Kramer (2005) guidelines for programme development and steps to programme development by Management Sciences for Health (2012). The fourth phase entailed an assessment of feasibility and usability of the in-service training programme using 6 midwives in a district Hospital. The procedure was guided by the I-Tech Technical Implementation guide (2010). The outcomes of the assessment was used to refine and revise the developed in-service training programme. Conclusion: This study sought to develop an intervention to increase client satisfaction with child-birth care service by engaging the following processes in phases: • Assessing the expectations and experiences of mothers about child-birth care services. • An integrative literature review for evidence-based best practice to tackle client dissatisfaction with health care. • Designing a patient-centred care in-service training programme together with experts in the field of maternal and child health. • As assessment of feasibility and usability of the in-service training programme by means of a pilot test to refine the programme. Recommendations: It was recommended among others that, the study is carried out on a national scale to cover all administrative regions of Ghana. It is further recommended that the study findings and the programme developed form part of the continuous professional assessment course requirement for nurses and midwives.

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10

Tembe, Elias Ogutuh Azariah 1952. "CROSS TRAINING FOR SERVICE OPERATIONS: A COMPARATIVE CASE STUDY OF HOSPITALS." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/291284.

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11

Momany, Mohammad Ahmad. "Pre-service and in-service primary teacher training in Jordan : with special reference to the teaching skills and training/teaching methods." Thesis, University of Huddersfield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247392.

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12

Ganqa, Ncumisa Hazel. "Training of teachers in multigrade teaching: integration of vertical and horizontal knowledge in post -training." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/6158.

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The purpose of this study was to examine the training and development of teachers in multi-grade teaching in selected Eastern Cape primary schools with a particular focus on the integration of vertical and horizontal knowledge in post-training. Multigrade teaching is the combining of learners of different grade levels in one classroom taught by one teacher. To gain better understanding of the construct of vertical and horizontal integration of knowledge within post-training environment, this qualitative case study design sampled eight teachers, four school principals and three trainers, purposively. In order to evaluate the training and development provided for teachers in multi-grade classrooms the researcher examined the training programmes, the training curriculum and transfer of training inputs. The results of the study indicate that post-training is the determinant of the extent of the effectiveness of the transfer of training skills, knowledge and attitudes gained in multi-grade teaching training. The study found a massive gap that currently exists between training in multi-grade teaching and the actual transferability of such training in multi-grade contexts. Positive transfer of training in multi-grade teaching strategies was found to be skills related to teaching strategies, lesson management, curriculum integration and social components of multi-grade teaching. Negative transfer of training included classroom organisation, lesson planning, timetabling, curriculum adaptation and assessment. Although multi-grade teacher training programme is assumed to change behaviours, attitudes, impart knowledge and improve teaching skills, the results of the study indicate that training inputs might not necessarily transform into classroom practice. In order to facilitate and ensure vertical and horizontal integration of knowledge and skills and transfer of training to classroombased teaching, recurrent training in multi-grade teaching is therefore, suggested.

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13

Cornford, Charles Stanley. "Relationships between registrars and their trainers : a study of mentoring in general practice." Thesis, University of Newcastle upon Tyne, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270551.

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14

Kjelgaard, Peggy Anne. "Patterns of Vision, Action, and Effects in Professional Development as Experienced in the Texas Centers for Professional Development and Technology." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278553/.

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In 1992, the state of Texas awarded a number of inducement grants to collaboratives of universities, schools, and service centers to develop field-based professional development schools (PDSs) and provide preservice and inservice teachers with extensive professional development. This study investigated the design and effects of the professional development models in these Texas Centers for Professional Development and Technology (CPDTs). This study used qualitative data collection and analysis procedures. Raw data were collected in the form of individual interviews, focus group interviews, documentation, and fieldnotes. Forty-six interviews were completed involving a total of 83 respondents representing all partnering entities: university representatives, school representatives, education service center representatives, and policymakers. Documentation included annual and quarterly reports, grant applications, and program approval requests. Fieldnotes included observational data from site visits. Data analysis was an iterative process using a constant comparative analysis of coded categories emerging fromtranscribed data. This comparison examined: the vision of professional development as perceived by the respondents, the enactment of professional development as experienced by the respondents, and the effects that the CPDT initiative had on professional development as perceived by the respondents. This study revealed 18 themes that were common across all eight Texas CPDTs. The themes revealed patterns of vision which included: developing a common ground, breaking barriers, evolving visions, and partnership tradeoffs. Patterns of enactment included formal and informal professional development opportunities. Patterns of effects included: empowerment of teachers, updating of university faculty on public school issues, better prepared classroom-ready interns, and more attention for K-12 students. Another pattern of effect included the distraction of "technology toys" and the difficulty keeping pace with new technologies. The study provided strong evidence that relationship building processes are crucial for building a sustained learning situation for a community of learners. The themes also provided information regarding the demands of institutionalizing and reculturing required to sustain the Professional Development School model.

