Дисертації з теми "Readiness for professional activities"

Дисертація на здобуття наукового ступеня кандидата психологічних наук за спеціальністю 19.00.07 – педагогічна та вікова психологія. – Харківський національний педагогічний університет ім. Г. С. Сковороди, Харків, 2014. Дисертацію присвячено дослідженню особливостей формування особистісної готовності до професійної діяльності майбутніх психологів, що обирають спеціалізацію тренера. У роботі представлено теоретичний аналіз основних підходів до визначення готовності до професійної діяльності зарубіжних та вітчизняних вчених. Уточнено поняття особистісної готовності до діяльності майбутнього психолога-тренера. Подано та обґрунтовано теоретичну модель особистісної готовності до діяльності (операційно-професійний, емоційний, соціально-психологічний, ідентифікаційний компоненти). Шляхом факторного аналізу визначено структуру особистісної готовності до діяльності тренера. В ході емпіричного дослідження встановлено недостатній рівень розвитку особистісної готовності до діяльності майбутніх психологів-тренерів. Визначено основні психологічні умови (творче моделювання, експериментування, вільний обмін думками, експертна оцінка), напрямки (формування теоретичної бази, відпрацювання на практиці методичних засобів створення та проведення тренінгу, отримання досвіду групової роботи, зворотній зв`язок) та етапи (підготовчий, організаційний, маркетинговий, логістичний, програмний, груповий, презентаційний, експертний, дебрифінговий) формування особистісної готовності до професійної діяльності на базі яких розроблено та впроваджено в навчальний процес навчальну програму.
The dissertation for receiving the scientific degree of candidate in Psychology according to the speciality 19.00.07 – the Pedagogical and Developmental Psychology. – H. S. Skovoroda Kharkiv National Pedagogical University. – Kharkiv, 2014. Dissertation is devoted to the features of formation of personal readiness for future professional activities of psychologists who choose the specialization of the trainer. The paper presents a theoretical analysis of the main approaches to determine readiness for professional activity of foreign and domestic scientists. The concept of personal readiness for activity of future psychologist-trainer is presented. Reasonable structure of personal readiness for activity (operational and professional, personal, emotional and identification component) are posted. During the empirical research found insufficient level of personal readiness of future psychologists-trainers. Basic psychological conditions (creative modeling, experimentation, open exchange of ideas, expert evaluating), ways (forming of theoretical basics, working in practice teaching tools for creating and conducting training, getting the experience of group work, feedback) and stages (preparatory, organizational, marketing, logistics, program, group, presentation, expert, debriefing) of forming personal readiness for professional activities were defined. They created the basis for practical training program, which was implemented in the educational process. With control testing and statistical data effectiveness of the author's educational program of forming personal readiness for future professional activities of psychologists-trainers was found.

