subject:(Professional development)

Addis Ababa University

1. Dagne, Dangarsa. Secondary school teachers’ practice of using Teaching portfolio in their professional Development, the case of Zala Wo .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7054

► The purpose of this study was to explore the practices of teaching portfolios in professional development of secondary schools in Zala Woreda. To realize these… (more)

▼ The purpose of this study was to explore the practices of teaching portfolios in professional development of secondary schools in Zala Woreda. To realize these purposes, five basic questions were asked. To address these questions the descriptive survey method was employed. Three secondary schools, 3 principals and 1 vice principal were selected by purposive sampling technique and 41 teachers were selected by simple random sampling technique. Data were obtained through questionnaire from 40 teachers in three secondary schools, interviews through with 3 principals and 1 vice principal, 9 PTA members and 9 woreda education officers, focus group discussion with 7 key teachers and also from document analysis. The interview and document analysis were conducted to cross check the information obtained through questionnaires. The quantitative data were edited, organized, tallied, and tabulated and then analyzed by using percentages and descriptive statements. The qualitative data were analyzed as they were understood by the researcher. The results of data analysis’ and interpretation indicated that poor training, insufficient knowledge of key teachers, lack of support and motivation and lack of follow-up activities from the relevant educational authorities and lack of commitment and initiative on part of the teachers have affected teachers in using portfolios for the improvement of classroom instruction. Due to major limitations mentioned above, the participants lacked abilities and knowledge to reflect on their plans, were unable to show the process of learning activities and the evidences in changing their practices and students’ performance in their portfolios, lacked ability to identify the purposes of assessment and evaluation methods to assess the progress of students as well as teachers and were unable to use the feedbacks provided to teachers for the contribution of enhanced learning. These were the major problems of teachers observed in this study. Therefore, it is apparent that the practices of portfolios have very little contribution in enhancing the CPD activities and quality of education. No teaching methods and different activities had been observed in their portfolios which led the students to think critically and solve problems. On the basis of these major findings, conclusions were made in chapter five. Finally, recommendations were suggested. Advisors/Committee Members: Dr. Ambissa Kenea (advisor).

Subjects/Keywords: professional development

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APA (6^th Edition):

Dagne, D. (2014). Secondary school teachers’ practice of using Teaching portfolio in their professional Development, the case of Zala Wo . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7054

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

Chicago Manual of Style (16^th Edition):

Dagne, Dangarsa. “Secondary school teachers’ practice of using Teaching portfolio in their professional Development, the case of Zala Wo .” 2014. Thesis, Addis Ababa University. Accessed April 10, 2021. http://etd.aau.edu.et/dspace/handle/123456789/7054.

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

MLA Handbook (7^th Edition):

Dagne, Dangarsa. “Secondary school teachers’ practice of using Teaching portfolio in their professional Development, the case of Zala Wo .” 2014. Web. 10 Apr 2021.

Vancouver:

Dagne D. Secondary school teachers’ practice of using Teaching portfolio in their professional Development, the case of Zala Wo . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2021 Apr 10]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7054.

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

Council of Science Editors:

Dagne D. Secondary school teachers’ practice of using Teaching portfolio in their professional Development, the case of Zala Wo . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7054

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

2. Mataka, Sheba Moyo. Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia.

Degree: 2011, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/412

► Continuing Professional Development (CPD) programmes are planned educational activities practiced both within and outside school, primarily to develop or upgrade the professional knowledge, skills, attitudes… (more)

▼ Continuing Professional Development (CPD) programmes are planned educational activities practiced both within and outside school, primarily to develop or upgrade the professional knowledge, skills, attitudes and performance of teachers in schools. In Zambia, the idea behind professional development began as early as 1939 at the then Jeans School, Chalimbana. However, from the Iate1950s to the early years after the independence, in-service training received increased emphasis.In the 1990s, educationists further realised that instead of relying on colleges for the provision of in-service training, it was useful to introduce In-service Education for Teachers (INSET) at school level so as to provide opportunities for teachers to participate in these programmes.The aim of this study was to explore the views of the basic school teachers on school based CPD activities. It also identified factors that influenced teachers'participation and non-participation in the school based CPD.Both quantitative and qualitative paradigms were utilised in the collection of data.Data were collected from the twenty schools in four zones of Lusaka district.According to the findings of this study, the value attached to CPD varied with qualifications, whereby, certificate holders were more positive towards CPD activities than diploma and degree holders. Among diploma holders the views were diverse depending on whether they held managerial positions or not. Those who held managerial positions valued CPD for its contribution to their management skills. Diploma holders who were not in managerial positions attached value to CPD for its contribution to their enhancement of classroom practice. This view was similar to that held by the majority of the certificate holders. However, degree holders attached less value to CPD activities as the majority felt it only contributed to their managerial skills for handling school affairs. These differences were further consolidated with more differing reactions that included statements such as 'CPD is not known' and "it is time wasting due to its monotony (same issues being looked at)". However, some teachers, especially those with degrees had taken an 'expert' syndrome thinking that they had reached the maximum level of education and did not need any more self improvement while others were keen to participate in CPD at every opportunity.

Subjects/Keywords: Professional Development

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APA (6^th Edition):

Mataka, S. M. (2011). Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/412

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

Chicago Manual of Style (16^th Edition):

Mataka, Sheba Moyo. “Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia.” 2011. Thesis, University of Zimbabwe. Accessed April 10, 2021. http://dspace.unza.zm/handle/123456789/412.