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15

Harrold, Emma Louise. "An exploration of the junior doctor's experience of training." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365031.

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This investigation examines aspects of junior doctor training as perceived by both junior doctors and their supervisors. The studies were conducted as part of the role of educational facilitator at a district general hospital. The first and second studies report on surveys that were used to determine the experience of formal educational structures and informal training as reported by two cohorts of junior doctors. Qualities of the supervision relationship were explored using the Barrett Lennard Relationship Inventory (BLRI, Barrett Lennard 1962). Focus groups and in-depth interviews were used in the third and fourth studies to explore hospital consultants' perceptions of medical training. The main findings of this investigation are as follows. The salient learning experiences reported by the junior doctors were those referring to their practical experience, learning relationships and self-assessment methods. The junior doctors preferred learning from active involvement and informal situations. Associations were found between the junior doctors' ratings of the training experience and their perceptions of supervision relationships (BLRI). Those with an individual training plan were more satisfied with their training than those without. This investigation also highlighted tensions between the junior doctors' service provider and trainee roles. The functions of the learning relationship are presented in the discussion these include: teaching, role modelling, feedback and support. The generic skills (e.g. decision making) and learning practices (e.g. discussion) described by the hospital consultants in the interviews are discussed with reference to models of professional development (Eraut 1994), reflective practice (Schon 1983) and medical practice (Britten 1991). The findings have implications for the development and evaluation of strategies for training. evidence based medicine and clinical governance because they demonstrate the processes by which skills for medical practice are formed.

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16

Watts, Christopher John. "In-service training for computer-aided design in building surveying." Thesis, De Montfort University, 2002. http://hdl.handle.net/2086/10788.

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The investigation was undertaken firstly to identify, classify and assess requirements and methods for in-service training in the use of computer-aided design (CAD) systems in UK building surveying practice. The second purpose was to develop, test and assess alternative instructional methods for practitioners to acquire and develop capabilities for appropriate use of CAD. Requirements, opportunities and constraints were informed through discussion with practitioners, suppliers of CAD systems or associated services, and a postal survey of 50 UK building surveying practices. Collated information was considered within Romiszowski's (1984) framework for problem solving in the organisation. Conventional methods for CAD training in the UK construction industry, and relevant instructional theory, were investigated in a literature search. Alternative instructional models and methods were identified and developed through an action research methodology based upon Cohen and Manion (1989). Proposals were assessed conceptually using the first three of Popper's (1959) four tests for theories. Prototyping core components, substantially by computer-based methods, and classroom experiments with students of building surveying, or clients of the Leicester CAD Centre, both at De Montfort University, were used in place of Popper's fourth test. The research findings contribute detailed analysis of requirements, provision and constraints to a sparse knowledge base for use of CAD in building surveying. They also provide a critical review of conventional methods for developing users of the technology in this domain. Three core principles are proposed to guide the policies and actions of building surveying practices in relation to CAD, emphasising integration of staff development within an overall CAD strategy. An alternative instructional model, synthesised from results across the research programme, is recommended for developing relevant practical capabilities with CAD. Corresponding specifications are made for a hybrid of manual, interpersonal and computer-based methods for its implementation. The model is set in the context of wider considerations for effective use of CAD technology, and is independent of particular software systems, types of workplace and trainee. Theoretically the model is capable of rapidly enabling staff in any practice to apply relevant CAD hardware and software effectively to authentic tasks, and subsequently contribute to developing application methods in the workplace. In conjunction with recommended operational principles the alternative instructional model improves significantly upon conventional methods identified for in-service training in CAD by provision for strategic integration, system independence, and responsiveness to local requirements. The investigation concluded by identifying four foci for further research and development to overcome constraints on implementing the model by the methods prototyped. A fifth focus recommends investigation of an optimal model and methods to develop capabilities of staff in building surveying practices for appraising, implementing, managing and developing the use of CAD systems.

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17

Smith, Prudence M. "Professional development : teachers' learning in reading recovery." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/298.

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With the national spotlight firmly focused on Australian students attaining benchmark standards in literacy and numeracy and on the capacity of teachers to facilitate student achievement in literacy, questions of effective teacher development have emerged. This study investigated how professional development, which is consistent with the principles of effective practice, builds capacity in teachers. By examining the development of teachers' understandings in the Reading Recovery professional development program, key aspects of teacher development were identified and some suggestions given regarding the preparation and support of literacy teachers generally.

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18

Mushaandja, Johannes. "Investigating in-service professional development of secondary school principals in Namibia." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8215_1184583969.

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The Namibian education system was affected by a number of changes and challenges. These changes and challenges emanated from new political, financial and socio-economic trends in Namibia and the global village. Due to their strategic positions as educational leaders-cum-managers, principals were expected to lead and manage schools to overcome the challenges and meet increasing expectations of varied stakeholders. However, many secondary school principals especially those in rural areas could not cope with the changes and challenges. Rural secondary school principals did not have what it takes to manage and lead their schools effectively and efficiently. This study investigated the professional development of Namibian secondary school principles with special focus on rural secondary school principals in the Omusati Region, a region in north central of Namibia.