У дослідженні здійснено теоретичне узагальнення та вирішено наукове завдання щодо підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. З’ясовано, що актуальність розглянутої проблеми підтверджується змінами вимог суспільства до особистості вчителя фізичної культури, який має бути активним, творчим, прагнути до самовдосконалення. Обґрунтовано основні принципи, закономірності й методологічні підходи підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. Уточнено сутність поняття «підготовка майбутніх учителів фізичної культури» як процесу, що передбачає формування професійної спрямованості особистості, засвоєння нею сукупності теоретичних знань, формування практичних умінь і навичок, накопичення досвіду, результатом якого є готовність майбутніх учителів фізичної культури до професійної діяльності. Встановлено, що готовність майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності – це інтегральне особистісне утворення, що містить знання сутності народної хореографічної діяльності, характеризується зацікавленістю студентів та їх активною участю у творчій діяльності, застосуванням необхідних професійно-педагогічних умінь та навичок. Обґрунтовано структуру готовності майбутніх вчителів фізичної культури до використання засобів народного хореографічного мистецтва в єдності її компонентів: мотиваційно–ціннісного, когнітивного і діяльнісного. Ураховуючи напрацювання науковців і компонентний склад готовності майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва, визначено критерії її сформованості, зокрема: особистісний, змістовий і творчий. Диференційовано рівні (високий, середній, низький) готовності майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. Проведено діагностику аналізованого процесу визначено й науково обґрунтовано педагогічні умови, спроектовано модель підготовки майбутніх учителів до використання засобів народного хореографічного мистецтва (лексика народного танцю, хореографічні композиції, рухи народних танців, музика). Ураховуючи результати аналізу наукової літератури, досвіду роботи закладів вищої освіти, результатів констатувального етапу експерименту щодо підготовки майбутніх учителів до використання засобів народного хореографічного мистецтва, визначено педагогічні умови: формування позитивної мотивації майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності; удосконалення змісту підготовки майбутніх учителів фізичної культури на основі впровадження міждисциплінарного спецкурсу «Танцювальний хортинг»; використання інноваційних методів навчання у підготовці майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. Теоретично обґрунтовано авторську модель підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у єдності її складових: цільової, теоретико-методологічної, організаційно-змістової та діагностично-результативної. У цільовому блоці моделі відображено соціальне замовлення суспільства на підготовку конкурентоздатних і висококваліфікованих учителів фізичної культури, мета і завдання освітньої діяльності. Теоретико-методологічний блок містить методологічні підходи (культурологічний; компетентнісний; системний; особистісний; діяльнісний; аксіологічний (ціннісний); міждисциплінарний, етнопедагогічний) і принципи організації підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. В організаційно-змістовому блоці моделі конкретизовано зміст, форми, методи і організацію підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. Діагностично-результативний блок моделі репрезентує очікувані результати впровадження педагогічних умов шляхом виявлення рівнів (високий, середній, низький) готовності майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності; а також результат цього процесу – позитивну динаміку готовності майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. За результатами формувального етапу експерименту підтверджено дієвість запропонованих педагогічних умов підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. Його методика охоплювала сукупність комплексних і системних педагогічних заходів впливу на майбутніх учителів фізичної культури з метою поетапного формування в них усіх компонентів готовності до використання засобів народного хореографічного мистецтва у професійній діяльності. Статистичну значущість виявлених у результаті аналізу змін у рівнях готовності майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності експериментальної і контрольної груп підтверджено відповідною математичною обробкою одержаних даних за допомогою критерію кутового перетворення Фішера φ*. Доведено, що впровадження педагогічних умов підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності сприяло статистично значущим змінам. Удосконалено навчально-методичне забезпечення підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності, зокрема розроблено: авторський спецкурс «Танцювальний хортинг»; методичні рекомендації «Ритміка і хореографія: методичні вказівки до вивчення дисципліни та самостійної роботи для студентів спеціальностей 014.11 «Середня освіта (Фізична культура)» і 017 «Фізична культура і спорт»». Для підвищення кваліфікації вчителів фізичної культури та забезпечення урізноманітнення практики викладання у закладах середньої освіти укладено методичний посібник «Методика вивчення варіативного модуля «Танцювальний хортинг» для закладів загальної середньої освіти, розроблений авторським колективом і схвалений Міністерством освіти і науки України (Протокол № 2 від 01. 07. 2019р.), варіативний модуль «Танцювальний хортинг» для загальноосвітніх навчальних закладів 10 –11 класів (рівень стандарту); навчальну програму для гуртків фізкультурно-спортивного та оздоровчо-прикладного спрямування загальної середньої освіти «Народний танець», схвалену для використання Міністерством освіти і науки України; методичний посібник для закладів загальної середньої освіти для вивчення варіативного модуля «Танцювальний хортинг», розроблений у співавторстві.
The research makes theoretical generalization and accomplishes the scientific task in training future Physical Training teachers for using means of folk choreographic art on professional activities. It is elucidated that applicability of the examined problem is justified by changes of demands of the society to the personality of a Physical Training teacher who is supposed to be active, creative, striving forself-improvement. The research substantiates the main principles, consistent patterns and methodological approaches of training future Physical Training teachers for using means of folk choreographic art in professional activities. Itclarifies the essence of the concept “training of future Physical Training teachers” as the process that provides professional orientation of a personality, their acquiring of accumulated theoretical knowledge, formation of practical skills, gaining experience resulting in readiness of future Physical Training teachers for professional activities. It is determined that readiness of future Physical Training teachers for using means of folk choreographic art in professional activities is an integral personal entity comprising knowledge of the essence of folk choreographic activity and is characterized with application of necessary professional and pedagogical skillsand means of their usage. The research substantiates the structure of readiness of future Physical Training teachers for using means of folk choreographic art in integrity of its components:motivational and axiological, cognitive and activity-oriented. Taking into consideration best practices of scientists and composition of the readiness of future Physical Training teachers for using means of folk choreographic art, there were determined criteria of its formedness including incentive, content-related and creative.There were differentiated the levels (high, medium, low) of readiness of future Physical Training teachers for using means of folk choreographic art in professional activities. There was made the diagnosis of the analyzed process,were identified and scientifically grounded pedagogical conditions and was designed the model of training future Physical Training teachers for using means of folk choreographic art (lexis of a folk dance, choreographic compositions, movements of folk dances, music). Taking into consideration the results of the analysis of scientific literature, work experience of higher educational institutions, results of the ascertaining stage of the experiment concerning training of future Physical Training teachers for using means of folk choreographic art, there were determined the following pedagogical conditions: formation of positive motivation of future Physical Training teachers for using means of folk choreographic art in their professional activities; updating of the contents of educational and instructional materials of the educational process of future Physical Training teachers and implementation of an interdisciplinary special course “Dancing khorting”; usage of innovative methods of training future Physical Training teachers for using means of choreographic art in their professional activities. There was theoretically grounded an authoring model of training futurePhysical Training teachers for using means of folk choreographic art in unity of its components: target, theoretical and methodological, organizational and content, diagnostically resultative. The target block of the model reflects social demand of the society for training competitive and highly qualified Physical Training teachers, aims and tasks of educational activities. Theoretical and methodological block comprises methodological approaches (cultural; competency-based; system; personality-oriented; activity-oriented; axiological; interdisciplinary; ethno-pedagogical) and principles of organizing the process of training future Physical Training teachers for using means of folk choreographic art in their professional activities. Organizational and content block specifies content, forms, methods and organization of training future Physical training teachers for using means of choreographic art in professional activities. Diagnostically-resultative block of the model represents the anticipated results of implementation of pedagogical conditions by identifying the levels (low, medium, high) of formednessof future Physical Training Teachers for using means of folk choreographic art in their professional activities as well as the result of this process which is positive dynamics of readiness of future Physical Training Teachers for using means of folk choreographic art in their professional activities. According to the results of the forming stage of the experiment, there was confirmed the efficacy of the suggested pedagogical conditions of training of future Physical Training teachers for using means of folk choreographic art in their professional activities. Its methodology encompasses combination of complex and system pedagogical measures of influence on future Physical Training teachers aiming at their gradual formedness of all the components of readiness for using means of folk choreographic art in their professional activities. Statistical importance of the discovered changes in the levels of formedness of readiness of future Physical Training teachers for using means of folk choreographic art in their professional activities of the experimental and reference groups was validated by corresponding mathematical processing of the received data via linear discriminant Fisher’s criterion φ*. It was proved that implementation of pedagogical conditions of training future Physical Training teachers for using means of choreographic art in their professional activities contributed to statistically significant changes. There were elaborated educational and instructional materials for training future Physical Training teachers for using means of folk choreographic art in their professional activities including the special course “Dancing khorting”; methodological recommendations “Eurhythmics and Choreography”: methodological recommendations for teaching the discipline and independent study of students of the specialty 014.11 “Secondary Education (Physical Training)” and 017 “Physical Training and Sport”. In order to improve the skills of physical education teachers and to diversify teaching practices in secondary education, a manual "Methods of studying the variable module" Dance Khorting" for institutions of secondary education was developed by the authoring team and approved by the Ministry of Education and Science of Ukraine (Minutes № 2 from 01. 07. 2019), there was worked out the variable module "Dance Khorting" for secondary schools of 10-11 grades (standard level); the curriculum for clubs of physical education and sports with health and applied orientation of general secondary education "Folk Dance" was approved for use by the Ministry of Education and Science of Ukraine; the handbook for general secondary education institutions for studying the variable module "Dance Khorting" was developed in co-authorship.