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

MLA Handbook (7^th Edition):

Mataka, Sheba Moyo. “Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia.” 2011. Web. 10 Apr 2021.

Vancouver:

Mataka SM. Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2021 Apr 10]. Available from: http://dspace.unza.zm/handle/123456789/412.

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

Council of Science Editors:

Mataka SM. Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/412

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

3. Townsend, Stephen Ryan. North Dakota State Policy Effects On State Public K-12 Schools' Ability To Offer Effective Professional Development.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, University of North Dakota

URL: https://commons.und.edu/theses/1724

► Through research I have identified eight constructs of effective professional development (collaborative, content focused, active practice, inclusive of technology, goal oriented, evaluated, sustained, increases… (more)

Subjects/Keywords: Professional Development

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APA (6^th Edition):

Townsend, S. R. (2014). North Dakota State Policy Effects On State Public K-12 Schools' Ability To Offer Effective Professional Development. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1724

Chicago Manual of Style (16^th Edition):

Townsend, Stephen Ryan. “North Dakota State Policy Effects On State Public K-12 Schools' Ability To Offer Effective Professional Development.” 2014. Doctoral Dissertation, University of North Dakota. Accessed April 10, 2021. https://commons.und.edu/theses/1724.

MLA Handbook (7^th Edition):

Townsend, Stephen Ryan. “North Dakota State Policy Effects On State Public K-12 Schools' Ability To Offer Effective Professional Development.” 2014. Web. 10 Apr 2021.

Vancouver:

Townsend SR. North Dakota State Policy Effects On State Public K-12 Schools' Ability To Offer Effective Professional Development. [Internet] [Doctoral dissertation]. University of North Dakota; 2014. [cited 2021 Apr 10]. Available from: https://commons.und.edu/theses/1724.

Council of Science Editors:

Townsend SR. North Dakota State Policy Effects On State Public K-12 Schools' Ability To Offer Effective Professional Development. [Doctoral Dissertation]. University of North Dakota; 2014. Available from: https://commons.und.edu/theses/1724

University of Hawaii – Manoa

4. Walker, Michael Thomas. The neuroscience of decision-making : from heuristics to matrices, making thinking visible.

Degree: 2015, University of Hawaii – Manoa

URL: http://hdl.handle.net/10125/100354

►

D.Ed. University of Hawaii at Manoa 2014.

Everyone involved in education is a decision-maker, from classroom teachers to trustees, and the decisions we make are… (more)

Subjects/Keywords: professional development

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APA (6^th Edition):

Walker, M. T. (2015). The neuroscience of decision-making : from heuristics to matrices, making thinking visible. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/100354

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

Chicago Manual of Style (16^th Edition):

Walker, Michael Thomas. “The neuroscience of decision-making : from heuristics to matrices, making thinking visible.” 2015. Thesis, University of Hawaii – Manoa. Accessed April 10, 2021. http://hdl.handle.net/10125/100354.

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

MLA Handbook (7^th Edition):

Walker, Michael Thomas. “The neuroscience of decision-making : from heuristics to matrices, making thinking visible.” 2015. Web. 10 Apr 2021.

Vancouver:

Walker MT. The neuroscience of decision-making : from heuristics to matrices, making thinking visible. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10125/100354.

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

Council of Science Editors:

Walker MT. The neuroscience of decision-making : from heuristics to matrices, making thinking visible. [Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/100354

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

Virginia Tech

5. Wright, Chantea Renee. Teacher Perception of Professional Development and Impact on Instructional Practice and Student Achievement.

Degree: EdD, Educational Leadership and Policy Studies, 2019, Virginia Tech

URL: http://hdl.handle.net/10919/90779

► Professional development (PD) is a tool that provides educators additional training to meet the needs of today’s students. A more in-depth look into teacher feelings… (more)

Subjects/Keywords: professional development

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APA (6^th Edition):

Wright, C. R. (2019). Teacher Perception of Professional Development and Impact on Instructional Practice and Student Achievement. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/90779

Chicago Manual of Style (16^th Edition):

Wright, Chantea Renee. “Teacher Perception of Professional Development and Impact on Instructional Practice and Student Achievement.” 2019. Doctoral Dissertation, Virginia Tech. Accessed April 10, 2021. http://hdl.handle.net/10919/90779.

MLA Handbook (7^th Edition):

Wright, Chantea Renee. “Teacher Perception of Professional Development and Impact on Instructional Practice and Student Achievement.” 2019. Web. 10 Apr 2021.

Vancouver:

Wright CR. Teacher Perception of Professional Development and Impact on Instructional Practice and Student Achievement. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10919/90779.

Council of Science Editors:

Wright CR. Teacher Perception of Professional Development and Impact on Instructional Practice and Student Achievement. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/90779

University of Saskatchewan

6. James, Wendy Leora. SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS.

Degree: 2018, University of Saskatchewan

URL: http://hdl.handle.net/10388/10649

► Professional Learning is a mechanism designed to support K-12 educators in improving their professional lives, knowledge, and instructional practice. It is supported by school divisions… (more)

