Дисертації з теми "Programs of professional development"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 дисертацій для дослідження на тему "Programs of professional development".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
Watkins, Amy L. "Facilitating Sustainable Professional Development Programs| A Phenomenological Study of the Use of Online Professional Development." Thesis, Manhattanville College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13865370.
Повний текст джерелаThis study focused on the motivation of K-12 teachers to participate in district online professional development and to sustain the knowledge or skills learned. This study identified how teachers in a suburban school district, located in the Hudson Valley region of New York state, evaluated the online professional development they received and the extent to which their learning continued beyond the initial training. Through a phenomenological study, data indicated several factors motivated teachers to participate in online professional development; the primary motivator was the relevance of the topic. The online survey and interviews indicated teachers were interested and willing to participate in online professional development when they could choose the topic and the setting in which the learning takes place. An additional motivator was the benefit of collaboration and support provided by the facilitator, both during and after the training. Teachers shared their ability to make connections and to reflect on their own experiences increased when they had the opportunity to work collaboratively with the facilitator to develop and implement a lesson using the new knowledge or skill. Teachers who identified taking relevant district online professional development with collaborative facilitators also reported specific examples of how they implemented skills in their classrooms. Teachers described how the district online professional development helped to improve their students’ learning.
Morris, LeAnn Martin. "Professional Development for One-to-One Mobile Technology Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5231.
Повний текст джерелаMikael, Bahar. "The effects of study abroad programs on teachers' professional development /." Full-text of dissertation on the Internet (708.33 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/masters/mikaelbe/mikaelbe_masters_04-07-2010-1.pdf.
Повний текст джерелаGonsalves, Bronte B. (Bronte Blondina). "Teacher Evaluation Processes and Professional Development Programs in Independent Schools." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331778/.
Повний текст джерелаDromgoole, Darrell Allen. "A study to determine if in-depth professional development provided to extension educators on program development has an effect on planning, implementing, and evaluating extension educational programs." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5967.
Повний текст джерелаWhittaker, Sarah. "Program Evaluation of Project Team and Project Prep, Preservice Interdisciplinary Early Childhood Training Programs." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/325.
Повний текст джерелаBruner, Carl. "School improvement planning and the development of professional community /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7801.
Повний текст джерелаHedgpeth, Pamela S. "Professional development practices for developing principal instructional leadership /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988668.
Повний текст джерелаGarcia, Arriola Alfonso. "An Examination of the Relationship Between Professional Development Providers' Epistemological and Nature of Science Beliefs and their Professional Development Programs." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3636.
Повний текст джерелаLindvall, Jannika. "Critical features and impacts of mathematics teacher professional development programs : Comparing and characterizing programs implemented at scale." Doctoral thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-37298.
Повний текст джерелаI denna avhandling har två storskaliga kompetensutvecklingsprogram (KUP) för lärare använts som fall för att bidra till kunskap om kritiska aspekter av sådana program samt deras inverkan på lärare, undervisning och elevresultat. Det första programmet, Räkna med Västerås (RäV), var obligatoriskt för alla kommunala grundskolelärare som undervisade i matematik i kommunen. Det andra programmet, Matematiklyftet, har genomförts av 76 % av alla grundskolelärare i Sverige som undervisar i matematik. Under den tidsperiod som studien genomfördes var det möjligt att göra en jämförelse mellan programmen, då det vid tillfället fanns lärare i kommunen som antingen deltagit i RäV, Matematiklyftet, eller inget program alls. Data gällande programmens inverkan på lärare, undervisning och elevresultat samlades in både direkt och ett år efter lärarnas deltagande. Med andra ord gjorde studiens kontext det möjligt att svara upp mot nyliga uppmaningar om att det behövs fler studier som studerar: (a) inverkan av KUP som genomförts i större skala, (b) KUPs inverkan på lärare, undervisning och elevresultat, (c) KUPs långsiktiga inverkan, och (d) variationen mellan olika KUPs inverkan. Resultaten visar att de studerade programmen är ytterst lika om de karaktäriseras enligt etablerade ramverk om vad som utgör kritiska faktorer av KUP för lärare, samtidigt som de visar på olika inverkan på lärare, undervisning och elevresultat. I ljuset av dessa resultat föreslås en utveckling av två kritiska aspekter gällande KUP för lärare: innehållsfokus och samstämmighet. Genom att utveckla ett mer finkänsligt verktyg för att karaktärisera programmens innehållsfokus upptäcktes också skillnader mellan dem. Tillsammans med en systematisk litteraturöversikt av forskningslitteraturen kring ”samstämmighet” utgjorde dessa resultat en bas för att diskutera möjliga förklaringar till skillnaderna i programmens inverkan, samt en utveckling av de kritiska aspekterna innehållsfokus och samstämmighet. Sammantaget bidrar denna avhandling med: (a) empiriska resultat i förhållande till storskaliga KUPs inverkan, (b) metodologiska resultat i form av verktyg för att karaktärisera KUPs innehållsfokus och samstämmighet, och (c) teoretiska resultat då etablerade ramverk för att karaktärisera KUPs har studerats genom praktisk användning och i ljuset av resultaten föreslås även utvecklingar av dem.