Prevalent literature about school counselors' professional development (PD) needs to prepare diverse learners for college is in short supply. Simultaneously, school counselors oftentimes encounter role confusion due to misperceptions of their job responsibilities by educational leaders. This discrepancy has led to the completion of noncounseling assignments, thus prohibiting counselors in this study from appropriate training and adhering to college readiness mandates for all students. This study explored high school counselors' attitudes about their PD needs to prepare diverse students for college in an urban populated school district located in southern Texas. The conceptual framework that guided this study defines school counselors' motivation to improve college access for diverse students when counselors learn information that is practical to their job activities. A qualitative case study was used to answer the question of how counselors perceive their PD needs to prepare diverse learners for college. Data were collected from 8 high school counselors through semistructured interviews and documents of counselors' PD profiles that were analyzed and coded to develop themes. Results established that participants had not received PD about college readiness, and they had not taken the initiative to advocate this need for themselves. Notably, counselors in the study indicated that developing a professional learning community with local colleges would be an effective approach to their professional growth. Although this study immediately benefits counselors in the participating school district, this study also provides information that may expand college enrollment for diverse students. Findings from this study not only will help close the gap between diverse students and their counterparts, but findings from this study may also help enhance PD for school counselors in surrounding school districts.

The purpose of this study was to analyze the perceptions of public elementary school principals in Kern County who have participated in the SB 472 ELPD Institute and their preparedness as instructional leaders for teachers teaching English learner students. And to identify what resources, support, and/or professional development opportunities elementary school principals feel that they need as instructional leaders to support teachers teaching English learner students the skills to gain academic English language proficiency and content knowledge. Through the use of a survey instrument and interviews key findings were identified and discussions of the findings in relation to current research literature are noted. Suggestions for future research and recommendations for educators working with the English learner student population are included in this dissertation.

This study was designed to examine the relationship between participation in specific professional development activities and the adjuncts' level of job satisfaction. Data was gathered from previous and current professional development activities at Valencia Community College in Orlando, Florida. Research in the area of professional development activities for adjunct faculty is emerging; however, there is a scarcity of research in the area of professional development activities as a means to increase job satisfaction. The data produced by this study were reviewed to determine, the level of job satisfaction of those adjuncts who attended professional development activities; the degree to which adjunct faculty members attended professional development activities; the reasons why adjuncts attended professional development activities; and how attendance at professional development activities has enhanced adjuncts' teaching performance. Findings showed that adjuncts who attended professional development activities at Valencia Community College were generally satisfied with their jobs. Adjuncts were also satisfied with the professional development activities they attended and many attended more than one activity.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction

The purpose of this study was to examine parent preferences for school counselor professional activities. The primary focus of research was to determine if any relationship exists between (1) parents' demographic factors - gender, age, socioeconomic status, ethnicity - and their preferences for school counselors' professional activities; (2) educational factors - parents' level of education and grade level of their student (9-12) - and parents' preferences for professional activities; and (3) parents' experience parenting high school students and their preferences for school counselors' professional activities. I utilized a 7-item demographic questionnaire and an adapted version of the School Counselor Activity Rating Scale (SCARS; Scarborough, 2005). The SCARS is a 48-item standardized instrument that measures how school counselors actually spend their time engaged in professional activities compared to how they would prefer to spend that time. The format was adapted from a verbal frequency scale to a 5-point Likert-type scale. In the current study, parents indicated their preference for school counselors to enact certain tasks, with higher scores indicating greater endorsement of the task. Cronbach's alpha for each of the SCARS subscales indicated good internal consistency: Counseling .879; Consultation .831; Curriculum .933; Coordination .867; and "other" .828. The sample was composed of 250 parents from a school district in the southwestern United States. The study population consisted of 198 female and 52 male participants ranging in age from 31 to 66 years old and included 6.4% African American, 1.6% Asian/Pacific Islander, 8.0% Hispanic, 4% Native American, and 83.6% White. Results indicated that parents overall preferred counselors to engage, from most to least, in Coordination, Counseling, "other," Curriculum, and Consultation activities and that they most strongly endorsed counselors providing students with academic advising and counseling for school related behavior. Regarding the primary focus of this study, the Pearson product moment correlation coefficient was utilized to ascertain potential relationship between variables. Results indicated a small statistically significant correlation between gender and the Counseling subscale score, r = .178, p < .01. Compared to male parents, female parents' scored higher on the Counseling subscale. Results also indicated a small statistically significant negative correlation between parents' eligibility for their children to receive free or reduced-price lunch and Coordination subscale scores, r = -.126, p < .05. Parents eligible to participate in the government's free or reduced-price meals under the National School Lunch and Child Nutrition Program were more likely than non-eligible parents to indicate a preference for counselors to coordinate student referral to school-related programs and services. Respondents' reports of their age, ethnicity, parents' educational attainment, student grade level, and parents' experience parenting high school students did not correlate significantly with their SCARS scores. Parents' preferences based on responses to the SCARS are discussed, as are implications for school counselors, directors of guidance, and counselor education faculties.

The current level of world achievements in sport is immeasurably increased because of the great importance to train highly qualified trainers who are capable to improve the system of training of athletes with high skills, to introduce new tools and techniques in the training process and to use special equipment and devices for the control of training of athletes.

Research has found that effective FPD activities improve faculty's instructional practices and pedagogy, technology skills, and knowledge and that the impact last over time (Rutz, Condon, Iverson, Manduca, & Willett, 2012). FPD activities also reduce job burnout and increase a sense of belonging and morale among faculty (Thomas, 2012). However, many colleges and universities are observing low participation rates, and there is a concern about a mismatch of FPD activities and changing faculty needs. Using a mixed methods research design and an online survey instrument that consisted of Liked scale and open-ended items, this study identified factors that motivate faculty to participate in FPD activities and evaluated faculty perceptions about the value and usefulness of FPD activities. A total of 892 full-time and part-time faculty at nine California State University campuses participated in this study.

