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You searched for subject:(Continuing professional education). Showing records 1 – 30 of 274 total matches.

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University of Georgia

1. Funk, Joan R. Practitioners' views of continuing education: an empirical examination of social workers across the United States.

Degree: PhD, Social Work, 2007, University of Georgia

 The importance of Continuing Education (CE) is consistently highlighted across numerous professions. In social work, continuing professional education is well documented (Apps, 1981; Barker, 1990;… (more)

Subjects/Keywords: Continuing professional education

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APA (6th Edition):

Funk, J. R. (2007). Practitioners' views of continuing education: an empirical examination of social workers across the United States. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/funk_joan_r_200705_phd

Chicago Manual of Style (16th Edition):

Funk, Joan R. “Practitioners' views of continuing education: an empirical examination of social workers across the United States.” 2007. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/funk_joan_r_200705_phd.

MLA Handbook (7th Edition):

Funk, Joan R. “Practitioners' views of continuing education: an empirical examination of social workers across the United States.” 2007. Web. 23 Apr 2019.

Vancouver:

Funk JR. Practitioners' views of continuing education: an empirical examination of social workers across the United States. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/funk_joan_r_200705_phd.

Council of Science Editors:

Funk JR. Practitioners' views of continuing education: an empirical examination of social workers across the United States. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/funk_joan_r_200705_phd


University of Georgia

2. Cormican, Beverly Snyder. Additional revenue streams in higher education: positioning continuing & professional education (CPE) units for growth by shifting portfolio mix.

Degree: EdD, Higher Education, 2013, University of Georgia

Continuing and Professional Education (CPE) represents a growing segment of higher education that can be a valuable source of innovation and revenue. Transitioning a non-credit… (more)

Subjects/Keywords: Continuing and professional education

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APA (6th Edition):

Cormican, B. S. (2013). Additional revenue streams in higher education: positioning continuing & professional education (CPE) units for growth by shifting portfolio mix. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/cormican_beverly_s_201312_edd

Chicago Manual of Style (16th Edition):

Cormican, Beverly Snyder. “Additional revenue streams in higher education: positioning continuing & professional education (CPE) units for growth by shifting portfolio mix.” 2013. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/cormican_beverly_s_201312_edd.

MLA Handbook (7th Edition):

Cormican, Beverly Snyder. “Additional revenue streams in higher education: positioning continuing & professional education (CPE) units for growth by shifting portfolio mix.” 2013. Web. 23 Apr 2019.

Vancouver:

Cormican BS. Additional revenue streams in higher education: positioning continuing & professional education (CPE) units for growth by shifting portfolio mix. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/cormican_beverly_s_201312_edd.

Council of Science Editors:

Cormican BS. Additional revenue streams in higher education: positioning continuing & professional education (CPE) units for growth by shifting portfolio mix. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/cormican_beverly_s_201312_edd


Stellenbosch University

3. Muller, Jan. Electrical engineering professionals’ continuing professional development needs within one South African company.

Degree: MPhil, 2015, Stellenbosch University

ENGLISH ABSTRACT: The aim of the study performed in 2014 was to identify what the Continuing Professional Development (CPD) needs are of a selected group… (more)

Subjects/Keywords: Electrical engineers  – Education (Continuing education); Continuing professional development; Continuing education; UCTD

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APA (6th Edition):

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

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Muller, Jan. “Electrical engineering professionals’ continuing professional development needs within one South African company.” 2015. Thesis, Stellenbosch University. Accessed April 23, 2019. http://hdl.handle.net/10019.1/96694.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Muller, Jan. “Electrical engineering professionals’ continuing professional development needs within one South African company.” 2015. Web. 23 Apr 2019.

Vancouver:

Muller J. Electrical engineering professionals’ continuing professional development needs within one South African company. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10019.1/96694.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Muller J. Electrical engineering professionals’ continuing professional development needs within one South African company. [Thesis]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/96694

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

4. Krauss, George E. Continuing Professional Education of Insurance and Risk Management Practitioners: A Comparative Case Study of Customer Service Representatives, Insurance Agents and Risk Managers.

Degree: EdD, Adult Education, 2009, Penn State University

 The purpose of this study is to understand how selected insurance practitioners learn and developed in their practices setting. The selected insurance practitioners (collectively customer… (more)

Subjects/Keywords: Continuing professional education; Continuing professional development; insurance; insurance education; risk management; risk management education

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APA (6th Edition):

Krauss, G. E. (2009). Continuing Professional Education of Insurance and Risk Management Practitioners: A Comparative Case Study of Customer Service Representatives, Insurance Agents and Risk Managers. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10416

Chicago Manual of Style (16th Edition):

Krauss, George E. “Continuing Professional Education of Insurance and Risk Management Practitioners: A Comparative Case Study of Customer Service Representatives, Insurance Agents and Risk Managers.” 2009. Doctoral Dissertation, Penn State University. Accessed April 23, 2019. https://etda.libraries.psu.edu/catalog/10416.

MLA Handbook (7th Edition):

Krauss, George E. “Continuing Professional Education of Insurance and Risk Management Practitioners: A Comparative Case Study of Customer Service Representatives, Insurance Agents and Risk Managers.” 2009. Web. 23 Apr 2019.