▼ Professional Learning is a mechanism designed to support K-12 educators in improving their professional lives, knowledge, and instructional practice. It is supported by school divisions because of a belief that it will help teachers keep abreast of current research and improve the overall quality of instruction over time. However, most professional learning occurs without formal evaluation to determine its results. The purpose of this study is to develop theory about the self-assessment processes of the people who lead professional learning. The main objective of the research was answer the question: How do professional developers describe and demonstrate the process of either self-assessment or internal evaluation? The sub-questions included the following: 1) How do professional developers decide which strategies to use to determine the impact of their professional learning? 2) What influences the perpetuation of evaluation (or lack thereof)? 3) How is the praxis of assessment or evaluation of professional learning influenced by a professional developer’s experience? The study employed a constructivist grounded theory approach. Data were collected via interviews, observations, and extant documents from participants with a variety of roles leading professional learning. The professional developers in the study engaged in a variety of self-assessment processes focused primarily on teachers’ reception of the professional learning and the effectiveness of the facilitation process employed during professional learning sessions. They also shared extensively about barriers to the implementation of the learning in the classroom and took specific actions designed to respond to information they found in self-assessment. The self-assessment processes were largely self-initiated based on personal questions (wondering). Wondering was followed by typically informal methods of finding out and attribution, then responded to through action or inaction, depending on the professional developers’ interpretations of the results. Implications for theory and practice include a need for greater data literacy and support for internal evaluation and self-assessment conducted by professional developers. Recommendations include the development of essential evidence-based theory about facilitation processes and directions for further research. Advisors/Committee Members: Wilson, Jay, Morrison , Dirk, Guskey, Tom, Grier, Jim, Schwier, Rick.

Subjects/Keywords: professional learning; professional development

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APA (6^th Edition):

James, W. L. (2018). SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/10649

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

Chicago Manual of Style (16^th Edition):

James, Wendy Leora. “SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS.” 2018. Thesis, University of Saskatchewan. Accessed April 10, 2021. http://hdl.handle.net/10388/10649.

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

MLA Handbook (7^th Edition):

James, Wendy Leora. “SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS.” 2018. Web. 10 Apr 2021.

Vancouver:

James WL. SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS. [Internet] [Thesis]. University of Saskatchewan; 2018. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10388/10649.

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

Council of Science Editors:

James WL. SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS. [Thesis]. University of Saskatchewan; 2018. Available from: http://hdl.handle.net/10388/10649

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

University of Southern California

7. Kruizinga, Kristin Dawn. Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development.

Degree: EdD, Education (Leadership), 2012, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3632

► One of the most influential factors affecting students’ academic performance consists of the pedagogical practices enacted within the classroom. Efforts to enhance teachers’ instructional practices… (more)

▼ One of the most influential factors affecting students’ academic performance consists of the pedagogical practices enacted within the classroom. Efforts to enhance teachers’ instructional practices are, in turn, addressed by providing teachers with opportunities to engage in professional development. The purpose of this study was to identify whether the purpose, process, and structure of professional development opportunities enacted within a high performing secondary school were consistent with the elements of professional development that have been deemed conducive to facilitating professional learning and likely to lead to teacher practice change. This study also sought to identify how the relationship between knowledge and practice was conceptualized within the context of professional development. ❧ A qualitative case study was conducted, including seven teacher interviews and one principal interview. Four professional development observations were also conducted. There were two significant findings revealed by this study. The first finding suggested that, while the purpose, process, and structure are discussed within the literature as separate, yet equally significant components of professional development, it is the interconnectedness between and the interactions among these elements that define the quality of professional learning that is likely to ensue. The second finding revealed that the relationship between knowledge and practice was conceptualized in a manner that was not conducive to high quality professional learning, and, thus, unlikely to lead to any long-term practice change. ❧ The most significant implications drawn from this study suggest that the purpose, process, and structure of professional development must be viewed as conjoined elements that function together to foster professional learning that is likely to lead to teacher practice change; teachers must be empowered to take greater agency over their own professional learning; and the paradigm between knowledge and practice must be treated in a manner that facilitates professional learning in order to prompt teacher practice change. Advisors/Committee Members: Slayton, Julie M. (Committee Chair), Anderson, Lauren (Committee Member), Ephraim, Ronnie (Committee Member).

Subjects/Keywords: professional development; professional learning

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APA (6^th Edition):

Kruizinga, K. D. (2012). Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3632

Chicago Manual of Style (16^th Edition):

Kruizinga, Kristin Dawn. “Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development.” 2012. Doctoral Dissertation, University of Southern California. Accessed April 10, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3632.

MLA Handbook (7^th Edition):

Kruizinga, Kristin Dawn. “Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development.” 2012. Web. 10 Apr 2021.

Vancouver:

Kruizinga KD. Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2021 Apr 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3632.

Council of Science Editors:

Kruizinga KD. Investigating the enactment of professionald development practices in a high performing secondary school setting: a case study examining the purpose, process, and structure of professional development. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3632

University of Rochester

8. Berger, Marcy L. "There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol.

Degree: PhD, 2017, University of Rochester

URL: http://hdl.handle.net/1802/33057

► Some of the current policy regarding teacher assessment claims to offer both a way to evaluate teachers' effectiveness as well as a mechanism by which… (more)

Subjects/Keywords: Accountability; Professional development.

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APA (6^th Edition):

Berger, M. L. (2017). "There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/33057

Chicago Manual of Style (16^th Edition):

Berger, Marcy L. “"There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol.” 2017. Doctoral Dissertation, University of Rochester. Accessed April 10, 2021. http://hdl.handle.net/1802/33057.

MLA Handbook (7^th Edition):

Berger, Marcy L. “"There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol.” 2017. Web. 10 Apr 2021.

Vancouver:

Berger ML. "There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol. [Internet] [Doctoral dissertation]. University of Rochester; 2017. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/1802/33057.