There were three categories of major findings: (a) relationships between faculty demographics, motivation, and perceived value and usefulness of FPD activities, (b) faculty motivation and perceptions about FPD, and (c) There are positive interrelationships between faculty motivation, perceived value and usefulness of FPD activities. Highlights among the findings included a positive association between off campus FPD involvement with faculty motivation and positive associations between online and off campus FPD with both the perceived value and the perceived usefulness of FPD. The discussion of implications and recommendations included (a) the need for campuses to conduct faculty needs assessments for clear and aligned goals; (b) strategies for planning FPD activities; (c) the use of data to improve FPD effectiveness; (d) the need for policies, resources, and recognitions that promote a culture of FPD; (e) the importance of collaboration; and (f) recommendations for further study related to the regression findings.

Professional development is more than marking an attendance register at a workshop. Professional development is a reflective process of continuous self-development that should inform the very essence of any learning context. This dissertation builds on how teachers experience school-initiated type-2 teacher professional development in secondary public schools and how their experiences may contribute to the work in the field of teacher professional development and assessment. Although a number of studies have examined teachers’ comprehension of the Continuous Professional Development framework in South Africa and the quality management policies, there is a considerable lack of literature on the relationship between the professional development of teachers and school improvement. The purpose of this dissertation is to understand teachers’ experiences with the implementation of Type-2 Continuous Professional Teacher Development activities in public high schools. The data for this qualitative study were collected through semistructured interviews and policy document analysis. The coded data were analysed and emerging themes were identified. The participants of this study consisted of teachers and members of the School Management Team. However, the study found that teachers perceived that there is a gap in the focus of professional development programmes. Teachers felt that the type-2 developmental activities seemed only for the benefit and achievement of the school’s goals, and do not adequately address the developmental needs of teachers themselves. The findings of this study argue that a culture of shared responsibility and leadership in secondary schools do indeed improve the development of teachers and the successful academic achievement of learners.
Dissertation (MEd)--University of Pretoria, 2020.
Education Management and Policy Studies
MEd
Unrestricted

There is little known about the current state of professional development and continuing education practices for empowering activity professionals to better enhance environmental enrichment in long term care. The purpose of this qualitative study was to explore the activity professional's perceived role and best strategies for professional development to enrich the long-term care environment. The study used social cognitive theory as its theoretical framework to develop research questions focused on the views of activity professionals concerning professional development and continuing education to support care for long-term care residents. Using a narrative approach, 9 activity professionals were recruited through networking at the 2015 NAAP Education Summit in Kentucky, LinkedIn, and snowball sampling. Eligible participants who provided informed consent were interviewed by phone from August 2015 to February 2016. Data were analyzed using both hand coding and NVivo 10.0 software. Results showed the value of relevant certifications and the importance of training in a range of topics, especially dementia care. Connection to others and the environment emerged as key themes. This study is significant because it explores professional development in the long-term care environment, which can facilitate positive social change to provide the elderly, especially those in cognitive decline, with a comforting environment for special needs. This study contributes to the knowledgebase to inform the development of educational and training opportunities for activities professionals, especially those caring for individuals with severe / end-stage dementia.

Thesis (Ph. D.)--Public Policy, Georgia Institute of Technology, 2008.
Dr. Hans Klein, Committee Member ; Dr. Diana Hicks, Committee Member ; Dr. Barry Bozeman, Committee Member ; Dr. Gordon Kingsley, Committee Chair ; Dr. Michael Meyer, Committee Member.

The overall goal of the research was to deepen our understanding of the culture of college access work through the views of practitioners who design and staff college access programs. This study sought to explore the values, standards, philosophical foundations, career patterns, and networks that influence and guide the work of college access professionals. The study was based primarily upon interviews with twenty college and university professionals who work in the state of Arizona and an analysis of the professional associations in which they participate. The study was modeled after Becher's analysis of the culture of academic disciplines and interview questions fell in the following categories: 1) characteristics of the field, 2) epistemological issues, 3) career patterns, 4) reputations and rewards, 5) professional activity, and 6) value systems. Results indicate that college access professionals tend to describe their work in terms of programs and services to students, family engagement, and developing capacity in the schools. The use of research varies amongst practitioners. The change in the scope of college access work and the growth in the field have also led to the creation of new professional associations. Implications of the study include the need for practioners and professional associations to collaborate, and the need for practitioners to build their knowledge base of the research supporting their work.

The problem in a Northeastern district is that African American (AA) males need enhanced support in the high school to improve college readiness thereby strengthening access and the opportunity for college success. The purpose of this study was to gather educators' and adult AA males' perspectives of the influence of connectedness, perception, and self-valuation. Using McClelland's need achievement theory as the conceptual framework, the study focused on educators' perspectives of college readiness and AA males' perceptions of goal-valuation, academic self-perceptions, motivation, and attitudes related to teachers and college readiness. This qualitative case study included interviews with 6 administrators and 1 focus group of 7 educators; all selected at the high school level. Additionally, 64 adult AA males completed the School Attitude Assessment Survey-Revised (SAAS-R). Data were analyzed by using the matrix approach to organize patterns and themes. An analysis of the findings revealed that teacher-student relationships are critical to promote learning, and lessons plans should reflect creativity and understanding of how to support male AA student learning. Themes from findings were promoting student engagement in the classroom setting, developing academic skills to be successful in the classroom setting, using instructional strategies with students, and academic preparation prior to the transition to college. A 3-day college and career readiness professional development project was developed for educators to promote effective college readiness for this population. Through the implementation of these strategies, educators will strengthen college readiness for AA males, thereby promoting improved access and opportunity for college success.

Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (September 25, 2007) Vita. Includes bibliographical references.

The research examined the relationship between five independent variables related to teacher evaluation (teachers' self reported attributes, perceptions of the evaluator, evaluation procedures, evaluation feedback, and the contexts of evaluation) and three dependent variables (participation in professional development, attending educational conferences, and accountability and growth). The theoretical framework led to the establishment of fifteen hypotheses which were analyzed using a Pearson r correlation statistical procedure. Seventy educators from a large urban school district were selected using a cluster sampling technique. They were given an instrument which provided the data for the study. Eleven of the fifteen hypotheses were rejected, which indicated that significant relationships exist between teachers' perceptions of evaluation and professional outcomes. The findings, implications, conclusions, and recommendations will be of extreme help to administrators and supervisors who seek to find ways to improve teacher professionalism through evaluation.