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19

Mak, Yiu-kwong, and 麥耀光. "School-based staff development: its policy formulation and implementation : a study of two secondary schools inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958138.

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20

Mniki, Felicia Nobesuthu Vuyiswa. "A critical analysis of the in-service education courses offered at Trinset, with particular reference to Geography." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003356.

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The aim of establishing the Transkei Teachers’ In- Service College (Trinset) in 1986 by the former Transkei Department of Education, was to alleviate the problem of inappropriately qualified teachers. This problem was seen as impacting negatively on the performance of matriculation candidates in the final examinations. In the twelve years since the college’s inception there has been no formal evaluation, this despite the perception of the importance of evaluation as an integral part of planning and implementation for any educational endeavour (Mc Naught, Taylor & O’Donoghue, 1990). This study analyses the courses offered at Trinset with particular reference to the subject of Geography. The aim is to explore how best these courses can support educators in the light of the current changes in South African education. The analysis of the in-service courses used a multifaceted approach guided by the participatory principle underlying Fourth Generation Evaluation. The analysis of the in-service courses offered by Trinset, in particular by the Geography Department, has served to raise questions and to highlight issues that are seen as particularly valuable in the reconfiguration of Trinset that is part of the current educational transformation process in South Africa in terms of the provision of in-service education.

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21

Letlape, Herman Rankele. "The exploration of in-service training needs of psychiatric nurses / Herman Rankele Letlape." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8451.

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New research findings, changes in legislation and the use of information technology in nursing, requires continuous in-service training of psychiatric nurses (Booyens, 2004:381; Muller, 2004:294) to cope with, reflect on, evaluate and modify their clinical practice based on emerging knowledge (Cowen et al.,2009:2; Polit & Beck, 2006:4). Many studies have been conducted on the importance of in-service training, and authors agree that in-service training improves the quality of nursing care. However few studies on in-service in South Africa and psychiatric nursing science have been conducted, of which the last study conducted on psychiatric nursing science in South Africa was 1986 (Nel, 1986:1-125). Personal observations found that some psychiatric hospitals in Gauteng do not conduct in-service training at all and informal discussions held with nursing managers highlighted that when in-service training programmes are compiled that are poorly followed, and it is unclear what the needs of psychiatric nurses are in terms of in-service training to keep them updated and empowered to perform to the best of their ability. The objectives of the study were to explore and describe the needs and benefits of in-service training for psychiatric nurses in a specific psychiatric hospital in Gauteng and to formulate recommendations for in-service training for psychiatric nurses in this hospital. The research project followed a qualitative, explorative, descriptive and contextual approach. Six focus group interviews were conducted and relevant data obtained. The findings of this research included seven main themes, namely the need for in-service training, career advantages, social advantages, physical advantages, psychological advantages of in-service training, recommendations regarding in-service training and factors that hinder in-service training. These findings were enriched with direct quotations from the transcriptions as verbalized by psychiatric nurses during focus group discussions. The findings were compared with available relevant literature for confirmation. Recommendations were formulated for nursing education, nursing research and nursing practice that focus on in-service training for psychiatric nurses.
Thesis (MCur)--North-West University, Potchefstroom Campus, 2012

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22

Wong, Hung-kay, and 黃鴻基. "An evaluation of the training programme for assistant controllers of posts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31974636.

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23

Grych, Diane Smith. "The Role of In-Service Teachers in Pre-service Teacher Preparation for Multicultural Education." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632872.

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The U.S. population is rapidly diversifying, with the expectation that culturally diverse groups—including students—will outnumber European Americans by the year 2050. In contrast, public school teachers are expected to remain largely middle class, female, and Caucasian. Most multicultural education research has focused on cultural diversity in urban education settings. However, a gap in the literature has existed regarding student diversity and teachers' culturally responsive teaching in predominantly rural areas. In this study, Appalachian elementary school teachers shared their perspectives and experiences on effective multicultural teaching. An important gap has been bridged by using a 3-part theoretical framework, based on critical reflection, scaffolding, and perspective taking, related to the main research questions regarding (a) the qualities and experiences that in-service public school teachers possess that allow them to effectively teach students from a variety of backgrounds, and (b) what in-service teachers suggest for improving teacher preparation to meet the challenges of cultural diversity in schools. A qualitative, phenomenological approach anchored in a constructivist paradigm was used to gather voice data via a digital voice recorder from 8 participants. Semi structured, open-ended interviews were conducted to collect the data, followed by transcription and analysis. Data analysis resulted in the discovery of 5 themes related to the research questions and revealed mapping onto the conceptual framework. Social change implications can result in improved teacher education programs in rural areas and can enhance collaboration with professional development schools to improve pre-service teacher preparation for teaching diverse students.

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24

Ho, Siu-wah Annie, and 何小華. "The evaluation of training in the Hong Kong civil service." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31964278.