Thomas, Harry R. III. "The Relationship Among Principal Preparation Programs, Professional Development, and Instructional Leadership Efficacy." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73327.
Повний текст джерелаEd. D.
Anderson, Trudy J. "Responsibilities and evaluation criteria for Idaho vocational-technical education professional development programs /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487588249822881.
Повний текст джерелаHuang, Dinglei. "Unpacking Mathematics Teacher Educators’ Decision Making When Designing Online Professional Development Programs." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500050423009789.
Повний текст джерелаSullivan-Casey, Jonna Jaye. "Transforming Teaching and Learning Practices in After School Time Focusing on the Teaching of Science." Thesis, Boston College, 2012. http://hdl.handle.net/2345/bc-ir:104029.
Повний текст джерелаOver the past decade, demands and expectations placed on after school programming have changed dramatically. In the new standards based culture of accountability, after school time is seen as an opportunity to provide additional time to learn and demonstrate learning to standards. Professional development opportunities offered has not kept pace with demands being placed on after school programs. After school programs must have protocols in place to evaluate and implement professional development plans in the most effective manner possible. This study was conducted to support programs with planning professional development by assessing the impact of prevalent forms of professional development available on teaching practice and perception. The research questions were: What are teachers' perceptions of how involvement in teaching a new science program affected teaching practice in the after school program? How do teachers' perceive the three models of professional development - intervention, self-initiated, and district directed - contributed to teacher learning? Data was collected in the form of journals, interviews and observations utilizing a pool of five teachers who implemented a new set of science classes during after school time. Findings included a positive increase in perceptions of practice and teacher learning. The level of increase was a function of accurately identifying teacher needs and mapping the best forms of professional development while taking into account teacher's learning/working style. The literature review stated clearly the impact of properly aligned professional development. It underscored the need for professional learning to take place in the context of a collaborative environment that supports teacher change. The study indicates that, irrespective of the form, professional development completed in the context of a collaborative learning community has the ability to create sustainable change. It is the collaborative discussion that serves as the basis for the ongoing professional development. Each form has a particular audience for whom the impact will be the most direct, however, professional development in any form will have an impact on teacher perception and practice
Thesis (EdD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
Langdon, Frances June. "Beginning Teacher Learning and Professional Development: An Analysis of Induction Programmes." The University of Waikato, 2007. http://hdl.handle.net/10289/2624.
Повний текст джерелаNolan, Lindsay. "Professional Identity Development in Blended Clinical Psychology Doctoral Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7708.
Повний текст джерелаLivengood, Kimberly K. "Mentors' perceptions of the effectiveness of the components and technological venues implemented in online teacher induction programs for novice teachers." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4763.
Повний текст джерелаKennedy, Shawna. "Educational Specialist Programs in School Psychology: Trends in Training Emphasis." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/340.
Повний текст джерелаGawanani, Precious Muni-Wathu. "Experiences of Malawian Primary School Teachers with Professional Development Programs: A Phenomenological Study." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1429540593.
Повний текст джерелаChild, Angela R. "Explicit Instruction Elements in Core Reading Programs." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1176.
Повний текст джерелаO’Brien, Robert Patrick, and res cand@acu edu au. "Assessing the Characteristics of Effective Professional Learning and Training Programs: Perceptions of teachers, principals and training personnel within Catholic Education in Melbourne." Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp54.29082005.