The purpose of this research was to examine the relationship between teaching readiness and teaching excellence with three variables of preparedness of adjunct professors teaching career technical education courses through student surveys using a correlational design of two statistical techniques; least-squares regression and one-way analysis of variance. That is, the research tested the relationship between teacher readiness and teacher excellence with the number of years teaching, the number of years of experience in the professional field and exposure to teaching related professional development, referred to as variables of preparedness. The results of the research provided insight to the relationship between the variables of preparedness and student assessment of their adjunct professors. Concerning the years of teaching experience, this research found a negative inverse relationship with how students rated their professors’ teaching readiness and excellence. The research also found no relationship between years of professional experience and the students’ assessment. Lastly, the research found a significant positive relationship between the amount of teaching related professional development taken by an adjunct professor and the students’ assessment in teaching readiness and excellence. This research suggests that policies and practices at colleges should address the professional development needs of adjunct professors. Also, to design a model that meets the practices of inclusion for adjunct faculty and to make professional development a priority within the organization. Lastly, implement that model over time to prepare adjuncts in readiness and excellence.

Many engineers perform managerial roles; however, their professional education in engineering usually does not include management education. Thus, this study examined the participation of the Nigerian licensed engineers in professional development activities in management. The study proposed (1) to determine if, in fact, Nigerian licensed engineers participate in management education and training; (2) to determine the management programs in which the engineers participated and whether participation was voluntary or required, or within Nigeria or overseas; (3) to test hypotheses dealing with these variables: age, management level, academic level, years of experience in a managerial role, and sector of employment; and (4) to identify the mean number of hours of participation. Also, the engineers were asked to judge the value of non-credit versus credit programs.

Computer tablets in classrooms have gained popularity with students as they fit their lifestyle, and are shown to improve students’ learning experience when used appropriately. The main challenge for teachers is to seamlessly and efficiently employ educational technology - such as the tablet - to enhance student achievement, while simultaneously learning how to utilise it in the most successful way. This research investigated Maltese teachers’ readiness to integrate tablets in their pedagogy prior to the ‘One Tablet per Child’ scheme. This research explored effective technological pedagogies, and how teachers are supporting mixed-ability students in their learning process through the use of tablets. It also investigated professional development programmes, and systems which support teachers in developing pedagogies utilising tablets. A mixed-method research design was adopted. Quantitative data collected involved the use of an online questionnaire from a sample of Year 4 Maltese teachers (n=81). Qualitative data was collected through focus groups (n=13) and individual interviews (n=3) with Year 4 teachers, an Education Officer and an e-Learning teacher. Semi-structured observations (n=14) were carried out in Year 4 classrooms. The epistemology adopted involves pragmatism, and tablet use is explored in light of Systems theory. Results indicate that teachers’ age, years of teaching, training, and ability to use technology has an impact on their readiness to use tablets for teaching. Findings show that tablets help to promote student participation, the development of 21st century skills and personalised learning. Teachers discussed their own professional development through discussions with colleagues, sharing of resources and school-based training. Ways forward for teacher training are discussed, together with consideration of how the role of the Educational Psychologist (EP) can support teachers in developing innovative technological pedagogies to support the teaching-learning process.

The main purpose of the study was to produce a model that will elucidate the relationships among a number of variables associated with employees' participation in activities of continuing professional development (CPD). The study specifically aimed to explore public librarians' motivation for participation in CPD and to investigate the interest generated by various topics and types of CPD. A subsidiary purpose was to examine work environment factors and management policies and practices impinging on public librarians' CPD. The model hypothesised that perceptions about the applicability of new skills and motivational orientations influenced employees' updating behaviour through the mediation of educational interest. The study used two research methodologies: a survey of public librarians, by means of questionnaires; and semi-structured interviews with 22 library officials and policy-makers. A response rate of 73 percent yielded 303 valid questionnaires. Data were analysed through various statistical and qualitative analyses. In addition, path analysis was used to examine two causal models of participation in CPD activities. The results suggested that the perception of the applicability of new skills was significantly correlated to all motivational factors and with most educational interest factors, particularly to IT skills. Most deterrent factors were negatively correlated with educational factors, indicating that the perception of deterrents stifled the interest in virtually every topic. The study revealed a serious mismatch between librarians' motivations and perceptions of deterrents to participation in CPD activities, on the one hand, and library directors' opinions regarding librarians' motivations and constraints, on the other. Several recommendations are made to advance employees' professional development. Ways were suggested to strengthen the collaboration between state and local initiatives that could encourage librarians to engage in lifelong, planned, professional development.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems, 2009.
Title from PDF t.p. (viewed on Oct. 6, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0544. Adviser: Elizabeth Boling.

Introduction and Background: Interprofessional education (IPE) is outlined in many health professions education standards creating an increased demand for its inclusion in already crowded curricula with limited faculty and financial resources. The Interprofessional Education Collaborative (IPEC) developed “Core Competencies for Interprofessional Collaborative Practice” that outline a framework for meaningful IPE experiences. Case-based learning activities have been used to foster improvements in interprofessional role clarity, communication, and rapport among student groups. The authors describe one trial of incorporating interprofessional and team work activities in a shared professional course and report on student learning outcomes in the context of IPEC competencies. Course Design: In an existing shared professional course, athletic training (AT) and physical therapy (PT) students were exposed to an interprofessional teaching team and engaged in team work activities during lab sessions. Students were also assigned to interprofessional (IP) and uniprofessional (UP) teams to complete four case-based learning activities regarding the application of therapeutic modalities in various patient cases. Students then wrote critical reflections of their experiences working in teams. Instructors evaluated these reflections in the context of eight relevant IPEC sub-competencies. Outcomes: Both IP and UP groups of students were able to articulate the demonstration of each of the eight IPEC sub-competencies, suggesting that incorporating a variety of interprofessional and team work activities in a shared professional course may offer a valuable IPE experience that promotes development of students’ collaboration skills. Discussion and Conclusion: Embedding IPE in existing curricula could be a viable way to overcome many of the challenges faced by health professions programs, meet IPE accreditation standards, and prepare students for interprofessional collaborative practice.

