Дисертації з теми "Professional development and adult education"
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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.
Повний текст джерелаStewart, Carmine. "Teacher Preparation and Professional Development in Adult Literacy Education." Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1357933502.
Повний текст джерелаTrentham, Joan. "Continuing Professional Education: Priority Resources for Leadership Development." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2811.
Повний текст джерелаKingery, Linda S. "Understanding E-Learning as Professional Development for Rural Child Welfare Professionals." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4928.
Повний текст джерелаMoore, 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.
Повний текст джерелаMaster of Science
Ioannou, Nicoletta. "Professional development and professionalization of adult education in Cyprus : views and perceptions of adult educators." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51517/.
Повний текст джерелаGlynne, Michele Theresa. "Exploring the Efficacy of School-based Professional Development." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1620.
Повний текст джерелаTaylor, Suzanne. "Pediatric Nurses' Perceptions of Continuing Professional Development Opportunities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/558.
Повний текст джерелаMcGuinness, Meghan Ann. "Adult Learning-Focused Professional Development for Dental Hygiene Clinical Instructors." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1907.
Повний текст джерелаDurr, Mary Sue. "Special Education Teachers' Perceptions of Professional Development Around Assessment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6419.
Повний текст джерелаHooks, Laura Sebastian. "Towards More Effective Teacher Professional Development Initiatives." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1586.
Повний текст джерелаWeber-Mayrer, Melissa Margaret. "Early Childhood Professional Development: An Experimental Study of Adult Teaching Practices Derived from Adult Learning Theory." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467133461.
Повний текст джерелаBurgess, Debra Ann Paton. "Effects of adult developmental stages on the professional education of teachers." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2482.
Повний текст джерелаBrown, Sandra Kay. "Exploring Part-Time Teacher Professional Development and Best Practices on Adult Learners' Outcomes." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3590.
Повний текст джерелаBowers, Okema S. "Adjunct faculty perception of professional development and support services." Thesis, Regent University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571529.
Повний текст джерелаThe purpose of this descriptive study was to investigate the adjunct faculty's perception of professional development and support services offered and needed at Tidewater Community College, a multicampus community college. This study involved adjunct faculty only. A survey was created and contained 58 survey questions. The majority of these were Likert-like items based on a scale from Strongly Agree, indicating a very important need or value for the adjunct, to Strongly Disagree, indicating a not important at all level of perceived value. In order to determine if other factors influenced the perception of professional development or support services, other questions asked for demographic information, such as education level, age, number of years in the professional field, and discipline/department. Except for education level, each of the independent variables accepted the null hypothesis that there is no statistically significant difference between adjunct faculty perception of institutional supports and the professional development and support services offered in terms of the independent variables. Findings from this study indicated that adjunct faculty perceived that professional development and support services are significant in improving their teaching and important to their role and success. Adjuncts want to better serve students and connect with the institution. Orientation and mentoring are highly regarded and requested to help integrate adjunct faculty into the college. The data indicated that adjunct faculty members want professional development that meets their specific instructional and student-centered needs that is offered during more accommodating times. The current professional development offerings are not well-attended and do not seem to meet the specific needs of this adjunct population. It behooves the administration to further investigate what is currently being done to support adjuncts and to address a means to improve the delivery and execution of all institutional supports. While this study provides useful information related to one community college, it is important that each community college examine closely its personal investment relative to the institutional support it provides to adjunct faculty members.
Simpson, Catherine. "Academic advisers| Perceptions of training and professional development at community colleges." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558575.
Повний текст джерелаThis qualitative case study utilizing in-depth interviews examined academic advisers' perceptions of training and professional development resources at a Midwestern U.S. community college. In addition, the study examined the availability and accessibility of training and professional development resources at the community college. The study sought to gain a better understanding of influences that shaped academic advisers' perceptions. Four themes emerged from the interviews: Educational Experiences, Adviser Participation, New Advising Resources, and Funding. Findings of the study indicated that perceptions of training and professional development varied. However, there was a consensus among advisers that training and professional development opportunities existed on- and off-campus. However, there were divergent perspectives regarding availability, accessibility, and advisers' ability to participate. The findings also indicated that advisers' ability to participate and obtaining new advising resources were tied to funding. The findings of the study can be used by advising managers, administrators, and policymakers to improve advising practice, better serve a changing student population, and fulfill institutional goals and missions.
Pete, Elizabeth. "Online Training Impact on Adjunct Faculty Compliance and Satisfaction With Professional Development." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2041.
Повний текст джерелаDonnelly, Jilian K. "Understanding Educational Choice Processes of Retired Professional Hockey Players." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/260106.
Повний текст джерелаEd.D.