Повний текст джерелаPalmatier, Randy Laverne. "The nature of professional development in a high-performing urban elementary school /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Повний текст джерелаTeixeira, Beverley. "Professional development among counselling psychology interns : exploring critical incidents." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017888.
Повний текст джерелаReyes, Jennifer Rexroth 1974. "Professional development in using CPM mathematics an action research team targets teacher response to student questions /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1692353211&sid=25&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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 джерелаWesterberg, Sarah. "The Effect of Sustained Principal Development on the Development and Maintenance of Collaborative Activities in Schools." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2356.pdf.
Повний текст джерелаSmith-Redmond, Jane. "The role of professional development training programs in the career mobility of midlevel women administrators." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299083493.
Повний текст джерелаNel, Coenraad Josephus. "Developing a structured professional development program for engineering professionals within the public sector environment." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85671.
Повний текст джерелаENGLISH ABSTRACT: South Africa is currently experiencing a time in which existing infrastructure is reaching its design life end. With a growing economy and the increased level of social development, existing infrastructure is under extreme pressure. South Africa is also facing a challenge in which a need exists for engineering capabilities. These capabilities include engineering skills to maintain and manage existing infrastructure, plan for new infrastructure and construct new needed infrastructure. This study looks at a possible solution towards the above mentioned challenges. As a solution, the study proposes a professional development program to prepare engineers to work in the environment of infrastructure development. More specifically the program prepares civil engineers to work in public sector organisations responsible for basic service infrastructure. The research for the proposed professional development program is done by comparing literature with feedback received from various industry professionals. By doing this, the components for the proposed program were researched and identified. The components for the proposed program are professional work experience, professional training and structured mentorship. A further deliverable of the proposed program is to assist candidates taking part in the program to register as professional engineers on completion of the program. The study further showed the proposed program should be structured in such a way that all the components mentioned above work together interactively and should be centrally managed to ensure all the goals for the program are being reached. It is further stated that if the proposed program could successfully be implemented and if all the stakeholders commit towards the goal of the proposed program, the program could have a significant positive impact towards the challenges mentioned above.
AFRIKAANSE OPSOMMING: Suid-Afrika beleef tans 'n tyd waarin bestaande infrastruktuur besig is om hul ontwerp tydperk te bereik. Met 'n groeiende ekonomie en die verhoogde vlak van maatskaplike ontwikkeling is bestaande infrastruktuur onder geweldige druk. Suid- Afrika staar ook tans `n uitdaging in die gesig in verband met onvoldoende getalle professionele ingenieurs, veral in die omgewing van die instandhouding van bestaande infrastruktuur, die konstruksie van nuwe infrastruktuur, en die beplanning van verdere nodige infrastruktuur. Hierdie studie ondersoek dus 'n moontlike oplossing tot bogenoemde uitdagings. As 'n moonlike oplossing stel die studie voor dat `n professionele ontwikkelingsprogram vir ingenieurs saamgestel word. So `n program sal dus ingenieurs oplei en voorberei vir werk binne die openbare sektor wat verantwoordelik is vir die ontwikkeling en bestuur van basiese dienste infrastruktuur. Die navorsing vir die voorgestelde professionele ontwikkeling program is gedoen deur bestaande literatuur te vergelyk met inligting ontvang vanaf verskeie professionele ingenieurs in die praktyk. Deur dit te doen, is die komponente vir die voorgestelde program nagevors en geïdentifiseer. Die geïdentifiseerde komponente vir die voorgestelde program is dus soos volg: professionele werkservaring, opleiding en gestruktureerde mentorskap. 'n Verdere aflewering van die voorgestelde program is om kandidate te registreer as professionele ingenieurs teen voltooiing van die program. Die studie toon ook verder aan dat al die komponente, soos wat hierbo genoem is, geïntegreerd moet plaasvind en dat die program gestruktureerd bestuur moet word vanaf `n sentrale punt of organisasie. Dit word dan verder genoem dat indien die voorgestelde program suksesvol geïmplementeer kan word, en indien die verskeie belanghebbendes tot die program hulle self tot die program kan verbind, die program 'n beduidende positiewe impak op die uitdagings hierbo kan maak.