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25

Zhang, Xiya, and Jingen Zhou. "In-service training of librarians under the network environment [in Chinese]." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105284.

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Анотація:

Text in Chinese, with English abstract
In view of the reality that traditional libraries are changing to modern ones and the printed information environment is challenged by the networked environment, the evolution of librarian positions and required corresponding qualifications in American academic libraries is reviewed. The librarian positions and qualifications of Chinese academic libraries are examined. The structure of librarians of Chinese academic libraries is analysed. The practice of in-service training of librarians in Qian Xuesen Library is introduced and a discussion is given on the needs and means of in-service training of librarians for academic libraries.

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26

Luke, Vance Hopfner Jr. "Evaluation of a math/science inservice based upon participants' perceived changes in attitude and behavior relative to prescribed goals and process components." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184579.

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The purpose of this study was to evaluate the effectiveness of a short-term math/science inservice based upon the participants' perceived changes in attitude and behavior relevant to the projects' goals and objectives. One hundred and three elementary school teachers from twelve schools in an urban school district participated in the inservice. The treatments were administered during two eight hour days, one month apart. The project was designed to improve the participants' attitude and behavior relevant to ten goals that centered around increasing awareness and use of science process and math problem solving approaches to teaching. The evaluation instrument was a pre- and post-treatment survey. Seventy questions were created and apportioned to test twenty hypotheses. Two hypotheses were tested to determine the achievement of each goal. One hypothesis tested the teachers' perceived change in attitude and the other tested the teachers' perceived change in teaching behavior relevant to a specific goal. Goal achievement was determined by comparing changes (significant at the.05 level) in attitude and behavior. All ten attitude hypotheses indicated a significant positive change occurred in attitude. None of the behavior hypotheses showed a significant positive change. It was determined that the inservice was totally effective in changing the teachers' attitude, relevant to the goals, but it failed to make a positive impact upon the teachers' perceptions of their actual practice in the classroom. It was speculated that the failure to affect behavior change was a result of one or a combination of the following four factors: insufficient time lapse to affect behavior, more accurate reporting on the post test, retrenchment resulting from feelings of inadequacy, and fear of venturing out alone primarily due to the lack of organizational development. Suggestions for improving the inservice were based upon proposed remedies for the above four factors.

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27

Nota, Charles. "In-service training models for music educators in Zimbabwe / Charles Nota." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4099.

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This dissertation is the documentation of an investigation aimed at identifying a model(s) that meets the needs of music educators in Zimbabwe. Although the government of Zimbabwe stipulates that music should be part of the education curriculum in the country, it has become evident that the majority of schools do not comply with this requirement. The failure to teach music effectively in schools has been attributed to a variety of factors. Among them are the non-availability of a clear policy on cultural arts education and the fact that music is not examined at the end of a [earning phase such as Grade 7. However, this dissertation argues that the identified problems can be addressed through a model of professional development in the form of an in-service training programme. In-service training models such as the individually-guided, collaborative problem-solving and action research models were identified. These models were interrogated in an effort to establish which one has the potential to address most effectively the anticipated pedagogical content knowledge for music educators in Zimbabwe. Among several models selected for discussion in this dissertation, the training model has been identified as the most appropriate one. It is comprised of five components, namely; theory, demonstration, practise, feedback and coaching. Competence training for teachers in a skills-based subject like music is believed to be incomplete. However, many educators view the training model as a cycle that rolls towards the attainment of specific goals, hence continuous and reflective interaction promotes effective skill acquisition. Relevant information was gathered through document analysis, interviews and focus group discussions. The findings revealed that the majority of music educators in Zimbabwe have limited knowledge of both music content and pedagogy. In addition, the analysis of the data also revealed that all educators possess a professional qualification of some kind, but there is a lack of specialisation in Music. Apparently, lack of human and physical resources in Zimbabwe has also been indicated as a factor impacting on the delivery of music education in the country. The failure to teach music effectively in schools has been attributed to a variety of factors. Among them are the non-availability of a clear policy on cultural arts education and the fact that music is not examined at the end of a [earning phase such as Grade 7. However, this dissertation argues that the identified problems can be addressed through a model of professional development in the form of an in-service training programme. In-service training models such as the individually-guided, collaborative problem-solving and action research models were identified. These models were interrogated in an effort to establish which one has the potential to address most effectively the anticipated pedagogical content knowledge for music educators in Zimbabwe. Among several models selected for discussion in this dissertation, the training model has been identified as the most appropriate one. It is comprised of five components, namely; theory, demonstration, practise, feedback and coaching. Competence training for teachers in a skills-based subject like music is believed to be incomplete. However, many educators view the training model as a cycle that rolls towards the attainment of specific goals, hence continuous and reflective interaction promotes effective skill acquisition. Relevant information was gathered through document analysis, interviews and focus group discussions. The findings revealed that the majority of music educators in Zimbabwe have limited knowledge of both music content and pedagogy. In addition, the analysis of the data also revealed that all educators possess a professional qualification of some kind, but there is a lack of specialisation in Music. Apparently, lack of human and physical resources in Zimbabwe has also been indicated as a factor impacting on the delivery of music education in the country.
Thesis (M.Mus.)--North-West University, Potchefstroom Campus, 2010.