The purpose of this qualitative study was to investigate the processes and influences that underlie the choice of retired elite athletes to further their education and assume the adult learner role. In the current study, focus was applied specifically to professional ice hockey players who were in a period of retirement from active play. Elite athletes often retire at a time when most other professions are just beginning or reaching a level of stability. Research suggests that many retired elite athletes experience a difficult transition to an early retirement from athletics that is fraught with depression and unemployment. A select number of these elite athletes choose to further their educations after their careers have expired. The literature suggests that some of these retired elite athletes find educational programming a valuable coping strategy in the often traumatic post-athletic career adjustment. Unfortunately, this choice is made by only few athletes. It would be desirable to encourage more retired athletes to consider and engage in educational activities; however, currently, there is only very little knowledge on the processes underlying athletes' choice to participate, or not to participate, in education in their retirement years. Using a theoretical framework that includes adult learning theory and adult development theory, in conjunction with expectancy-value theory of motivation, the impact of individual characteristics and environmental opportunities on post-athletic career choices made by professional athletes may be better understood. The primary instrument for data collection was a personal interview with ten retired professional hockey players, conducted over a consecutive six-month period resulting in significant data. Utilizing the constant-comparative method for data analysis, common themes were identified as indicators of educational engagement: Informal Mentorship, Head Injury Related Retirement, and Pre-Transition Planning. In addition to these themes, the findings reflected an alternative adult developmental model possibly unique to professional hockey players. The findings of this study are valuable to the larger conversation regarding adult learners, adult development, and elite athlete career transition.
Temple University--Theses
Foor, Ryan M. "Job Satisfaction of Agricultural Communication, Agricultural Leadership, Agricultural Teacher Education, and Extension Education Faculty." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1235501317.
Повний текст джерелаChaudary, Imran Anjum. "Designing for better pedagogy : a case study of professional development of teachers of adults in Pakistan /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/4885.
Повний текст джерелаThis study took place mainly in Lahore, Pakistan. The study engaged six practitioners from different colleges, universities and government education departments: three teachers of adults, two professional development providers, and a professional development designer. Their perspectives were gathered in their indigenous languages - Urdu and Punjabi - using semi-structured interviews. The data collected was analysed using a Miles and Huberman (1994) style matrix which revealed five themes: unhappiness, school-based provision, social learning as the pedagogy, personalised generic teaching skill formation, and evaluation. These themes were explored to produce results which were used to generate a model of effective professional development. The results of this study indicated that teachers of adults, in Pakistan, wanting for change in their professional development practices, believe in school-based provision of professional development with social and reflective learning as the pedagogy.
Accordingly, this study contributes to the understanding of teachers of adults’ professional development needs, the types of professional support that they need, and how these should function within their own workplaces in Pakistan.
Beard, Gaysha V. "The adult learner, professional development, and the literacy coach an effective professional development model proposal /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 96 p, 2008. http://proquest.umi.com/pqdweb?did=1472129381&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Повний текст джерелаKerl, Mary Ann. "Online Professional Development for College Faculty to Support Dyslexic Students| A Multiple Case Study." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975404.
Повний текст джерелаThe topic for this study was online professional development for college composition teachers that may help support dyslexic learners. Two populations samples, both impacted by the problem, were chosen for this qualitative multiple case study. The populations were college composition faculty and college dyslexic learners or graduates. The samples were collected from composition instructors at East Central University in Ada, Oklahoma, and people with dyslexia living in the U.S. The dyslexic participants needed a formal diagnosis of dyslexia and either were in college, or had some college, or graduated from college. Besides two populations, two theories were addressed: the Experiential Learning Theory and the Technology Acceptance Model. The purpose of this study was to explore how online professional development for college composition faculty can build dyslexia awareness and identify writing strategies for college dyslexic students. Four research questions based the study. Three instruments were used: online surveys, modules and a discussion focus group. The participants? responses to the questions resulted in extracting seven themes, after the data was collected, coded and analyzed. Findings showed no faculty participants had training on dyslexia; the five dyslexic participants and about half of the seven faculty participants associated dyslexia with not only reading but also writing problems; and both groups had found some self-regulated writing strategies, showing potential for helping college dyslexic students in an inclusive classroom. Conclusions were online PD programs on college students with dyslexia and writing strategies should be available for college composition faculty. A gap exists in this area. Thus, the researcher recommends study replication, for future research. For practice, the researcher encourages college composition instructors try the writing strategies in this study to hopefully help future college dyslexic learners to learn academic writing.
Kennedy, Rosary-Joyce Melonie. "How Ohio Adult Literacy Instructors View Themselves as Adult Learners Within Professional Development: Learning Style and Motivation Assessment in the Negotiation for Activity Selection." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1422363423.
Повний текст джерелаJohnson, Audrey D. "Professional Development that Enhances Pedagogy| Perceptions of Teachers in a Rural High School." Thesis, Piedmont College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3607658.