Council of Science Editors:

Berger ML. "There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol. [Doctoral Dissertation]. University of Rochester; 2017. Available from: http://hdl.handle.net/1802/33057

9. Schroeder, Patricia Anne. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.

Degree: 2013, Texas Digital Library

URL: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66678

► The purpose of this qualitative case study was to build on a prior study that examined how principals acquired and applied new knowledge from professional… (more)

▼ The purpose of this qualitative case study was to build on a prior study that examined how principals acquired and applied new knowledge from professional development (PD). Findings from the prior study suggested a three-part model of principals??? learning: (1) learning in a social context facilitates knowledge development, (2) a principals??? context of practice influences learning, and (3) the application of PD learning is mediated by a principal???s phronesis, or practical wisdom, about their context. A purposive sample of five elementary school principals from rural areas in a northern Midwestern state were interviewed and observed in their practice. Principals were asked to reflect on how they processed new knowledge during and after PD sessions. Principals were asked if they applied PD learning in practice and how. Finally, principals were asked what aspects of PD experiences were most useful and why. Data were analyzed using the model that emerged from the prior study as the conceptual framework. Results from this study supported the prior study model of principals??? PD learning. Additionally, results from the present study found principals engaged in a sensemaking process as they acquired and considered new knowledge in light of their contextual constraints and supports. Results also provided a deeper understanding of the contextual considerations that mediated principals??? new learning. Additionally, results confirmed that application of new knowledge occurred as small changes in principals??? practices mediated by principals??? phronesis about their school community gained from experiences in their context. This study has added to the body of knowledge about how principals acquire and apply learning from PD. That body of knowledge can be useful in informing the assessment, design, and delivery of PD programs for principals. Additionally, future research in other contexts of practice can build on this study in an effort to develop a theory into practice model representing how principals learn during PD and apply their learning in practice. As a part of future research, further probing of how and why principals apply learning in practice can help determine to what extent current PD is helping principals become more effective leaders. Advisors/Committee Members: Madsen, Jean A (advisor).

Subjects/Keywords: principal professional development

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APA (6^th Edition):

Schroeder, P. A. (2013). Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. (Thesis). Texas Digital Library. Retrieved from http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66678

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

Chicago Manual of Style (16^th Edition):

Schroeder, Patricia Anne. “Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.” 2013. Thesis, Texas Digital Library. Accessed April 10, 2021. http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66678.

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

MLA Handbook (7^th Edition):

Schroeder, Patricia Anne. “Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.” 2013. Web. 10 Apr 2021.

Vancouver:

Schroeder PA. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. [Internet] [Thesis]. Texas Digital Library; 2013. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66678.

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

Council of Science Editors:

Schroeder PA. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. [Thesis]. Texas Digital Library; 2013. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66678

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

Texas A&M University

10. Schroeder, Patricia Anne. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.

Degree: PhD, Educational Administration, 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/151785

► The purpose of this qualitative case study was to build on a prior study that examined how principals acquired and applied new knowledge from professional… (more)

▼ The purpose of this qualitative case study was to build on a prior study that examined how principals acquired and applied new knowledge from professional development (PD). Findings from the prior study suggested a three-part model of principals’ learning: (1) learning in a social context facilitates knowledge development, (2) a principals’ context of practice influences learning, and (3) the application of PD learning is mediated by a principal’s phronesis, or practical wisdom, about their context. A purposive sample of five elementary school principals from rural areas in a northern Midwestern state were interviewed and observed in their practice. Principals were asked to reflect on how they processed new knowledge during and after PD sessions. Principals were asked if they applied PD learning in practice and how. Finally, principals were asked what aspects of PD experiences were most useful and why. Data were analyzed using the model that emerged from the prior study as the conceptual framework. Results from this study supported the prior study model of principals’ PD learning. Additionally, results from the present study found principals engaged in a sensemaking process as they acquired and considered new knowledge in light of their contextual constraints and supports. Results also provided a deeper understanding of the contextual considerations that mediated principals’ new learning. Additionally, results confirmed that application of new knowledge occurred as small changes in principals’ practices mediated by principals’ phronesis about their school community gained from experiences in their context. This study has added to the body of knowledge about how principals acquire and apply learning from PD. That body of knowledge can be useful in informing the assessment, design, and delivery of PD programs for principals. Additionally, future research in other contexts of practice can build on this study in an effort to develop a theory into practice model representing how principals learn during PD and apply their learning in practice. As a part of future research, further probing of how and why principals apply learning in practice can help determine to what extent current PD is helping principals become more effective leaders. Advisors/Committee Members: Madsen, Jean A (advisor), Chambers, Terah V (committee member), Goddard, Roger D (committee member), Welch, Ben D (committee member).

Subjects/Keywords: principal professional development

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APA (6^th Edition):

Schroeder, P. A. (2013). Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151785

Chicago Manual of Style (16^th Edition):

Schroeder, Patricia Anne. “Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.” 2013. Doctoral Dissertation, Texas A&M University. Accessed April 10, 2021. http://hdl.handle.net/1969.1/151785.

MLA Handbook (7^th Edition):

Schroeder, Patricia Anne. “Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.” 2013. Web. 10 Apr 2021.

Vancouver:

Schroeder PA. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/1969.1/151785.