Vancouver:

Krauss GE. Continuing Professional Education of Insurance and Risk Management Practitioners: A Comparative Case Study of Customer Service Representatives, Insurance Agents and Risk Managers. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Apr 23]. Available from: https://etda.libraries.psu.edu/catalog/10416.

Council of Science Editors:

Krauss GE. Continuing Professional Education of Insurance and Risk Management Practitioners: A Comparative Case Study of Customer Service Representatives, Insurance Agents and Risk Managers. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/10416


Curtin University of Technology

5. Maesaroh, Imas. Education and continuing professional development for Indonesian academic librarians .

Degree: 2012, Curtin University of Technology

 Indonesia has a rapidly developing higher education system, but previous evidence suggests that it is inadequately served by academic libraries and librarians. This research sets… (more)

Subjects/Keywords: Indonesian academic librarians; continuing professional development; education

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APA (6th Edition):

Maesaroh, I. (2012). Education and continuing professional development for Indonesian academic librarians . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/77

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Maesaroh, Imas. “Education and continuing professional development for Indonesian academic librarians .” 2012. Thesis, Curtin University of Technology. Accessed April 23, 2019. http://hdl.handle.net/20.500.11937/77.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Maesaroh, Imas. “Education and continuing professional development for Indonesian academic librarians .” 2012. Web. 23 Apr 2019.

Vancouver:

Maesaroh I. Education and continuing professional development for Indonesian academic librarians . [Internet] [Thesis]. Curtin University of Technology; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/20.500.11937/77.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Maesaroh I. Education and continuing professional development for Indonesian academic librarians . [Thesis]. Curtin University of Technology; 2012. Available from: http://hdl.handle.net/20.500.11937/77

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Arizona State University

6. Santos, Roberta Lourdes. Andragogy Content Knowledge Technology: A Training Model for Teaching Adults.

Degree: EdD, Leadership and Innovation, 2012, Arizona State University

 ABSTRACT Professional Development (PD) is an important tool in the field of education. Successful PD programs are those that include adult learning methods and opportunities… (more)

Subjects/Keywords: Continuing education; Adult education; Andragogy; Continuing education; Professional Development; Teacher Education; Technology

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APA (6th Edition):

Santos, R. L. (2012). Andragogy Content Knowledge Technology: A Training Model for Teaching Adults. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14717

Chicago Manual of Style (16th Edition):

Santos, Roberta Lourdes. “Andragogy Content Knowledge Technology: A Training Model for Teaching Adults.” 2012. Doctoral Dissertation, Arizona State University. Accessed April 23, 2019. http://repository.asu.edu/items/14717.

MLA Handbook (7th Edition):

Santos, Roberta Lourdes. “Andragogy Content Knowledge Technology: A Training Model for Teaching Adults.” 2012. Web. 23 Apr 2019.

Vancouver:

Santos RL. Andragogy Content Knowledge Technology: A Training Model for Teaching Adults. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2019 Apr 23]. Available from: http://repository.asu.edu/items/14717.

Council of Science Editors:

Santos RL. Andragogy Content Knowledge Technology: A Training Model for Teaching Adults. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/14717


Cornell University

7. Moore, Donna. Establishing Ownership: How Agricultural Education Teachers Influenced the Planning of Their Continuing Professional Education Experiences .

Degree: 2008, Cornell University

 The literatures in adult and continuing education as well as teacher education reflect a history that emphasizes the importance of learner participation in program planning… (more)

Subjects/Keywords: Continuing Professional Education; Teacher Professional Development; Agricultural Education Teacher Professional Development; Adult Education Program Planning

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APA (6th Edition):

Moore, D. (2008). Establishing Ownership: How Agricultural Education Teachers Influenced the Planning of Their Continuing Professional Education Experiences . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/11084

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Moore, Donna. “Establishing Ownership: How Agricultural Education Teachers Influenced the Planning of Their Continuing Professional Education Experiences .” 2008. Thesis, Cornell University. Accessed April 23, 2019. http://hdl.handle.net/1813/11084.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Moore, Donna. “Establishing Ownership: How Agricultural Education Teachers Influenced the Planning of Their Continuing Professional Education Experiences .” 2008. Web. 23 Apr 2019.

Vancouver:

Moore D. Establishing Ownership: How Agricultural Education Teachers Influenced the Planning of Their Continuing Professional Education Experiences . [Internet] [Thesis]. Cornell University; 2008. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1813/11084.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Moore D. Establishing Ownership: How Agricultural Education Teachers Influenced the Planning of Their Continuing Professional Education Experiences . [Thesis]. Cornell University; 2008. Available from: http://hdl.handle.net/1813/11084

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Kansas State University

8. Fisher, Holly B. Exploring programmatic issues which affect continuing legal education practice in Kansas.

Degree: EdD, Department of Educational Leadership, 2017, Kansas State University

 As individuals, we rely on the expertise of professionals to help us navigate the complex problems of modern life in areas such as medicine, accounting,… (more)

Subjects/Keywords: Continuing legal education; Mandatory continuing legal education; Continuing professional education; Educational program design; Educational program delivery; Educational program evaluation

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APA (6th Edition):

Fisher, H. B. (2017). Exploring programmatic issues which affect continuing legal education practice in Kansas. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/35383

Chicago Manual of Style (16th Edition):

Fisher, Holly B. “Exploring programmatic issues which affect continuing legal education practice in Kansas.” 2017. Doctoral Dissertation, Kansas State University. Accessed April 23, 2019. http://hdl.handle.net/2097/35383.