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28

Conco, Zamumuzi P. "How effective is in-service training teachers in rural school context." Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/990994813/04.

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29

Proctor, Jason. "Mathematical Knowledge for Teaching in Elementary Pre-Service Teacher Training." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6736.

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I It was unclear how the teacher education curriculum at a regional university in the south central region of the United States developed mathematical knowledge for teaching (MKT) in prospective elementary teachers. Understanding how MKT develops during teacher training is important because MKT has been linked to student achievement. The purpose of this sequential explanatory mixed methods study was to examine how prospective elementary teachers' MKT developed while enrolled in a math and science strategies course. Guided by Ball et al.'s MKT framework and Silverman and Thompson's development of this framework, this study investigated changes in prospective teachers' MKT levels and teacher candidates' perceptions of instructional tasks that assisted in the development of MKT during the course. During the quantitative phase, teacher candidates (N = 30) completed the Number Concepts and Operations assessment as a pre- and posttest. Paired t test results showed no significant changes in candidates' MKT levels. During the qualitative phase, volunteers were interviewed about their perceptions of how the course influenced their development of MKT. Thematic analyses revealed that teacher candidates recognized instruction that developed MKT, perceived the strategies course to have little to no influence on MKT, and felt unprepared to teach math. Findings were used to develop a revised curriculum plan for developing prospective teachers' MKT. The findings may lead to positive social change in the form of curriculum revisions aimed at developing teacher candidates' MKT to improve future instruction. The project may be shared with other colleges to improve curriculum with the goal of improving the quality of math instruction statewide.

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30

Leong, Yua-yan Susanna, and 梁若茵. "Investment in people: training strategy of the Environmental Protection Department." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31964588.

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31

Allan, Myrna. "Is professional development a solitary or a collegial experience?" Connect to thesis, 2003. http://repository.unimelb.edu.au/10187/1114.

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Анотація:

There exists a consensus about the importance, but little else, of the ongoing professional education of teachers. The professional development of teachers is often seen by teachers to be a purely private matter serving self-improvement and/or career advancement. Equally often it is assumed to be essentially collegial concerned with improved school responses to redefined social expectations. Little is known about how, at the intersection of personal interactions and social necessities, truth is constructed by teachers about the significance of professional development exercises. This ontological research investigated the influence of the community of practice in signifying professional development of teachers' professional identity formation. It is a proximal influence that has been largely neglected in the literature on professional development. The case studies conducted here of science teachers in a rural secondary school initially assumed that certain types of autonomy and collegiality, together with differing workplace conditions have a more positive influence on teachers' professional development than others. The use of teacher portfolios in professional development reporting was investigated as institutional scaffolding for facilitating the sharing of insights from often remote professional development experiences, and as a means of improving communication within the science department.Positioning theory, as a tool in discursive psychology, was used to analyse professional development experiences as narrated by four colleagues in conversations with the author.

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32

Peseta, Tai L. "Learning and becoming in academic development : an autoethnographic inquiry." Phd thesis, Faculty of Education and Social Work, 2005. http://hdl.handle.net/2123/5769.

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33

Patel, Shinel. "Implementing change in practice following staff in-service training on attachment and resilience : an action research study." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13925.

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This two phase study investigated the role of Educational Psychologists (EPs), in supporting school staff to transfer learning, from training about attachment and resilience into their practice. Of the various types of action research, this study focused on practical action research, using a responsive model design (Schmuck, 2006). Therefore findings from paper 1 informed the actions in paper 2. The researcher adopted a process consultancy role (Kemmis, 2007), which supported staff to identify and address concerns related to training transfer. The two papers view knowledge in terms of its usefulness for developing practice and therefore operate on the principles of a pragmatic approach. Using a mixed methods approach, the first paper and phase of the research examined the views of staff working in schools on their experiences of how training transfers to practice. In particular, paper 1 aims were to: 1) Determine if (and how) staff have changed their practice following the Multi Agency Attachment and Resilience Group (MAARG) training. 2) Identify what the supporting factors and barriers are perceived to be relevant to implementing or transferring the knowledge gained from the MAARG training, in their daily practice with children and young people. Key findings showed workplace factors such as communication and staff support, to influence staff’s experiences of training transfer. Barriers to implementation were also identified by staff (e.g. time constraints). These findings informed the second phase of the research, where staff were supported to develop capacity, and plan and implement actions to facilitate change. A case study approach was used to develop and evaluate a group intervention for school staff in two schools. This phase had three main aims: 1) To develop a programme which would further support staff to apply relevant knowledge learnt through training, to solve real life problems in their work. 2) To evaluate the processes of the programme of support, in terms of the fidelity of implementation, knowledge use, staff engagement and method acceptability (i.e. the 7 degree to which staff perceive the structure and processes of the programme to be suitable). 3) To evaluate the effectiveness of the programme of support, in terms of immediate outcomes. Process and outcome evaluations were carried out using a mixed methods approach. Key findings showed staff benefited from the intervention programme. The structured group consultation process enabled staff to work efficiently, share responsibilities whilst problem solving, and agree and implement actions with colleagues. Staff applied practical and experiential knowledge when solving problems, with little explicit links to training or research knowledge. Both papers reflect on the role of EPs within the contexts of training implementation. Sections 4 and 5 draw on the findings from both papers, and discuss implications for EP practice.