Examining teacher participation in collaborative microblogging activities may offer insight into creating alternative options for effective professional development. In this sequential explanatory mixed methods study, educators’ opinions of their use of a microblogging tool, Twitter, will be examined to determine what factors affect their participation in professional development activities using the microblogging tool, Twitter. The overall guiding question for this study will be, Why do educators participate in voluntary professional development opportunities, specifically in Twitter-supported professional learning networks?

This study will contribute to the existing body of research in the areas of professional development, professional learning networks, educator’s motivation to learn, informal learning, online learning, and social media. Social media, specifically the microblogging tool Twitter, will be examined for its potential to act as an alternative mode of dissemination for educator professional development, as well as its potential for creating informal professional learning networks. Data sources for this study will include: surveys and interview questions. This information may be useful for future creation of more effective professional development opportunities. Findings from this study may be useful for researchers, educators, administrators, and developers of professional development opportunities.

With the increasing globalization, and the increasing need for a scientifically literate population, it is essential that secondary school (Grades 6-12) students not only receive meaningful science and literacy instruction, but also see the seamless nature of how each informs the other. A LEA-IHE-Business partnership initiative was interested in two research perspectives: How does cross-discipline instruction benefit and enrich each subject discipline? How does integration of science learning with literacy in G6-12 impact college/career readiness? This opportunity provides a chance for 120 Grade 6-12 Science and ELA teachers from ten school districts to join with ELA and Science faculty and STEM professionals to form a strong professional learning community focused on the integration of Science-ELA. The purposes of this presentation are: 1.) to describe the project that paired secondary school science and ELA teachers for the purposes of developing integrated lessons; and 2.) to report preliminary findings about this project.

Much attention in recent years has gone to the evaluation of teacher effectiveness, and some scholars have developed conceptual models to evaluate the effectiveness. The purpose of this study was to compare three teacher evaluation models – the Texas Professional Development Appraisal System (PDAS), the teacher index model (TI), and the value-added model (VAM) – to determine teacher effectiveness using student demographic and longitudinal academic data. Predictive data from students included economic disadvantage status, ethnicity, gender, participation in special education, limited English proficiency, and performance on Texas Assessment of Knowledge and Skills (TAKS). Data serving as dependent variables were scores from Scholastic Aptitude Test (SAT®) verbal/critical reasoning and mathematics. These data came from 1,714 students who were 9.7% Hispanic, 9.2% African American, and 81.2% White. The models were tested for 64 English language arts teachers and 109 mathematics teachers, using student examination scores from the SAT® verbal/critical reasoning and mathematics. The data were aligned for specific faculty members and the students whom they taught during the year of the study. The results of the study indicated that the TI and VAM explained approximately 42% of the variance in college entrance exam scores from the SAT® verbal/critical reasoning and mathematics (R2 = 0.418) across mathematics and English language arts teachers, whereas the TI model explained approximately 40% of the variance in the SAT® scores (R2 = 0.402). The difference, however, in the R-squared values between the VAM and the TI model was not statistically significant (t (169) = 1.84, p > 0.05), suggesting that both models provided similar results. The least effective model used to predict student success on college entrance exams was the PDAS, which is a state-adopted model currently in use in over 1,000 school districts in Texas, The teacher PDAS scores explained approximately 36% of the variance in student success on the SAT® (R2 = 0.359). The study provides school leadership with information about alternative methods of evaluating teacher effectiveness without difficult formulas or high costs associated with hiring statisticians. In addition, results indicate that the models vary significantly in the extent to which they can predict which teachers are most effective in preparing students for college. This study also emphasizes the critical need to provide teacher evaluations that align with student achievement on college entrance exams.

Гончаренко І.В. Теоретико-методологічні засади професійної підготовки документознавців / І.В. Гончаренко // Історико-культурна спадщина: збереження, доступ, використання : матер. Міжнар. наук.-практ. конф., м. Київ, 7–9 квітня 2015 р., Національний авіаційний університет / редкол. Тюрменко І. І. та ін. – К. : Талком, 2015. – С. 331–334.
The thesis deals with the theoretical and methodological principles of information activity of documentation specialists, ways to modernize the educational process of higher education.

В умовах інформатизації освіти та експоненціального збільшення інформаційного контенту особливого значення набуває візуалізація текстових даних і навчального матеріалу, на основі якої є можливим розвиток інтелекту та критичного мислення учнів. З огляду на це уміння візуалізувати поняття та їх властивості стає одним із фахових у підготовці вчителя, їх формування є актуальною педагогічною проблемою, розв’язання якої передбачає, у тому числі, формування умінь використовувати засоби комп’ютерної візуалізації (ЗКВ).
In terms of information education and the exponential increase in information content particularly important text data visualization and training material on which it is possible to develop intelligence and critical thinking. Given this ability to visualize concepts and their properties is one of the professional preparation of teachers, their formation is relevant teaching problem solving which suggests including formation of skills to use computer visualization means.

Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed December 1, 2005. Dissertation Committee: Rodney P. Riegle, Kenneth H. Strand (co-chairs), George Padavil, Albert T. Azinger. Includes bibliographical references (leaves 132-137) and abstract. Also available in print.

The purpose of this interview based qualitative study was to explore the influence that a plurality of social contexts, represented through United Methodist congregations in the Virginia Conference, have on the formation of ministers' occupational activities.;The study used a typology developed by Larry Blazer (1987) to identify the occupational activities practiced by parish ministers. The investigation weighted clergy's professional practice using Judith Hackman's (1985) concepts of power and centrality in her study institutions of higher education's budgeting process. Congregational representatives identified occupational activities that were central and peripheral to their congregation's mission. Clergy identified the occupational activities that received more and less time (i.e., "power" in their time resource budgeting process) in their current appointment compared to their previous appointment.;Using an ethnographic analysis, the study found that ministers generally organize their occupational activities according to the mission of their present congregational appointment. Second, the diverse plurality of congregations are remarkably consistent in their missions: to provide for a nurturing fellowship. Third, ministers' activities are grouped in functionally (versus conceptually) in response to this coherent mission of United Methodist congregations. Fourth, these functional groupings form a hierarchy of overall importance for minister's occupational activities, with implications for the timing of skill acquisition during clergy's careers.;The study concludes with implication for ministers' professional education. Included is a comprehensive professional education proposal to equip ministers with the knowledge and ability to be context sensitive in the performance of their occupational activities.