Lindvall, Jannika. "Supporting instructional improvement at scale : The role of teacher professional development programs and mathematics curriculum materials." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-31441.
Повний текст джерелаLauxman, Lisa, Marta Elva Stuart, Darcy Tessman, Juanita O'Campo Waits, Brent Strickland, Jan Norquest, and Margaret Stone. "Identifying High Quality Youth Programs: Information for Youth Development Professionals." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2007. http://hdl.handle.net/10150/156904.
Повний текст джерелаThis is a series of 6 fact sheets related to identifying high quality youth programs from several perspectives: middle/high school youth, parents, youth development professionals and identifying resources in the community. It also includes a check list that will be included with each of the fact sheets.
Sprenger, Kurt William. "Perceived Effectiveness of Faculty Development Programs for Full-Time Occupational-Technical Faculty in Virginia Community Colleges." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29904.
Повний текст джерелаPh. D.
Mitchell, Marianne. "Closing the Gap: The Effects of Alternative Certification Programs on Intern Self-Efficacy." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/268.
Повний текст джерелаOgletree, Susan L. "Student achievement in science and mathematics in urban professional development schools during first year of implementation." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04162007-173428/.
Повний текст джерелаWilliam L. Curlette, committee chair; Gwendolyn Benson, Douglas Davis, Mary P. Deming, Roy M. Kern, committee members. Electronic text (139 p. : col. ill.) : digital, PDF file. Title from file title page. Description based on contents viewed Dec. 5, 2007. Includes bibliographical references (p. 117-127).
Franklin, Anita Valentina. "A Meta-Analysis on The Impact of Professional Development Programs for K-12 Mathematics Teachers on Students' Achievement." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/85454.
Повний текст джерелаPh. D.
Joseph, Janine Marcelle. "Professional development programme for middle managers at schools." Thesis, Peninsula Technikon, 2005. http://hdl.handle.net/20.500.11838/1905.
Повний текст джерелаIn order for productive and positive interaction and growth to occur, schools need to be regarded as organisations with a specific purpose and aim. This means that very definite duties and responsibilities need to be structured to ensure that the organisation operates smoothly and that it achieves its aims and goals. In turn, smooth organisational operation will also determine its effectiveness and efficiency and the impact it has on educators, learners and the community. A professional development programme for middle managers might help to expand a philosophy and practice, which could help to equip middle managers of primary schools for a role in bringing about qualitative changes to address educational, needs. This study attempts to investigate the skills, knowledge, values and attitudes required by middle managers of Heads of Department (HODs) to be effective in their departments. This could be used to develop a skills development programme for middle managers in primary schools. The study as a whole is set against the research literature on the professional development of middle managers in primary schools and focuses on the following aspects: (I) managing policy; (2) managing people; (3) managing teaching and learning and (4) managing resources. In the exploration of the management roles and responsibilities of middle managers in primary schools. qualitative and quantitative research approaches were used in investigating the research questions. The research instruments used in the study included 11 semi structured questionnaires, interviews and a focus-group workshop. After the development of data collection instruments, data was collected through semi- structured questionnaires from HODs at selected 18 primary schools. Interviews were also conducted with four principals, one circuit manager, the Assistant Human Resources Consultant and the Human Resource Coordinator of the WCED. A workshop was also conducted with 35 BTech students to develop a framework for a management programme for middle managers in primary schools. The research study reveals the following aspects: (I) the Western Cape Education department has no existing skills development policy for the training of middle managers in primary schools; (2) research respondents identified a need for training in the interpretation and formulation of policies within their various departments as well as training in conflict management and counselling in order to successfully manage the human resources in their department; (3) finance is available for the training of educators but not specifically for middle managers, (4) educators prefer formal training above informal training. This thesis then examines, analyses and discusses these findings with recommendations that follow in Chapter 5.
Mcinturf, Richard A. "Staff Development Programs in Public Elementary Schools in Northeast Tennessee." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2948.
Повний текст джерелаNehring, Pamela Ann. "Guideline Development for an Adjunct Faculty Orientation in Prelicensure Nursing Programs." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6463.