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34

Arbolino, Lauren Allyn. "In-service training on child abuse for classroom teachers what is the effectiveness of mandated training? /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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35

Pashley, Esme. "Attaining professional goals using the expertise of colleagues." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1255.

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This study examines one method of providing professional development, which addresses the individual needs of experienced successful classroom teachers. It is a qualitative investigation into how teachers attain their professional goals using the expertise of their colleagues through a collaborative and collegial process Data were collected from regular meetings by the participants and their personal journal entries related to the project The data were then compiled in a context chart and a descriptive matrix, to enable case studies to be compiled. The findings contribute to enhanced understanding of how professional development may be provided to experienced classroom teachers.

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36

Davidson, Lisa Peterson. "Comparison of Training Methods in a Branch Environment." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4725.

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This study addressed a need to identify the effectiveness of in-branch, employee administered training programs. A comparison of various training methods and a ranking of the effectiveness of those methodologies would enable managers to make informed training design and purchase decisions. The purpose of this study was to determine the differences between four training methods as evaluated by post-training assessment scores. This study also sought to determine the following: 1) did all four methods significantly impact short term material recall?, and 2) did gender impact training effectiveness? The training methods studied were: video; study guide; video plus study guide; video and study guide plus reinforcement meeting. A control group was used to obtain a pre-training baseline. One hundred eighty two employees who worked at one of twenty randomly selected Portland, Oregon branches of a large, regional bank participated in the study. Each branch utilized one of the five randomly assigned methods in a scheduled staff meeting. After completing the training, each participant completed a post training assessment testing material recall. The control group completed the assessment without participating in training. Analysis of Variance tests were used to determine if significant differences existed between: 1) the mean scores of the control group and the training methods, 2) the mean scores of the training methods themselves, and 3) the mean scores of males and females. A significant difference was found at the .05 level between the mean scores of the control group and every training method except video. There were no significant differences between the mean scores of the four training methods. There was not a significant difference between the mean scores of males and females. There was also no significant difference in method effectiveness based on gender.

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37

Gokmen, Suheyla. "The Effects Of Cooperative Learning On Learning Outcomes And Reactions To Training In An In-service Training Course." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610509/index.pdf.

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The purpose of this study is to compare the effects of cooperative learning method and individualistic learning method on learning outcomes and training reactions of adults participating an in-service training course. The study was conducted with 42 adults in pilot study and 92 in main study conducted in a government bank. Subjects were randomly assigned to two pilot study groups and four main study groups. Two different training programs were developed, one for individualistic learning, and the other for cooperative learning in order to test the effect of each method on learning outcomes and training reactions. The content and length of the training programs taught were held constant, and duration of training was totally 15 hours (3 hours in each of the five days). Participants, in all groups, learned the same topic of &ldquo
Structured On-the-Job Training&rdquo
and were taught by the same trainer. Cooperative learning groups worked on the exercises structured with the five basic elements of cooperative learning, and the individualistic learning groups worked as individually with the instructor calling on participants at random. Learning Outcomes Tests were administered at the end of each day to measure cognitive learning outcomes, which learners attained during the Training. Training Reactions Questionnaire was administered at the end of the Training. A significant difference between the cooperative learning group and the individualistic learning group was examined concerning learning outcomes as a result of ANCOVA by using the age as covariate. Subjects in the cooperative learning group had a significantly higher level of Learning Outcomes Test score than did those in the individualistic learning group. However, there was no significant difference between the cooperative learning groups and individualistic learning groups based on their training reactions. This study indicated that cooperative learning appears to be a method of instruction that is well suited to the needs of adult learners. Subjects of the study learned more through the cooperative learning method than individualistic learning method that was used. They responded to training as much positive as their counterparts learning in individualistic learning group. Results of the study suggest that structuring positive social interdependence in the classroom through cooperative learning procedures can be used effectively within adult education and specifically training settings.

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38

Swanepoel, Johannes Jochemus. "Leerderskappe as model vir die indiensopleiding van tegnologie-onderwysers in die Sedibengwes-Distrik (D8) / Johannes Jochemus Swanepoel." Thesis, North-West University, 2006. http://hdl.handle.net/10394/2505.

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39

Chryshochoos, Joseph Evangelos. "The role of theories of language and language learning in the pre-service and in-service training, education and development of language teachers." Thesis, Durham University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280095.