Council of Science Editors:

Schroeder PA. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151785

Addis Ababa University

11. Gebrehiwot, Kesete. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .

Degree: 2011, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/6426

► The study was suited in cluster school-Teacher Education Institutes relationship in Tigray Region which aims to investigate the status accomplishment, practice and challenges, impact along… (more)

▼ The study was suited in cluster school-Teacher Education Institutes relationship in Tigray Region which aims to investigate the status accomplishment, practice and challenges, impact along the contours of teacher’s class room practice, continuous professional development, and sense of collegiality learning environment with the intention of engendering the ways/means for sustainable partnership. Towards achieving this purpose, the study employed better combination of qualitative and quantitative - mixed research. Consequently, the study involved participants such as deans of the colleges, cluster unit coordinators of the college, school teachers, college instructors, cluster supervisors, school directors, woreda education heads and group of council students of the schools; using mixed sampling techniques. Corollary, data was collected through questionnaire, in-depth interview, classroom observations, and document analysis as enriching and triangulating data for the study. Following this, quantitative (descriptive and inferential statistics) and qualitative(thematic analysis and interpretation) sub report, mixed data analysis findings reveal that the partnership status vitality includes most descriptions of goals and benefits at planning stage, however challenging implementation process and loosely monitoring and evaluation system. The trainings and materials support provision the colleges render to the schools on the one hand, and what all these supports the schools receive on the other hand, was considered as mainstay with the partnership’s practice towards meeting its purposes. In effect, TEIs/cluster school partnership offers tremendous opportunities in establishing model classes and pedagogical resource center in the schools was unprecedented. Further to this, increasing repertoire pedagogical knowledge and skills, initiating conducting action research as tool for professional development were emerged to accrue from TEIs/cluster school partnership. However, most of these partnership impacts found at the infancy stage with little desired ‘trickledown impacts’ of the potential advantages of partnership. On the top of this, the TEIs/cluster schools partnership embedded the dearth of documentation and comprehensive impact research, loosely monitoring and evaluation system, lack of budget, time constraints, lack of delineated responsibilities and involvement of stakeholders, lack of organizational supports as multitudes challenges which increases the pressure for enduring positive outcomes of the partnership in more meaningful and sustainable manners. There was an apparent absence of evidence that underpins TEIs/cluster schools were immersed in the authentic collaborative atmosphere, hitherto, as to securing contrasting reciprocal opportunities in the quest for quality of education improvement. Through the education partnership lenses, the research findings encouraged critical [re]thinking of school/TEIs partnership to emulate its potentially enduring impacts and far reaching… Advisors/Committee Members: Derebssa Dufera (advisor).

Subjects/Keywords: teacher professional development

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Gebrehiwot, K. (2011). The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6426

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

Chicago Manual of Style (16^th Edition):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Thesis, Addis Ababa University. Accessed April 10, 2021. http://etd.aau.edu.et/dspace/handle/123456789/6426.

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

MLA Handbook (7^th Edition):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Web. 10 Apr 2021.

Vancouver:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Internet] [Thesis]. Addis Ababa University; 2011. [cited 2021 Apr 10]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6426.

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

Council of Science Editors:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Thesis]. Addis Ababa University; 2011. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6426

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

Addis Ababa University

12. Gebrehiwot, Kesete. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .

Degree: 2011, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/6428

► The study was suited in cluster school-Teacher Education Institutes relationship in Tigray Region which aims to investigate the status accomplishment, practice and challenges, impact along… (more)

▼ The study was suited in cluster school-Teacher Education Institutes relationship in Tigray Region which aims to investigate the status accomplishment, practice and challenges, impact along the contours of teacher’s class room practice, continuous professional development, and sense of collegiality learning environment with the intention of engendering the ways/means for sustainable partnership. Towards achieving this purpose, the study employed better combination of qualitative and quantitative - mixed research. Consequently, the study involved participants such as deans of the colleges, cluster unit coordinators of the college, school teachers, college instructors, cluster supervisors, school directors, woreda education heads and group of council students of the schools; using mixed sampling techniques. Corollary, data was collected through questionnaire, in-depth interview, classroom observations, and document analysis as enriching and triangulating data for the study. Following this, quantitative (descriptive and inferential statistics) and qualitative(thematic analysis and interpretation) sub report, mixed data analysis findings reveal that the partnership status vitality includes most descriptions of goals and benefits at planning stage, however challenging implementation process and loosely monitoring and evaluation system. The trainings and materials support provision the colleges render to the schools on the one hand, and what all these supports the schools receive on the other hand, was considered as mainstay with the partnership’s practice towards meeting its purposes. In effect, TEIs/cluster school partnership offers tremendous opportunities in establishing model classes and pedagogical resource center in the schools was unprecedented. Further to this, increasing repertoire pedagogical knowledge and skills, initiating conducting action research as tool for professional development were emerged to accrue from TEIs/cluster school partnership. However, most of these partnership impacts found at the infancy stage with little desired ‘trickledown impacts’ of the potential advantages of partnership. On the top of this, the TEIs/cluster schools partnership embedded the dearth of documentation and comprehensive impact research, loosely monitoring and evaluation system, lack of budget, time constraints, lack of delineated responsibilities and involvement of stakeholders, lack of organizational supports as multitudes challenges which increases the pressure for enduring positive outcomes of the partnership in more meaningful and sustainable manners. There was an apparent absence of evidence that underpins TEIs/cluster schools were immersed in the authentic collaborative atmosphere, hitherto, as to securing contrasting reciprocal opportunities in the quest for quality of education improvement. Through the education partnership lenses, the research findings encouraged critical [re]thinking of school/TEIs partnership to emulate its potentially enduring impacts and far reaching…

Subjects/Keywords: teacher professional development

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Gebrehiwot, K. (2011). The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6428

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

Chicago Manual of Style (16^th Edition):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Thesis, Addis Ababa University. Accessed April 10, 2021. http://etd.aau.edu.et/dspace/handle/123456789/6428.