MLA Handbook (7th Edition):

Fisher, Holly B. “Exploring programmatic issues which affect continuing legal education practice in Kansas.” 2017. Web. 23 Apr 2019.

Vancouver:

Fisher HB. Exploring programmatic issues which affect continuing legal education practice in Kansas. [Internet] [Doctoral dissertation]. Kansas State University; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/2097/35383.

Council of Science Editors:

Fisher HB. Exploring programmatic issues which affect continuing legal education practice in Kansas. [Doctoral Dissertation]. Kansas State University; 2017. Available from: http://hdl.handle.net/2097/35383


University of Arkansas

9. Cornelius, Robbie Scott. An Analysis of Adult Educators’ Experiences with Professional Development Activities.

Degree: Doctor of Education in Adult and Lifelong Learning (EdD), Adult and Lifelong Learning (EdD), 2018, University of Arkansas

  This study was designed to explore Adult Basic Education (ABE), Adult Secondary Education (ASE), and English as a Second Language (ESL) teachers’ experiences with… (more)

Subjects/Keywords: Adult Education; Adult Learning; Education; Professional Development; Adult and Continuing Education

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APA (6th Edition):

Cornelius, R. S. (2018). An Analysis of Adult Educators’ Experiences with Professional Development Activities. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2743

Chicago Manual of Style (16th Edition):

Cornelius, Robbie Scott. “An Analysis of Adult Educators’ Experiences with Professional Development Activities.” 2018. Doctoral Dissertation, University of Arkansas. Accessed April 23, 2019. https://scholarworks.uark.edu/etd/2743.

MLA Handbook (7th Edition):

Cornelius, Robbie Scott. “An Analysis of Adult Educators’ Experiences with Professional Development Activities.” 2018. Web. 23 Apr 2019.

Vancouver:

Cornelius RS. An Analysis of Adult Educators’ Experiences with Professional Development Activities. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Apr 23]. Available from: https://scholarworks.uark.edu/etd/2743.

Council of Science Editors:

Cornelius RS. An Analysis of Adult Educators’ Experiences with Professional Development Activities. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2743


University of Arkansas

10. Barry, Skyler Leigh. An Analysis of Professional Adult Education Programs in Northwest Arkansas.

Degree: Doctor of Education in Human Resource and Workforce Development (EdD), Human Resource and Workforce Development (EdD), 2014, University of Arkansas

Professional adult education (PAE) has been described as structured educational activities that are designed or intended to support the continuing development of professional or… (more)

Subjects/Keywords: Adult Education; Northwest Arkansas; Professional Adult Education; Adult and Continuing Education

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APA (6th Edition):

Barry, S. L. (2014). An Analysis of Professional Adult Education Programs in Northwest Arkansas. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2122

Chicago Manual of Style (16th Edition):

Barry, Skyler Leigh. “An Analysis of Professional Adult Education Programs in Northwest Arkansas.” 2014. Doctoral Dissertation, University of Arkansas. Accessed April 23, 2019. https://scholarworks.uark.edu/etd/2122.

MLA Handbook (7th Edition):

Barry, Skyler Leigh. “An Analysis of Professional Adult Education Programs in Northwest Arkansas.” 2014. Web. 23 Apr 2019.

Vancouver:

Barry SL. An Analysis of Professional Adult Education Programs in Northwest Arkansas. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2019 Apr 23]. Available from: https://scholarworks.uark.edu/etd/2122.

Council of Science Editors:

Barry SL. An Analysis of Professional Adult Education Programs in Northwest Arkansas. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: https://scholarworks.uark.edu/etd/2122


University of South Florida

11. Phillips, Virginia B. What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?.

Degree: 2011, University of South Florida

 Many adults attend and rely on continuing professional education (CPE) throughout their careers, and CPE is big business for associations. One way associations deliver CPE… (more)

Subjects/Keywords: Adult Education; Associations; Conferences; Continuing Professional Education; Professional Meeting Planning; Adult and Continuing Education and Teaching; American Studies; Arts and Humanities

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APA (6th Edition):

Phillips, V. B. (2011). What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/3739

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Phillips, Virginia B. “What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?.” 2011. Thesis, University of South Florida. Accessed April 23, 2019. https://scholarcommons.usf.edu/etd/3739.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Phillips, Virginia B. “What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?.” 2011. Web. 23 Apr 2019.

Vancouver:

Phillips VB. What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?. [Internet] [Thesis]. University of South Florida; 2011. [cited 2019 Apr 23]. Available from: https://scholarcommons.usf.edu/etd/3739.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Phillips VB. What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?. [Thesis]. University of South Florida; 2011. Available from: https://scholarcommons.usf.edu/etd/3739

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

12. Liphosa, Winnifred Matsidiso. Perceptions of the nurses' continuing professional development and its contribution to quality patient care .