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40

Mathekga, Abbey Mokwape. "The impact of in-service training a reassessment of the cascade model /." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03172005-115737/.

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41

Keyzer, Dirk Mitchell. "Learning contracts, the trained nurse and the implementation of the nursing process : comparative case studies in the management of knowledge and change in nursing practice." Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10006530/.

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The adoption of a " nursing " model in practice and education is discussed in relation to the socio-cultural and organisational factors which have shaped the traditional care giver role. Issues arising out of this change in the "practitioner" role are identified. The changing roles of the nurse and the teacher are described and discussed. The move toward an autonomous role for the clinical nurse is seen to require a change in the nurseteacher relationship. Learning contracts are perceived to be a vehicle for implementing the new roles of the nuise and the teacher. The writer in the role of an observer-who-participates negotiates learning contracts with nurses working in four wards of four hospitals in one Health Authority. The clinical areas are described as one community hospital, one long-stay geriatric unit, one psychiatric rehabilitation unit and one psycho-geriatric assessment unit. Thus, community, general and psychiatric nursing are included in this study of the management of knowledge and change in nursing practice. A variety of data collecting techniques are employed to give an illuminative evaluation of the outcomes of the learning contracts and the effect formal and non-formal education have on the implementation of the nursing process. The formal approach to education takes the form of the Diploma in Nursing (London University, Old and New Regulations) and the Joint Board of Clinical Nursing Studies Course in Care of the Elderly (940/941). The non-formal inputs are the clinically based learning contracts negotiated with the nurses in the four clinical areas.The data are presented as comparative case studies which record the organisational policies adopted by the Health Authority and the outcomes of the learning contracts in the four clinical areas. From the case studies two "themes" emerge: that of role conflict and the problems of assessing thedegree of change achieved. A theoretical framework of "codes and control" is developed from that originally presented by Bernstein (1975) for general education and adapted to health care organisations by Beattie and Durguerian (1980). This framework is used to interpret the changing roles of the nurse and the teacher, and the division of labour between the professional nurse and the woman in her own home. It is argued that the implementation of the "practitioner" role demands a redistribution of power and control in favour of the patient and the nurse vis-a-vis the manager, the teacher and the doctor. Further, in addition to the teacher's and the clinical nurse's dependence on the manager for the resources required to implement the desired change in practice, nurse-practitioners are dependent on the knowledge held by doctors, clinical psychologists and occupational therapists to implement the nursing process. In the presence of an inadequate basic education programme and a limited access to continuing education, the data suggest that the literature on the nursing process and the key documents distributed by the R.C.N. (1981) and the U.K.C.C. (1982) are making demands upon the clinical nurse with which she is unable and sometimes unwilling, to comply. It is argued that a "codes and control" framework identifies the complexities of the change toward the "practitioner" role and thereby, clarifies the existing role. In this way concepts of care held by the nursing staff are identified which in turn, can be utilised in model building to promote a "grounded" theory of nursing in the cultural and organisational context of nursing in the United Kingdom. Thus the use of learning contracts which identify the nurse's need for continuing education, in conjunction with an action research mode utilising case studies, can assist in the development of a theory for nursing practice and education. In this way the theory for nursing has its basis in clinical practice, is refined through research, and is returned to practice through the education programme. It is therefore argued that learning contracts have a useful role to play in bridging the gap between theory and practice in the school of nursing and institutions of higher education. The data recorded in the case studies suggest that in the absence of a redistribution of power and control and/or supportive education programmes during and after the period of transition between the old and new roles, the implementation of the nursing process will merely continue the existing Nightingale strategies. The formalisation of the present problem-solving approach to care in the form of care plans will not necessarily promote the "practitioner" role desired by the profession. Instead the clinical role will continue to be defined by physicians and management will consolidate its position in the hierarchy of the bureaucratic organisation of the National Health Service. This will not be challenged by nurses in that it will continue the existing strategy of "reifying" the presence of the "professional" nurse and an particular, her position in institutions of higher education. Such a strategy although satisfying in terms of status will lead to the clinical nurse being asked to implement a role with which she is unable to comply. This in turn will lead to role conflict and a greater division between the "theory" of the school and the "reality" of the ward.

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42

Fadana, Fundiswa Pearl. "Experiences of undergraduate nursing students during their experiential learning in Boland Overberg healthcare facilities." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2972.