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

MLA Handbook (7^th Edition):

Gebrehiwot, Kesete. “The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education .” 2011. Web. 10 Apr 2021.

Vancouver:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Internet] [Thesis]. Addis Ababa University; 2011. [cited 2021 Apr 10]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6428.

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

Council of Science Editors:

Gebrehiwot K. The Nexus between Teacher Education Institutes and Cluster Schools in Tigray Region: Practice, Impact, and Implications for the Quest for Quality Education . [Thesis]. Addis Ababa University; 2011. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6428

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

Addis Ababa University

13. HIRPA, BANE. RURAL SCHOOL TEACHERS’ PERSONAL INITIATIVE IN IMPROVEING PROFESSIONAL COMPETETNCES IN WEST SHEWA ZONE, OROMIYA REGIONAL STATE, ETHIOPIA .

Degree: 2015, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7084

► The purpose of this study was to investigate teachers’ attitudes towards their own professional development, their perception on Major professional development actives and to what… (more)

▼ The purpose of this study was to investigate teachers’ attitudes towards their own professional development, their perception on Major professional development actives and to what degree they make use of this opportunity for improving their professional competencies through their personal initiative. Data were collected through a questionnaire, interview and document analysis. The participants were 137 male and 25 female teachers from ten rural secondary schools in west shewa Zone of Oromia which had a total of 561 rural secondary school teachers The data collected were analyzed using statically methods such as mean , percentages ,frequency , t-test , ANOVA and Tukey test .The result of analysis indicated that all teachers ,regardless their sex, qualification age and teaching experiences , have positive attitudes towards their own professional development through personal initiation Majority of the teachers also give much importance to Major professional development activities . Despite the fact that teachers do not make use of these activities as much as they give the importance to .The results of t-test and ANOVA indicated that there is no significant difference between and among group in importance given to and making use of many activities by the background factor .However, female teachers. young teachers and less experienced ones seemed to give more importance to and make use of a few professional development activities than other teacher .It was also indicated must work environment factors that affect their professional development considered importance by teachers .From the finding one could conclude that there is a gap between the importance given to the professional development activists and the actual use of these activities in improving professional competence and that there are work environment factors that received attention of the teachers for improving their own professional development. Therefore, it can be recommended that school ,woreda education office and other responsible bodies need to provide necessary school physical resources and institutional supports such as internet ,library , laboratory etc services to enhance personal initiative professional development for improving their professional competencies Advisors/Committee Members: Dr. Fetene Regassa (advisor).

Subjects/Keywords: professional development actives

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

HIRPA, B. (2015). RURAL SCHOOL TEACHERS’ PERSONAL INITIATIVE IN IMPROVEING PROFESSIONAL COMPETETNCES IN WEST SHEWA ZONE, OROMIYA REGIONAL STATE, ETHIOPIA . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7084

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

Chicago Manual of Style (16^th Edition):

HIRPA, BANE. “RURAL SCHOOL TEACHERS’ PERSONAL INITIATIVE IN IMPROVEING PROFESSIONAL COMPETETNCES IN WEST SHEWA ZONE, OROMIYA REGIONAL STATE, ETHIOPIA .” 2015. Thesis, Addis Ababa University. Accessed April 10, 2021. http://etd.aau.edu.et/dspace/handle/123456789/7084.

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

MLA Handbook (7^th Edition):

HIRPA, BANE. “RURAL SCHOOL TEACHERS’ PERSONAL INITIATIVE IN IMPROVEING PROFESSIONAL COMPETETNCES IN WEST SHEWA ZONE, OROMIYA REGIONAL STATE, ETHIOPIA .” 2015. Web. 10 Apr 2021.

Vancouver:

HIRPA B. RURAL SCHOOL TEACHERS’ PERSONAL INITIATIVE IN IMPROVEING PROFESSIONAL COMPETETNCES IN WEST SHEWA ZONE, OROMIYA REGIONAL STATE, ETHIOPIA . [Internet] [Thesis]. Addis Ababa University; 2015. [cited 2021 Apr 10]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7084.

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

Council of Science Editors:

HIRPA B. RURAL SCHOOL TEACHERS’ PERSONAL INITIATIVE IN IMPROVEING PROFESSIONAL COMPETETNCES IN WEST SHEWA ZONE, OROMIYA REGIONAL STATE, ETHIOPIA . [Thesis]. Addis Ababa University; 2015. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7084

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

Addis Ababa University

14. MEHRETEAB, GEBRESELASSIE. PRINCIPALS’ ROLES IN FOSTERING TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN GOVERNMENT SECONDARY SCHOOLS OF ADDIS ABABA .