Degree: 2013, University of South Africa

 Aim: The aim of the study is to explore the perceptions of the nurses’ CPD and its contribution to quality patient care in the Gauteng… (more)

Subjects/Keywords: Continuing professional development; Continuing education; Quality of patient care; Learning needs; Systems theory; Adult learning

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APA (6th Edition):

Liphosa, W. M. (2013). Perceptions of the nurses' continuing professional development and its contribution to quality patient care . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/10611

Chicago Manual of Style (16th Edition):

Liphosa, Winnifred Matsidiso. “Perceptions of the nurses' continuing professional development and its contribution to quality patient care .” 2013. Masters Thesis, University of South Africa. Accessed April 23, 2019. http://hdl.handle.net/10500/10611.

MLA Handbook (7th Edition):

Liphosa, Winnifred Matsidiso. “Perceptions of the nurses' continuing professional development and its contribution to quality patient care .” 2013. Web. 23 Apr 2019.

Vancouver:

Liphosa WM. Perceptions of the nurses' continuing professional development and its contribution to quality patient care . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10500/10611.

Council of Science Editors:

Liphosa WM. Perceptions of the nurses' continuing professional development and its contribution to quality patient care . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/10611


University of Toronto

13. Diamantouros, Artemis. Preparing Pharmacists for Practice Change - The RETAE Framework.

Degree: PhD, 2014, University of Toronto

 The profession of pharmacy in Canada is in a state of rapid evolution. Various jurisdictions, including Ontario, are preparing for an expanded scope of practice… (more)

Subjects/Keywords: continuing education; continuing professional development; knowledge translation; pharmacists; practice change; scope of practice; 0651

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APA (6th Edition):

Diamantouros, A. (2014). Preparing Pharmacists for Practice Change - The RETAE Framework. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/68471

Chicago Manual of Style (16th Edition):

Diamantouros, Artemis. “Preparing Pharmacists for Practice Change - The RETAE Framework.” 2014. Doctoral Dissertation, University of Toronto. Accessed April 23, 2019. http://hdl.handle.net/1807/68471.

MLA Handbook (7th Edition):

Diamantouros, Artemis. “Preparing Pharmacists for Practice Change - The RETAE Framework.” 2014. Web. 23 Apr 2019.

Vancouver:

Diamantouros A. Preparing Pharmacists for Practice Change - The RETAE Framework. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1807/68471.

Council of Science Editors:

Diamantouros A. Preparing Pharmacists for Practice Change - The RETAE Framework. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68471


Dublin City University

14. Bodkin, Patsey. Framework for the continuing professional development of art teachers at post-primary level.

Degree: School of Education Studies, 2013, Dublin City University

 The desired outcome of this study is to develop, implement and evaluate a continuing professional development programme for second level teachers of visual art and… (more)

Subjects/Keywords: Education; Art Education; Continuing Professional Development; Schools; Evaluation

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APA (6th Edition):

Bodkin, P. (2013). Framework for the continuing professional development of art teachers at post-primary level. (Thesis). Dublin City University. Retrieved from http://doras.dcu.ie/19415/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bodkin, Patsey. “Framework for the continuing professional development of art teachers at post-primary level.” 2013. Thesis, Dublin City University. Accessed April 23, 2019. http://doras.dcu.ie/19415/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bodkin, Patsey. “Framework for the continuing professional development of art teachers at post-primary level.” 2013. Web. 23 Apr 2019.

Vancouver:

Bodkin P. Framework for the continuing professional development of art teachers at post-primary level. [Internet] [Thesis]. Dublin City University; 2013. [cited 2019 Apr 23]. Available from: http://doras.dcu.ie/19415/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bodkin P. Framework for the continuing professional development of art teachers at post-primary level. [Thesis]. Dublin City University; 2013. Available from: http://doras.dcu.ie/19415/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

15. Mike, Alyson Mary. Determining the impact on the professional learning of graduates of a science and pedagogical content knowledge-based graduate degree program.

Degree: College of Education, Health & Human Development, 2010, Montana State University

 This study examined the professional learning of participants in a science and pedagogical content knowledge-based graduate degree program, specifically the Master of Science in Science… (more)

Subjects/Keywords: Professional education.; Continuing education.; Universities and colleges Graduate work.; Science teachers.

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APA (6th Edition):

Mike, A. M. (2010). Determining the impact on the professional learning of graduates of a science and pedagogical content knowledge-based graduate degree program. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1872

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mike, Alyson Mary. “Determining the impact on the professional learning of graduates of a science and pedagogical content knowledge-based graduate degree program.” 2010. Thesis, Montana State University. Accessed April 23, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1872.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mike, Alyson Mary. “Determining the impact on the professional learning of graduates of a science and pedagogical content knowledge-based graduate degree program.” 2010. Web. 23 Apr 2019.

Vancouver:

Mike AM. Determining the impact on the professional learning of graduates of a science and pedagogical content knowledge-based graduate degree program. [Internet] [Thesis]. Montana State University; 2010. [cited 2019 Apr 23]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1872.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mike AM. Determining the impact on the professional learning of graduates of a science and pedagogical content knowledge-based graduate degree program. [Thesis]. Montana State University; 2010. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1872

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Michigan State University

16. Waldon, Gary Dean. Variables related to the intent to participate in continuing professional education.

Degree: PhD, Department of Counseling, Educational Psychology and Special Education, 1984, Michigan State University

Subjects/Keywords: Professional education; Continuing education

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APA (6th Edition):

Waldon, G. D. (1984). Variables related to the intent to participate in continuing professional education. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:19872

Chicago Manual of Style (16th Edition):

Waldon, Gary Dean. “Variables related to the intent to participate in continuing professional education.” 1984. Doctoral Dissertation, Michigan State University. Accessed April 23, 2019. http://etd.lib.msu.edu/islandora/object/etd:19872.