Повний текст джерелаThe purpose of this study was to provide insight into teacher perceptions as to if and how professional learning communities (PLCs) promote and support effective professional development in a rural high school. Effective professional development should enhance pedagogy, which is defined as improving educational practices of teachers through opportunities that increase knowledge and improve skills (No Child Left Behind, 2001, Section 9101). A case study approach and qualitative data collection methods were selected for the study due to the real-life context in which the inquiry occurred. Data collection began with surveys in order to acquire a broad view of teachers' perceptions, focus groups provided more specificity to teachers' perceptions, and finally individual interviews afforded the most detailed information.
The themes that emerged indicated that collaboration is the most important characteristic of a professional learning community in terms of usefulness, flexibility, and professional growth. Most teachers indicated that due to participation in a PLC they had grown professionally and their students had also benefitted. A major theme throughout participant responses was the need for both job-embedded professional development (PLCs) and traditional professional development (workshops, conferences, etc.). Teachers, administration, and board members of similar rural school districts may benefit from this study by understanding teachers’ perceptions of effective professional development that impacts classroom instruction.
Lucas, Brian J. "Continuing Professional Education for Licensed Accountants in Tennessee." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3318.
Повний текст джерелаPlummer, Elizabeth. "A survey of preK-12, university and adult online language educators’ background, experiences, training and challenges." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6249.
Повний текст джерелаMiller, William D. "Teacher Beliefs About Scholarship in Education: A Measure to Inform Professional Development Programming." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1422106124.
Повний текст джерелаQuattlebaum, Simon F. "Designing Professional Development for Elementary School Teachers." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1549.
Повний текст джерелаCrawford, Paula Hickman. "Exploring the Development of Teaching Expertise: Novice and Expert Teachers? Reflections upon Professional Development." NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-11172003-140523/.
Повний текст джерелаPuente-Ervin, Leslie. "How High School Teachers Perceive the Quality of Professional Development." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3063.
Повний текст джерелаGriswold, Wendy. "Transformative learning in a post-totalitarian context : professional development among school teachers in rural Siberia." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/454.
Повний текст джерелаMcCue, Cheryl A. R. "Professional Development to Enhance Instructional Leadership and Practice of Central Office Administrators." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2560.
Повний текст джерелаHarris, Marilyn McLeod. "Professional Development of Head Start Teachers in Emotional and Instructional Support." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2561.
Повний текст джерелаFields, James B. "A Study of the Effectiveness of the School Leadership Response Team Professional Development Process in Helping Tennessee Schools Move Toward Shared Leadership." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etd/2909.
Повний текст джерелаRoss, Celia Mary. "Facilitating Environmental Enrichment in Senior Care Activities with Professional Development." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3203.
Повний текст джерелаGoerke, Leah Flores. "A Summative Program Evaluation of Online and Hybrid Military Professional Development Courses." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3161.
Повний текст джерелаYoung, George R. II. "Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7991.
Повний текст джерелаLowe, Nicole Marie. "Creating Professional Learning Programs that Recognize Teachers as Adult Learners." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/416.
Повний текст джерелаHodge, Edward. "Perceptions of Air Force Civilians Regarding Participation in Nonresident Professional Military Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2407.
Повний текст джерелаHirsch, Ellen Riina. "The Design, Implementation, and Evaluation of a Professional Development Program." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1701.
Повний текст джерелаAntalek, Lisa K. "A Professional Development Approach to Improve Practice at an Upstate Community College." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/47.
Повний текст джерелаTokarczyk, Kristy. "Workplace Learning of Professional Academic Advisors at Urban Universities: A Basic Interpretive Qualitative Investigation." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1357910072.
Повний текст джерелаHannah, Kerry. "A Qualitative Assessment of Professional Development in a Competency-Based Education Model." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7872.
Повний текст джерелаTaylor, Thomas J. "Perceptions of community college adult basic education faculty regarding faculty professional development in Alabama community colleges." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/2165.
Повний текст джерелаJeannin, Loïse M. "Professional Development Needs of Faculty Members in an International University in Thailand." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2187.
Повний текст джерелаBrabham, Carla Brabham. "Principals' Perceptions of Instructional Leadership Development." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3865.
Повний текст джерелаBartlett, Colleen Kay. "Exploring the Impact of Wyoming's Pathways to Professional Development Program on Childcare Providers and Quality Early Childcare." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1434.
Повний текст джерелаNielsen, Norma-Jean J. "Community College Professors' Engagement and Perceptions of Professional Development in Remote Environments." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5913.
Повний текст джерелаGeerts, Jaason Matthew. "Optimal leadership development for professionals." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/275887.
Повний текст джерелаChang, Wei-Wei M. "Digital competence and professional development of vocational education and training teachers in Queensland." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95088/1/Wei-Wei_Chang_Thesis.pdf.
Повний текст джерела