This research project presents data on practitioner profiles and practice patterns for marriage and family therapists living in Utah . A sample of 77 clinical members and six associate members of the American Association for Marriage and ramily Therapy living in Utah gave descriptive facts on their demographics , training , years of experience , and specific information about their practice of marriage and family therapy. The findings indicate tha t marriage and family therapists in Utah are a mostly male , Caucasian , and highly educated group of practitioners compared to marriage and family therapists practicing in other states . The findings also indicate that marriage and family therapists living in Utah treat a wide range of serious mental health problems in a relatively short amount of time for a reasonable fee .

Mestrado em Comunicação Multimédia
O conteúdo do áudio-visual tem elementos dinâmicos para transmitir a mensagem de forma positiva e eficaz. As imagens e o som melhoram a experiência e o conhecimento do usuário sobre as atividades profissionais de uma determinada cultura antiga. A escolha de conteúdos audiovisuais na divulgação das actividades profissionais da cultura antiga (Tourada) para uma aprendizagem melhorada irá revolucionar as formas de aprendizagem existentes e facilitará e reforçará o processo de aprendizagem em comparação com os processos convencionais existentes. Os benefícios oferecidos pelo conteúdo audiovisual estão além dos processos existentes para a divulgação da educação cultural e podem preencher as demandas futuras e existentes rapidamente, pois os usuários têm mais oportunidade e liberdade de mostrar envolvimento no assunto. Além disso, o conteúdo audiovisual evoca e apresenta um significado mais profundo e muito claro de educação para os usuários. Portanto, o objetivo básico deste estudo é promover antigas atividades culturais profissionais como a tourada através de conteúdo audiovisual. O estudo propõe-se explorar e documentar o uso de fontes de conteúdo audiovisual na divulgação da profissão antiga e na aprendizagem do processo no processo de elaboração de documentos existentes. Este estudo relacionará o conceito de conteúdo audiovisual com a profissão antiga. Este conceito de audiovisual ajudará a compreender a dinâmica do conteúdo audiovisual. Este estudo produzirá um documentário que será baseado na profissão de touradas. O documentário vai explorar várias fases da luta de touros, tais como sessões de treinamento ea luta arena.
The audio-visual’s content has dynamic elements to convey the message with positive and effective way. The images and sound enhance the user’s experience and knowledge about any particular ancient culture’s professional activities. The choice of audio-visual contents in the dissemination of ancient culture’s professional activities(Bullfighting) for enhanced learning will revolutionize the existing ways of learning and will facilitate and enhance the process of learning compared to the existing conventional processes. The benefits offered by audio-visual content is beyond the existing processes for disseminating the cultural education and can full-fill the future and existing demands rapidly as the users have more opportunity and freedom to show involvement in the subject matter. In addition, the audio-visual content evokes and presents a deeper and much clear meaning of education to users. Therefore, the basics purpose of this study is to promote ancient cultural professional activities such as bullfighting through audio-visual content. The study proposes to explore and document the use of audio-visual content sources in disseminating ancient profession and learning the process in existing documentary making procedure. This study will relate the concept of audio-visual content with the ancient profession. This concept of audio-visual will help out to understand the dynamics of audio-visual content. This study will produce a documentary that will be based on bullfighting profession. The documentary will explore various stages of bull fighting such as training sessions and the arena fight.

Nieuwenhuis (2007) defines Education Development Centres (EDCs) as teacher support centres consisting of activities and services that support the school curriculum and contribute to the teacher content knowledge and skills development. In addition, Johnson and Maclean (2008) suggested that an ideal EDC programme should be built on the foundation of an information infrastructure that includes materials, equipment and facilities, and direct services to teachers. However, EDC activities and services are shaped and influenced by multiple factors contributing to the teacher classroom practices. Attention to the EDC programme is further given to areas like: the organisational support to effect changes in teacher practices; the type of activities and services; learning through technology; and teacher perception towards the EDC activities and service. Looking more closely at the way EDCs function and noting the benefits of keeping EDCs as teacher support centres, this study explored the EDC activities and services guided by the following sub-questions:  What professional development activities and services do EDCs provide;  What is the rationale behind the development of EDC activities and services;  What is the quality of EDC activities and services in relation to the professional development of teachers;  What are the teachers’ perceptions of EDC activities and services? The main objective of the study was to establish the extent to which activities and services in Mpumalanga EDCs relate to teacher classroom practices. A sample of 16 teachers responded to the questionnaire designed specifically for teachers while two subject advisors who facilitated activities at the EDCs and two EDC managers were interviewed. Currently the approach to professional development programmes tends to be fragmented. Hence, this study sought to improve the quality of EDC activities and services by alerting programme designers and advising against such a practice. Furthermore, the intention was to provide feedback to programme designers and encourage the promotion of collegial planning in structuring such offerings. The qualitative study approach followed, used the interview schedule as a primary source to collect data to gather as much evidence as possible and was backed by the teacher questionnaire, field notes and personal journal. The basic logic model guided the planning for the evaluation process in identifying elements to be evaluated and indicated relationship between the components: the input (resources that go into the EDC programme); output (activities the EDC programme undertakes to offer); and the outcome (teacher behavioural changes and benefits that resulted because of the activities conducted). This study focused mainly on the implementation processes to yield intended results. The study identified various factors as significant to deliver quality activities and services to enhance teacher knowledge and develop skills: creation of realistic centre vision, develop quality activities to integrate content knowledge and pedagogical skills, promote teacher collaboration and active participation; and designing coherent activities aligned to the schools improvement strategies to meet teachers’ need. Workshops were facilitated in a reform approach allowing active participation of teachers, for example, simulations in computer lessons and science experiments. However, the inadequate resources and EDC financial constraints limited the quality of activities and services. Nonetheless, EDC activities and service possessed the quality to enhance teacher knowledge and skills, if they are designed to incorporate the research based key features (Haslam, 2008). Furthermore, the study noted that EDCs play a critical role in shaping the activities and services by designing reform activities, creating pedagogical space for teachers to come together and providing teaching and learning material including technological tools, like Internet, to advance with curriculum changes and spare teachers’ time and cost for travelling to meeting venues.
Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Science, Mathematics and Technology Education
MEd
Unrestricted