MLA Handbook (7th Edition):

Waldon, Gary Dean. “Variables related to the intent to participate in continuing professional education.” 1984. Web. 23 Apr 2019.

Vancouver:

Waldon GD. Variables related to the intent to participate in continuing professional education. [Internet] [Doctoral dissertation]. Michigan State University; 1984. [cited 2019 Apr 23]. Available from: http://etd.lib.msu.edu/islandora/object/etd:19872.

Council of Science Editors:

Waldon GD. Variables related to the intent to participate in continuing professional education. [Doctoral Dissertation]. Michigan State University; 1984. Available from: http://etd.lib.msu.edu/islandora/object/etd:19872


Purdue University

17. Cawthorne, James Edwin. Thematic analysis of influencers on continuing professional learning of tenure track engineering faculty as assistant professors at an RU/VH institution.

Degree: PhD, Engineering Education, 2016, Purdue University

  “Although the need for lifelong learning of professionals is stressed through university education, the patent differences between learning as a student, within a controlled… (more)

Subjects/Keywords: Education; Continuing professional learning; Engineering faculty; Faculty development; Professional development; Tenure-track faculty; Higher Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cawthorne, J. E. (2016). Thematic analysis of influencers on continuing professional learning of tenure track engineering faculty as assistant professors at an RU/VH institution. (Doctoral Dissertation). Purdue University. Retrieved from http://docs.lib.purdue.edu/open_access_dissertations/741

Chicago Manual of Style (16th Edition):

Cawthorne, James Edwin. “Thematic analysis of influencers on continuing professional learning of tenure track engineering faculty as assistant professors at an RU/VH institution.” 2016. Doctoral Dissertation, Purdue University. Accessed April 23, 2019. http://docs.lib.purdue.edu/open_access_dissertations/741.

MLA Handbook (7th Edition):

Cawthorne, James Edwin. “Thematic analysis of influencers on continuing professional learning of tenure track engineering faculty as assistant professors at an RU/VH institution.” 2016. Web. 23 Apr 2019.

Vancouver:

Cawthorne JE. Thematic analysis of influencers on continuing professional learning of tenure track engineering faculty as assistant professors at an RU/VH institution. [Internet] [Doctoral dissertation]. Purdue University; 2016. [cited 2019 Apr 23]. Available from: http://docs.lib.purdue.edu/open_access_dissertations/741.

Council of Science Editors:

Cawthorne JE. Thematic analysis of influencers on continuing professional learning of tenure track engineering faculty as assistant professors at an RU/VH institution. [Doctoral Dissertation]. Purdue University; 2016. Available from: http://docs.lib.purdue.edu/open_access_dissertations/741


Texas A&M University

18. Henson, Harold Alonso. Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory.

Degree: 2014, Texas A&M University

 The purpose of this qualitative study was to understand how learning is facilitated in a dental hygiene clinical continuing education course designed using Kolb?s experiential… (more)

Subjects/Keywords: Qualitative; Dental Hygiene; Continuing Professional Education; Kolb's Experiential Learning Theory

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Henson, H. A. (2014). Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153520

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Henson, Harold Alonso. “Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory.” 2014. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/153520.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Henson, Harold Alonso. “Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory.” 2014. Web. 23 Apr 2019.

Vancouver:

Henson HA. Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/153520.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Henson HA. Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153520

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Cincinnati

19. EIFERT-MANGINE, MARSHA A. COMPARING LEARNING AND SATISFACTION WITH CONTINUING EDUCATION OF PHYSICAL THERAPISTS USING TRADITIONAL AND ONLINE FORMATS.

Degree: EdD, Education : Curriculum and Instruction, 2006, University of Cincinnati

 PURPOSE: Physical Therapists, like many professionals, require continuing education for re-licensure or certification. To meet the needs of professionals, continuing education providers are utilizing the… (more)

Subjects/Keywords: Satisfaction; Professional development; continuing education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

EIFERT-MANGINE, M. A. (2006). COMPARING LEARNING AND SATISFACTION WITH CONTINUING EDUCATION OF PHYSICAL THERAPISTS USING TRADITIONAL AND ONLINE FORMATS. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1163603071

Chicago Manual of Style (16th Edition):

EIFERT-MANGINE, MARSHA A. “COMPARING LEARNING AND SATISFACTION WITH CONTINUING EDUCATION OF PHYSICAL THERAPISTS USING TRADITIONAL AND ONLINE FORMATS.” 2006. Doctoral Dissertation, University of Cincinnati. Accessed April 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1163603071.

MLA Handbook (7th Edition):

EIFERT-MANGINE, MARSHA A. “COMPARING LEARNING AND SATISFACTION WITH CONTINUING EDUCATION OF PHYSICAL THERAPISTS USING TRADITIONAL AND ONLINE FORMATS.” 2006. Web. 23 Apr 2019.