Degree: 2015, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7855

► The researcher’s purpose of conducting this study was to investigate the role of school principals in fostering teacher continuous professional development (CPD). The researcher examined… (more)

▼ The researcher’s purpose of conducting this study was to investigate the role of school principals in fostering teacher continuous professional development (CPD). The researcher examined respondents’ perceptions regarding the role of school principals. A descriptive research design of the survey type was adopted; and researcher-designed survey instruments were used to collect data. The population consisted of all the teachers and principals in the 60 government secondary schools and 10 sub-city education office experts of Addis Ababa. A sample of 367 teachers and 30 principals from 10 secondary schools and five sub-city education office experts participated in the study. A simple random sampling method was used to select teachers and purposive sampling method was used to select the principals and experts. Two sets of questionnaires and interview guides were used to collect data. Five-Point Likert-type scales were used to measure respondents' perceptions. Frequency counts, percentages, means, standard deviations, Mann-Whitney U test, Pearson product moment correlations, multiple regressions and thematic analyses were utilized. The results from the study showed that the majority of respondents were males, bachelor degree holders, with an average age of 26 years old and with 8 years of work experiences. The study revealed that the performance of secondary school principals in Addis Ababa was neither lower nor higher as rated by teachers. It was just moderate/average in enhancing CPD activities in the four areas, where principals have substantial influence on teacher learning. A Mann-Whitney U test was run to examine the difference between teacher and principal ratings and the result showed that there was statistically significant difference in all the four areas between the teacher and principal mean scores at 0.05 alpha level. The study also showed that the four predictor variables jointly produced significant contribution to teacher participation in CPD activities. It also showed that the variable ‘creating a learning environment’ significantly contributed to teacher participation in CPD activities from among the four variables. The study further showed that significant and positive correlation was found among the four predicator variables as per teacher ratings. As per principal ratings, the correlation ‘type’ was significantly and negatively correlated with the four predictor variables, but positive and significant correlation existed among the predictor variables. The researcher concluded that school principals did not accomplish their tasks as they were supposed to do in the four areas. Based on the findings, it was recommended that the principals should act as an instructional leader and learner, and be able to create learning environments, should have direct involvement in the design, delivery and content of professional development and ought to assess learning outcomes. It was also recommended that school principals should be committed to developing their schools as professional learning communities by… Advisors/Committee Members: Professor Ayalew Shibeshi and Professor Walter Polka (advisor).

Subjects/Keywords: continuous professional development

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

APA (6^th Edition):

MEHRETEAB, G. (2015). PRINCIPALS’ ROLES IN FOSTERING TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN GOVERNMENT SECONDARY SCHOOLS OF ADDIS ABABA . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7855

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

Chicago Manual of Style (16^th Edition):

MEHRETEAB, GEBRESELASSIE. “PRINCIPALS’ ROLES IN FOSTERING TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN GOVERNMENT SECONDARY SCHOOLS OF ADDIS ABABA .” 2015. Thesis, Addis Ababa University. Accessed April 10, 2021. http://etd.aau.edu.et/dspace/handle/123456789/7855.

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

MLA Handbook (7^th Edition):

MEHRETEAB, GEBRESELASSIE. “PRINCIPALS’ ROLES IN FOSTERING TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN GOVERNMENT SECONDARY SCHOOLS OF ADDIS ABABA .” 2015. Web. 10 Apr 2021.

Vancouver:

MEHRETEAB G. PRINCIPALS’ ROLES IN FOSTERING TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN GOVERNMENT SECONDARY SCHOOLS OF ADDIS ABABA . [Internet] [Thesis]. Addis Ababa University; 2015. [cited 2021 Apr 10]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7855.

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

Council of Science Editors:

MEHRETEAB G. PRINCIPALS’ ROLES IN FOSTERING TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN GOVERNMENT SECONDARY SCHOOLS OF ADDIS ABABA . [Thesis]. Addis Ababa University; 2015. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7855

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

University of Illinois – Chicago

15. Fierro, Jr., Raymond. Professional Development Curriculum as a Shaping Force for Police Training.

Degree: 2017, University of Illinois – Chicago

URL: http://hdl.handle.net/10027/21835

► Perhaps like never before, policing has been thrust into the national spotlight with every aspect of police practice scrutinized for its potential consequence for the… (more)

▼ Perhaps like never before, policing has been thrust into the national spotlight with every aspect of police practice scrutinized for its potential consequence for the public welfare. Increasingly, these lines of inquiry culminate with the demand for more police training as a method to address issues within the profession and to uphold the promise to serve and protect. Yet, given the plethora of extant literature citing the disconnect between police practitioners and the training they often receive (Cordner, McDevitt, & Rosenbaum, 2012; Vodde, 2012), the calls for more training (PTF, 2015; USDOJ, 2017) must be assuaged through the incorporation of progressive training models with a focus on curriculum and instruction. This study utilized archived data in the form of completed surveys to examine the short-term impact of a progressive professional development curriculum on attitudinal scores of front-line supervisors and field training officers in a large, urban police department. Specifically, archived responses allowed for a quasi-experimental, pretest/posttest design utilizing the completed surveys as an instrument for measurement intended to show how the perceptions of police practitioners were shaped through participation in a progressive authentic leadership training program. The results of this research suggest that participants’ endorsement of key training concepts, such as practicing solid values and establishing enduring relationships (George & Sims, 2007), was positively impacted by participation in the progressive professional development leadership program, regardless of gender or rank. Additionally, participation positively impacted general views on leadership and the viability of future professional development leadership efforts. The implication from findings is that a professional development curriculum can serve as a positive shaping force for police training so that it better aligns law enforcement with a progressive model of policing in line with the expectations of a changing profession and the people it serves. Future research should continue to focus on both the short and long term efficacy of progressive curriculum models in police training which seek to advance a police practice commensurate with the public demand for crime reduction and enhanced public trust. Advisors/Committee Members: Mitchener, Carole (advisor), Sima, Celina (committee member), Horn, Stacey (committee member), El-Amin, Aisha (committee member), Smith, Everett (committee member), Mitchener, Carole (chair).