A concern following school counselors participation in professional training is whether or not they are able to implement information learned. One such professional training that school counselors attend is Adventure Based Counseling (ABC). ABC groups are effective for addressing a myriad of concerns with young people. ABC groups address problem-solving skills, self-esteem, responsibility, goal setting, cooperation, and interpersonal skills. Although many school counselors have participated in ABC training, there is a lack of research that supports whether they are actually utilizing these techniques with their students. Additionally, current research does not provide information as to how training programs and school dynamics may be improved to allow for increased utilization of ABC with students; therefore, the purpose of this study is to understand the barriers that inhibit and the factors that support school counselors' ability to implement information learned from Professional Trainings, with a focus on ABC training. This qualitative study took a phenomenological approach, with a constructivist philosophical stance. Data sources included interviews with school counselors, which provided descriptions of their Professional and ABC training experiences and reasons for either using or not using Professional and ABC activities. The themes included What Professional and ABC training sessions school counselors attended and What they are implementing that they learned from these sessions. In addition, school counselors' various reactions to Professional and ABC training, such as Choice, Type of Delivery, Presenter Qualities, Time and Applicability were delineated. Results also included information pertaining to the Impact and Logistics of using information learned at Professional and ABC trainings. The results of this study may have important implications for school counselors, counselor educators, and administrators related to the implementation of skills learned from Professional and ABC training experiences. Implications for future research and limitations of this study are discussed.

The study reported in this thesis aimed to provide an ontology of professional activities in the software industry that require and enable the acquisition of experience and that, in turn, is the basis for tacit knowledge creation. The rationale behind the creation of such an ontology was based on the need to externalise this tacit knowledge and then record such externalisations so that these can be shared and disseminated across organisations through electronic records management. The research problem here is to conciliate highly theoretical principles associated with tacit knowledge and the ill-defined and quasi-colloquial concept of experience into a tool that can be used by more technical and explicit knowledge minded practitioners of electronic records management. The ontology produced and proposed here provides exactly such a bridge, by identifying what aspects of professional and personal experience should be captured and organising these aspects into an explicit classification that can be used to capture the tacit knowledge and codify it into explicit knowledge. Since such ontologies are always closely related to actual contexts of practice, the researcher decided to choose her own national context of China, where she had worked before and had good guarantees of industrial access. This study used a multiple case-study Straussian Grounded Theory inductive approach. Data collection was conducted through semi-structured interviews in order to get direct interaction with practitioners in the field and capture individuals opinions and perceptions, as well as interpret individuals understandings associated with these processes. The interviews were conducted in three different and representative types of company (SMEs, State Owned and Large Private) in an attempt to capture a rich variety of possible contexts in the SW sector in a Chinese context. Data analysis was conducted according to coding the procedures advocated by Grounded Theory, namely: open, axial and selective coding. Data collection and analysis was conducted until the emergent theory reached theoretical saturation. The theory generated identified 218 different codes out of 797 representative quotations. These codes were grouped and organised into a category hierarchy that includes 6 main categories and 31 sub-categories, which are, in turn, represented in the ontology proposed. This emergent theory indicates in a very concise manner that experienced SW development practitioners in China should be able to understand the nature and value of experience in the SW industry, effectively communicate with other stake holders in the SW development process, be able and motivated to actively engage with continuous professional development, be able to share knowledge with peers and the profession at large, effectively work on projects and exhibit a sound professional attitude both internally to their own company and externally to customers, partners and even competitors. This basic theory was then further analysed by applying selective coding. This resulted in a main theory centred on Working in Projects, which was clearly identified as the core activity in the SW Industry reflecting its design and development nature. Directly related with the core category, three other significant categories were identified as enablers: Communication, Knowledge Sharing and Individual Development. Additionally, Understanding the Nature of Experience in the SW Industry and Professional Attitude were identified as drivers for the entire process of reflection, experience acquisition and tacit knowledge construction by the individual practitioners. Finally, as an integral part of any inductive process of research, the final stage in this study was to position the emerged theory in the body of knowledge. This resulted in the understanding that the theory presented in this study bridges two extremely large bodies of literature: employability skills and competencies. Both of these bodies of literature put their emphasis in explicit knowledge concerning skills and competencies that are defined so that they can be measured and assessed. The focus of the theory proposed in this thesis on experience and resulting acquisition of tacit knowledge allows a natural link between the employability skills and competencies in the SW industry that was hitherto lacking in the body of knowledge. The ontology proposed is of interest to academics in the areas of knowledge management, electronic records management and information systems. The same ontology may be of interest to human resources practitioners to select and develop experienced personnel as well as knowledge and information professionals in organisations.

Researchers have concluded that parental involvement is necessary for students' success in school because parent involvement in school activities can positively affect children's learning and school experiences. Parent presence and participation is lacking in an urban school district in western Tennessee. The purpose of this study was to investigate parents' participation in school activities, the current level of parental involvement, and teachers' perceptions related to ways to engage parents more effectively in participating in school-related activities. A conceptual framework of Epstein's model for parental involvement and Hoover-Dempsey's model of the parental involvement process guided this study. The research questions focused on primary teachers' perceptions about parental involvement, the influence of parental involvement, and ways to engage parents in school activities. A case study design was used to capture the insights of 7 participants through 1-on-1 interviews, reflective journals, and artifacts in the form of parent contact logs. Emergent themes were identified through an open coding process and the findings were developed and validated through member checking and triangulation. The findings revealed that primary teachers want to engage parents in school activities, that teachers believe parent involvement is a positive motivator for students, and that teachers need more strategies to effectively engage parents. A project was designed to provide strategies to meaningfully engage parents in school activities. This study may influence positive social change by supporting teachers' and administrators' efforts to improve engagement with parents in school-related activities.