Vancouver:

EIFERT-MANGINE MA. COMPARING LEARNING AND SATISFACTION WITH CONTINUING EDUCATION OF PHYSICAL THERAPISTS USING TRADITIONAL AND ONLINE FORMATS. [Internet] [Doctoral dissertation]. University of Cincinnati; 2006. [cited 2019 Apr 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1163603071.

Council of Science Editors:

EIFERT-MANGINE MA. COMPARING LEARNING AND SATISFACTION WITH CONTINUING EDUCATION OF PHYSICAL THERAPISTS USING TRADITIONAL AND ONLINE FORMATS. [Doctoral Dissertation]. University of Cincinnati; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1163603071

20. Mariano, Manuel Luís Loureiro. A construção do desenvolvimento profissional dos professores.

Degree: 2015, Repositório Científico do Instituto Politécnico de Lisboa

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ciências da Educação, especialidade Supervisão em Educação

O processo… (more)

Subjects/Keywords: Desenvolvimento profissional; Formação contínua; Professores; Professional development; Continuing education; Teachers

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mariano, M. L. L. (2015). A construção do desenvolvimento profissional dos professores. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/5181

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mariano, Manuel Luís Loureiro. “A construção do desenvolvimento profissional dos professores.” 2015. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed April 23, 2019. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/5181.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mariano, Manuel Luís Loureiro. “A construção do desenvolvimento profissional dos professores.” 2015. Web. 23 Apr 2019.

Vancouver:

Mariano MLL. A construção do desenvolvimento profissional dos professores. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2015. [cited 2019 Apr 23]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/5181.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mariano MLL. A construção do desenvolvimento profissional dos professores. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2015. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/5181

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Hwu, Shih-Hsung. Concerns and professional development needs of university faculty in adopting online learning.

Degree: PhD, Curriculum and Instruction, 2011, Kansas State University

 The purpose of this mixed methods study was to explore concerns and professional development needs of faculty at the University Alaska Fairbanks (UAF) on the… (more)

Subjects/Keywords: Online learning; SoCQ; Professional development; University; CBAM; Concerns; Continuing education (0651)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hwu, S. (2011). Concerns and professional development needs of university faculty in adopting online learning. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/13129

Chicago Manual of Style (16th Edition):

Hwu, Shih-Hsung. “Concerns and professional development needs of university faculty in adopting online learning.” 2011. Doctoral Dissertation, Kansas State University. Accessed April 23, 2019. http://hdl.handle.net/2097/13129.

MLA Handbook (7th Edition):

Hwu, Shih-Hsung. “Concerns and professional development needs of university faculty in adopting online learning.” 2011. Web. 23 Apr 2019.

Vancouver:

Hwu S. Concerns and professional development needs of university faculty in adopting online learning. [Internet] [Doctoral dissertation]. Kansas State University; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/2097/13129.

Council of Science Editors:

Hwu S. Concerns and professional development needs of university faculty in adopting online learning. [Doctoral Dissertation]. Kansas State University; 2011. Available from: http://hdl.handle.net/2097/13129


University of Akron

22. Lenyk, Julie M. The Contribution of Wellness and Mindfulness to Job Satisfaction of Licensed Professional Counselors.

Degree: PhD, Counselor Education and Supervision, 2016, University of Akron

 Wellness, mindfulness, and job satisfaction have been well researched in a variety of populations over the last decade. Previous research suggested that there is a… (more)

Subjects/Keywords: Continuing Education; Wellness; mindfulness; job satisfaction; licensed professional counselors

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lenyk, J. M. (2016). The Contribution of Wellness and Mindfulness to Job Satisfaction of Licensed Professional Counselors. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron147714005503087

Chicago Manual of Style (16th Edition):

Lenyk, Julie M. “The Contribution of Wellness and Mindfulness to Job Satisfaction of Licensed Professional Counselors.” 2016. Doctoral Dissertation, University of Akron. Accessed April 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron147714005503087.

MLA Handbook (7th Edition):

Lenyk, Julie M. “The Contribution of Wellness and Mindfulness to Job Satisfaction of Licensed Professional Counselors.” 2016. Web. 23 Apr 2019.

Vancouver:

Lenyk JM. The Contribution of Wellness and Mindfulness to Job Satisfaction of Licensed Professional Counselors. [Internet] [Doctoral dissertation]. University of Akron; 2016. [cited 2019 Apr 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron147714005503087.

Council of Science Editors:

Lenyk JM. The Contribution of Wellness and Mindfulness to Job Satisfaction of Licensed Professional Counselors. [Doctoral Dissertation]. University of Akron; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron147714005503087


University of Newcastle

23. MacLeod, Ronda. Vocational trainers’ perspectives of their continuing professional learning.

Degree: 2014, University of Newcastle

Professional Doctorate - Doctor of Business Administration (DBA)

Since the Australian government depends on vocational education and training (VET) trainers to deliver competency based training… (more)

Subjects/Keywords: vocational education; adult learning; continuing professional development; human resource development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

MacLeod, R. (2014). Vocational trainers’ perspectives of their continuing professional learning. (Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1047607

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

MacLeod, Ronda. “Vocational trainers’ perspectives of their continuing professional learning.” 2014. Thesis, University of Newcastle. Accessed April 23, 2019. http://hdl.handle.net/1959.13/1047607.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

MacLeod, Ronda. “Vocational trainers’ perspectives of their continuing professional learning.” 2014. Web. 23 Apr 2019.