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Анотація:

Thesis (Master of Nursing)--Cape Peninsula University of Technology, 2019
Nursing is a practice-based discipline, which makes experiential learning an important part of nursing education. The main purpose of experiential learning is to give students an opportunity to transfer theory into practice. It also equips the undergraduate student nurse with the skills and knowledge needed to provide high-quality care based on patients'/clients' needs and to produce competent and confident decision makers who are ready to accept personal and professional accountability. Experiential learning is accomplished by placing the undergraduate nursing students within a clinical learning environment. The success of the nursing programmes depends on appropriate clinical experience. The purpose of this research was to explore and describe the experiences of undergraduate nursing students during experiential learning in healthcare facilities at the Boland Overberg Campus in the Western Cape. A qualitative, exploratory, descriptive design was applied. Data collection was done using focus-group interviews to ascertain the undergraduate student nurses' experiences during clinical practice in healthcare facilities in the Boland Overberg area. Thirty-eight undergraduate nursing students from Boland Campus were selected, using purposive sampling. The ethical principles relevant to this study were observed. Colaizzi's method of coding and thematic content analysis were used to interpret the data. The results of this study revealed that students were not satisfied with the clinical learning environment, which was not conducive to their learning. The students were not supported and supervised by the registered nurses in the facilities. This resulted in a lack of theory and practice integration. Furthermore, the results revealed that the students faced challenges during clinical practice. One of the most challenging factors was negative staff attitudes. It was evident that even though being in clinical settings was sometimes very challenging and frightening, there were also joyful moments. Seeing the patient recover gave students satisfaction and a reason to return the next day.

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43

Lin, Emily Shu-Ying. "Environmental education in pre-service teacher training programs in Canadian tertiary institutions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0022/NQ49856.pdf.

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44

Obaidat, Mohammed Mohideen. "Evaluation of EFL in-service training course in Jordan (views and practices)." Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388025.

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45

Saeteo, Pensri. "Competencies and In-Service Training of Functional Literacy Teachers in Northeastern Thailand." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331790/.

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This study was designed to determine (a) the most important knowledge and skills for functional literacy teachers; (b) the most important competencies to be covered in in-service training; (c) whether there were any differences between the perceptions of functional literacy teachers, supervisors, and administrators in terms of needed competencies or areas of training; and (d) whether there were any differences in the perceptions of teachers, supervisors and administrators regarding the need for competencies and for training of functional literacy teachers based upon these variables: age, years of experience in formal and nonformal education, and training in the functional literacy program. It was found that teachers, supervisors, and administrators agreed that most competencies listed in the instrument were important. No significant difference was found in their perceptions of the importance of the competencies. A significant difference was found in the perceptions of the needs for training among these three groups.

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46

Conco, Zamumuzi Paulos. ""How effective is in-service training for teachers in rural school contexts?"." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03152005-132722.

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47

Raisch, Dennis William. "Impact of case scenarios in an educational program to change drug prescribing in a health maintenance organization." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184600.

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This dissertation evaluated the provision of two different one-to-one educational interventions, randomly assigned, to two separate groups of medical practitioners at a health maintenance organization (HMO), Cigna Healthplan of Tucson, Arizona. A control group received no intervention. Each group consisted of seven physicians and one nurse practitioner. The intervention was aimed at improving the prescribing of the anti-ulcer drugs, cimetidine, ranitidine, and sucralfate. The theoretical basis for the study involved the cognitive principle of vividness, which implies that more vivid information has greater effect on decisions. For this research, the vivid intervention included case scenarios, while the non-vivid intervention included statistical information of the results of a drug use review. Prescribing data, consisting of percentages and cost of inappropriate prescriptions, were collected for one month prior to and for two months after the intervention. Analysis of covariance was employed with the pre-intervention measures of prescribing as the covariate in each test and post-intervention measures as the dependent variables. No differences were found between the two interventions, but the control group was significantly different from the intervention groups. For the first post-intervention month, it was found that the interventions resulted in significantly lower percentages of prescriptions written inappropriately for indication, dose, or duration (P = 0.001). These percentages decreased by 36% for the intervention groups, while increasing by 14% for the control group. Costs of inappropriate prescribing per study prescription and per patient encounter were also significantly lower for the intervention groups than for the control group (P = 0.001 and P = 0.019, respectively). In the second post-intervention month, inappropriate prescribing increased slightly in the intervention groups and were no longer significantly different from the control group. The research demonstrated the effectiveness of a one-to-one educational intervention in improving drug prescribing at an HMO. The lack of differences between the two interventions may have been due to the overall effectiveness of the one-to-one educational discussion, the interpretation of the statistical information as prescribing feedback by the practitioners, or the inadequate presentation of vividness in the case scenarios.

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48

Tang, Kuen-yan, and 鄧權隱. "A contrastive study of pre-service, in-service and practising primary school teachers in their concern for professional learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958898.

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49

Waters, Alan G. "In-service teacher learning in ELT projects and programmes : an integrated approach." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274195.

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50

Wang, Yu-Hua Davina. "Analysis of teacher training methods for nursing in selected Southern California programs." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1084.

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The purpose of this study was to ascertain if nurses-in-training in today's vocational schools are receiving instruction which capably prepares them to meet the needs and exigencies demanded by the medical profession in our rapidly changing society. The study also purports to demonstrate the need for in-service training of nurses already in the profession as well as the mandate for change which had to be carried out by all nursing trainers in light of the rapidly evolving technological advances of the medical field of the nineties.

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