Повний текст джерелаKale, Ugur. "Online communication patterns in a teacher professional development program." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3277966.
Повний текст джерелаSource: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3813. Adviser: Thomas Brush. Title from dissertation home page (viewed Apr. 30, 2008).
Teitle, Jennifer Rebecca. "Theorizing hang out: unstructured youth programs and the politics of representation." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2998.
Повний текст джерелаDavenport, Donice. "A Program Evaluation Of A Secondary Co-Teaching Professional Development Program." W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407506.
Повний текст джерелаBliss, Kathyleen. "First-Year Teachers' Perceptions of Effective Induction Program Components." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1046.
Повний текст джерелаGreenwood, Joey Sarkees-Wircenski Michelle. "Faculty training and professional development programs designed to impact web-based instruction in higher education a faculty perspective /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3667.
Повний текст джерелаLyles, Ayanna N. "Development of an instrument to assess how health education professional preparation programs prepare students to address health disparities /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1594485181&sid=17&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Повний текст джерелаAmran, N. (Noor). "Flocking birds of different feathers:exploring educators’ perceptions on the use of interdisciplinary collaborations in professional development (pd) programs." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606042361.
Повний текст джерелаGreenwood, Joey. "Faculty training and professional development programs designed to impact Web-based instruction in higher education: A faculty perspective." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3667/.
Повний текст джерелаRasmussen, Clay L. "A Causal-Comparative Model For The Examination Of An Online Teacher Professional Development Program For An Elementary Agricultural Literacy Curriculum." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/94.
Повний текст джерелаStuart, Marta, Darcy Tessman, Juanita O'Campo Waits, Lisa Lauxman, Brent Strickland, Jan Norquest, and Margaret Stone. "Identifying High Quality Youth Programs: Information for High School Youth Professionals." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2007. http://hdl.handle.net/10150/156906.
Повний текст джерелаThis is a series of 6 fact sheets related to identifying high quality youth programs from several perspectives: middle/high school youth, parents, youth development professionals and identifying resources in the community. It also includes a check list that will be included with each of the fact sheets.
Tessman, Darcy, Marta Elva Stuart, Juanita O'Campo Waits, Lisa Lauxman, Brent Strickland, Jan Norquest, and Margaret Stone. "Identifying High Quality Youth Programs: Information for Middle School Youth Professionals." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2007. http://hdl.handle.net/10150/158287.
Повний текст джерелаThis is a series of 6 fact sheets related to identifying high quality youth programs from several perspectives: middle/high school youth, parents, youth development professionals and identifying resources in the community. It also includes a check list that will be included with each of the fact sheets.
Ateskan, Armagan. "Online Professional Development Program For Science Teachers: A Case Study." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609557/index.pdf.
Повний текст джерелаperceptions about the online teacher professional development (oTPD) program. The research study included two consecutive steps. The first step was related to the design of the oTPD program. With the help of related literature, examples of oTPD programs and expert opinions, an oTPD program was designed. In the second step, ten of the alumni of Bilkent University Graduate School of Education Biology Teacher Education Program participated in a ten week oTPD program. The program consisted of instructional activities such as reading case studies, self reflection, forum discussions, watching videos of a sample lesson, hands-on activity and WebQuest. The study was mainly a qualitative study. The case was a professional development program for in-service science teachers that was offered online via learning management systems (LMS). The data were collected through pre- and post- interviews, online questionnaire, observations and documentation that include weekly assignments, forum discussions, e-mail correspondence, weekly e-journals, detailed notes of phone calls and the researcher&rsquo
s journal. The data were analyzed according to qualitative data analysis techniques with the assistance of Weft QDA software. Data gathered from the participants demonstrated that they were not satisfied with professional development programs that they got before this oTPD program because of the problems about content, process and organization connected with them. They preferred oTPD program, because of its flexibility and versatility, sharing information among colleagues from different parts of the country, and self-paced learning. Some obstacles were also identified, such as technical problems, not having face-to-face sessions and the timing of the program.
Dyson, Angie L. Wasik Barbara Hanna. "Exploring teacher change in response to a professional development program." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1096.
Повний текст джерелаTitle from electronic title page (viewed Mar. 27, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education Department of School Psychology." Discipline: Education; Department/School: Education.