Vancouver:

MacLeod R. Vocational trainers’ perspectives of their continuing professional learning. [Internet] [Thesis]. University of Newcastle; 2014. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1959.13/1047607.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

MacLeod R. Vocational trainers’ perspectives of their continuing professional learning. [Thesis]. University of Newcastle; 2014. Available from: http://hdl.handle.net/1959.13/1047607

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Fricker, John Peterie. Continuing Professional Development (CPD) for the dental profession in Australia: an approach and its implications .

Degree: 2015, Australian National University

 In this thesis, I argue that in order to keep up to date with knowledge, technology and clinical procedures, professional practitioners need to continue to… (more)

Subjects/Keywords: Continuing professional development; Lifelong learning; Professionalism; Adult education; Dentistry

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APA (6th Edition):

Fricker, J. P. (2015). Continuing Professional Development (CPD) for the dental profession in Australia: an approach and its implications . (Thesis). Australian National University. Retrieved from http://hdl.handle.net/1885/102001

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fricker, John Peterie. “Continuing Professional Development (CPD) for the dental profession in Australia: an approach and its implications .” 2015. Thesis, Australian National University. Accessed April 23, 2019. http://hdl.handle.net/1885/102001.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fricker, John Peterie. “Continuing Professional Development (CPD) for the dental profession in Australia: an approach and its implications .” 2015. Web. 23 Apr 2019.

Vancouver:

Fricker JP. Continuing Professional Development (CPD) for the dental profession in Australia: an approach and its implications . [Internet] [Thesis]. Australian National University; 2015. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1885/102001.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fricker JP. Continuing Professional Development (CPD) for the dental profession in Australia: an approach and its implications . [Thesis]. Australian National University; 2015. Available from: http://hdl.handle.net/1885/102001

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Nevada – Las Vegas

25. Pollins, Helene. Do I Enact What I Learn?: Examining Novice Science Teachers Approximations of Practice.

Degree: PhD, Teaching and Learning, 2018, University of Nevada – Las Vegas

  The purpose of this study was to examine novice secondary science teachers’ enactment of their teaching philosophies in their lesson planning and teaching. The… (more)

Subjects/Keywords: Adult and Continuing Education Administration; Education; Science and Mathematics Education; Teacher Education and Professional Development

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APA (6th Edition):

Pollins, H. (2018). Do I Enact What I Learn?: Examining Novice Science Teachers Approximations of Practice. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3312

Chicago Manual of Style (16th Edition):

Pollins, Helene. “Do I Enact What I Learn?: Examining Novice Science Teachers Approximations of Practice.” 2018. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed April 23, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/3312.

MLA Handbook (7th Edition):

Pollins, Helene. “Do I Enact What I Learn?: Examining Novice Science Teachers Approximations of Practice.” 2018. Web. 23 Apr 2019.

Vancouver:

Pollins H. Do I Enact What I Learn?: Examining Novice Science Teachers Approximations of Practice. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2018. [cited 2019 Apr 23]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3312.

Council of Science Editors:

Pollins H. Do I Enact What I Learn?: Examining Novice Science Teachers Approximations of Practice. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2018. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3312

26. Ellis, Auburn E. Integrating Aesthetics: Transforming Continuing and Professional Education Through Africentric Practice.

Degree: Doctor of Education (EdD), Adult and Continuing Education, 2013, National-Louis University

  K-12 practitioners in urban areas are faced with unique circumstances while serving racially marginalized students in public schools. As a response to this issue,… (more)

Subjects/Keywords: Continuing and Professional Education; adult and continuing education; art based learning; africentric; culturally grounded; Art Practice; Curriculum and Instruction; Higher Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ellis, A. E. (2013). Integrating Aesthetics: Transforming Continuing and Professional Education Through Africentric Practice. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/73

Chicago Manual of Style (16th Edition):

Ellis, Auburn E. “Integrating Aesthetics: Transforming Continuing and Professional Education Through Africentric Practice.” 2013. Doctoral Dissertation, National-Louis University. Accessed April 23, 2019. http://digitalcommons.nl.edu/diss/73.

MLA Handbook (7th Edition):

Ellis, Auburn E. “Integrating Aesthetics: Transforming Continuing and Professional Education Through Africentric Practice.” 2013. Web. 23 Apr 2019.

Vancouver:

Ellis AE. Integrating Aesthetics: Transforming Continuing and Professional Education Through Africentric Practice. [Internet] [Doctoral dissertation]. National-Louis University; 2013. [cited 2019 Apr 23]. Available from: http://digitalcommons.nl.edu/diss/73.

Council of Science Editors:

Ellis AE. Integrating Aesthetics: Transforming Continuing and Professional Education Through Africentric Practice. [Doctoral Dissertation]. National-Louis University; 2013. Available from: http://digitalcommons.nl.edu/diss/73


Montana Tech

27. Fehr, Collin M. Intercollegiate Tennis Coaches' Perceptions of and Preferences for Continuing Education.

Degree: MS, 2013, Montana Tech

  The purpose of this study was to better understand U.S. intercollegiate tennis coaches’ perceptions of professional development and the factors that influence their participation… (more)

Subjects/Keywords: Coach Education; Coaching; Coaching Education; Continuing Education; Intercollegiate; Perceptions; Preferences; Professional Development; Tennis

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Fehr, C. M. (2013). Intercollegiate Tennis Coaches' Perceptions of and Preferences for Continuing Education. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/587

Chicago Manual of Style (16th Edition):

Fehr, Collin M. “Intercollegiate Tennis Coaches' Perceptions of and Preferences for Continuing Education.” 2013. Masters Thesis, Montana Tech. Accessed April 23, 2019. https://scholarworks.umt.edu/etd/587.

MLA Handbook (7th Edition):

Fehr, Collin M. “Intercollegiate Tennis Coaches' Perceptions of and Preferences for Continuing Education.” 2013. Web. 23 Apr 2019.

Vancouver:

Fehr CM. Intercollegiate Tennis Coaches' Perceptions of and Preferences for Continuing Education. [Internet] [Masters thesis]. Montana Tech; 2013. [cited 2019 Apr 23]. Available from: https://scholarworks.umt.edu/etd/587.

Council of Science Editors:

Fehr CM. Intercollegiate Tennis Coaches' Perceptions of and Preferences for Continuing Education. [Masters Thesis]. Montana Tech; 2013. Available from: https://scholarworks.umt.edu/etd/587

28. Parsons, Sarah Rose. Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2017, University of San Francisco

  The daily metrics of the teaching profession can prove emotionally and physically taxing, especially when compared to the current rapidly growing veil of technological… (more)

Subjects/Keywords: idea mapping; professional development; cognition; workshop; education; Adult and Continuing Education; Other Education; Teacher Education and Professional Development

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APA (6th Edition):

Parsons, S. R. (2017). Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/488

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Parsons, Sarah Rose. “Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators.” 2017. Thesis, University of San Francisco. Accessed April 23, 2019. https://repository.usfca.edu/capstone/488.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Parsons, Sarah Rose. “Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators.” 2017. Web. 23 Apr 2019.

Vancouver:

Parsons SR. Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Apr 23]. Available from: https://repository.usfca.edu/capstone/488.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Parsons SR. Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/488

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

29. Pillay, Deshnee. The assessment of the continuing professional development of nurses at a selected public hospital in KwaZulu-Natal.

Degree: 2017, University of South Africa

 Background: The Continuing Professional Development (CPD) Framework established by the South African Nursing Council (SANC) states that organisations have a responsibility to create enabling environments… (more)

Subjects/Keywords: Assessment; Continuing education; Continuing professional development; In-service education; Learning; Nurse; Nurse educator; Public hospital; Training and development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pillay, D. (2017). The assessment of the continuing professional development of nurses at a selected public hospital in KwaZulu-Natal. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/25027

Chicago Manual of Style (16th Edition):

Pillay, Deshnee. “The assessment of the continuing professional development of nurses at a selected public hospital in KwaZulu-Natal.” 2017. Masters Thesis, University of South Africa. Accessed April 23, 2019. http://hdl.handle.net/10500/25027.

MLA Handbook (7th Edition):

Pillay, Deshnee. “The assessment of the continuing professional development of nurses at a selected public hospital in KwaZulu-Natal.” 2017. Web. 23 Apr 2019.

Vancouver:

Pillay D. The assessment of the continuing professional development of nurses at a selected public hospital in KwaZulu-Natal. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10500/25027.

Council of Science Editors:

Pillay D. The assessment of the continuing professional development of nurses at a selected public hospital in KwaZulu-Natal. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/25027


Stellenbosch University

30. Nakambale, Evelina Nailoke. A philosophical analysis of continuing professional development of teachers in Namibian schools.

Degree: MEd, Education Policy Studies, 2018, Stellenbosch University

ENGLISH ABSTRACT : This study is fundamentally ontologically, epistemologically, and methodologically a philosophical research. It is grounded in the philosophy of education perspective, because it… (more)

Subjects/Keywords: Continuing Professional Development (CPD); Teachers  – Career development; Education  – Namibia  – Philosophy; Teachers  – Training of  – Namibia; Critical theory; UCTD; Teachers  – Continuing education  – Namibia

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APA (6th Edition):

Nakambale, E. N. (2018). A philosophical analysis of continuing professional development of teachers in Namibian schools. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/104885

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nakambale, Evelina Nailoke. “A philosophical analysis of continuing professional development of teachers in Namibian schools.” 2018. Thesis, Stellenbosch University. Accessed April 23, 2019. http://hdl.handle.net/10019.1/104885.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nakambale, Evelina Nailoke. “A philosophical analysis of continuing professional development of teachers in Namibian schools.” 2018. Web. 23 Apr 2019.

Vancouver:

Nakambale EN. A philosophical analysis of continuing professional development of teachers in Namibian schools. [Internet] [Thesis]. Stellenbosch University; 2018. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10019.1/104885.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nakambale EN. A philosophical analysis of continuing professional development of teachers in Namibian schools. [Thesis]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/104885

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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