Subjects/Keywords: Professional Development; Curriculum

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

APA (6^th Edition):

Fierro, Jr., R. (2017). Professional Development Curriculum as a Shaping Force for Police Training. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21835

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

Chicago Manual of Style (16^th Edition):

Fierro, Jr., Raymond. “Professional Development Curriculum as a Shaping Force for Police Training.” 2017. Thesis, University of Illinois – Chicago. Accessed April 10, 2021. http://hdl.handle.net/10027/21835.

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

MLA Handbook (7^th Edition):

Fierro, Jr., Raymond. “Professional Development Curriculum as a Shaping Force for Police Training.” 2017. Web. 10 Apr 2021.

Vancouver:

Fierro, Jr. R. Professional Development Curriculum as a Shaping Force for Police Training. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10027/21835.

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

Council of Science Editors:

Fierro, Jr. R. Professional Development Curriculum as a Shaping Force for Police Training. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21835

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

University of Texas – Austin

16. Jones, Sara Jolly. An evaluation of professional development methods and their effects on teachers' technological pedogogical content knowledge and technology use.

Degree: MA, Educational Psychology, 2011, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2011-08-4324

► Although technology is becoming more common in schools, effectively integrating technology into the classroom can be a challenge for teachers. Teachers must understand how technology… (more)

Subjects/Keywords: Professional development; Technology

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Jones, S. J. (2011). An evaluation of professional development methods and their effects on teachers' technological pedogogical content knowledge and technology use. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-08-4324

Chicago Manual of Style (16^th Edition):

Jones, Sara Jolly. “An evaluation of professional development methods and their effects on teachers' technological pedogogical content knowledge and technology use.” 2011. Masters Thesis, University of Texas – Austin. Accessed April 10, 2021. http://hdl.handle.net/2152/ETD-UT-2011-08-4324.

MLA Handbook (7^th Edition):

Jones, Sara Jolly. “An evaluation of professional development methods and their effects on teachers' technological pedogogical content knowledge and technology use.” 2011. Web. 10 Apr 2021.

Vancouver:

Jones SJ. An evaluation of professional development methods and their effects on teachers' technological pedogogical content knowledge and technology use. [Internet] [Masters thesis]. University of Texas – Austin; 2011. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-4324.

Council of Science Editors:

Jones SJ. An evaluation of professional development methods and their effects on teachers' technological pedogogical content knowledge and technology use. [Masters Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-4324

17. Mapipo, Hellen. Continuous professional development of regular teachers in special educational needs: A case of Copperbelt Province, Zambia.

Degree: 2013, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/3061

► The lifelong learning and career development known as continuous professional development (CPD) of teachers is emerging as a key priority area internationally. Continuous professional development… (more)

Subjects/Keywords: Career Development; Professional Development

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APA (6^th Edition):

Mapipo, H. (2013). Continuous professional development of regular teachers in special educational needs: A case of Copperbelt Province, Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/3061

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

Chicago Manual of Style (16^th Edition):

Mapipo, Hellen. “Continuous professional development of regular teachers in special educational needs: A case of Copperbelt Province, Zambia.” 2013. Thesis, University of Zimbabwe. Accessed April 10, 2021. http://dspace.unza.zm/handle/123456789/3061.

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

MLA Handbook (7^th Edition):

Mapipo, Hellen. “Continuous professional development of regular teachers in special educational needs: A case of Copperbelt Province, Zambia.” 2013. Web. 10 Apr 2021.

Vancouver:

Mapipo H. Continuous professional development of regular teachers in special educational needs: A case of Copperbelt Province, Zambia. [Internet] [Thesis]. University of Zimbabwe; 2013. [cited 2021 Apr 10]. Available from: http://dspace.unza.zm/handle/123456789/3061.

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

Council of Science Editors:

Mapipo H. Continuous professional development of regular teachers in special educational needs: A case of Copperbelt Province, Zambia. [Thesis]. University of Zimbabwe; 2013. Available from: http://dspace.unza.zm/handle/123456789/3061

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

Colorado State University

18. Cindrich, Cindy. Phenomena driving youth professional development initiatives in northeastern Colorado, The.

Degree: PhD, Education, 2017, Colorado State University

URL: http://hdl.handle.net/10217/183954

► The purpose of the study was to describe the phenomena driving youth professional development initiatives across 10 counties in northeastern Colorado by interpreting open-ended surveys… (more)

Subjects/Keywords: workforce development; professional development; youth

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APA (6^th Edition):

Cindrich, C. (2017). Phenomena driving youth professional development initiatives in northeastern Colorado, The. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/183954

Chicago Manual of Style (16^th Edition):

Cindrich, Cindy. “Phenomena driving youth professional development initiatives in northeastern Colorado, The.” 2017. Doctoral Dissertation, Colorado State University. Accessed April 10, 2021. http://hdl.handle.net/10217/183954.

MLA Handbook (7^th Edition):

Cindrich, Cindy. “Phenomena driving youth professional development initiatives in northeastern Colorado, The.” 2017. Web. 10 Apr 2021.

Vancouver:

Cindrich C. Phenomena driving youth professional development initiatives in northeastern Colorado, The. [Internet] [Doctoral dissertation]. Colorado State University; 2017. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10217/183954.

Council of Science Editors:

Cindrich C. Phenomena driving youth professional development initiatives in northeastern Colorado, The. [Doctoral Dissertation]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/183954

University of Alberta

19. Rivard Magnan, Annette M. Effects of professional commitment and organizational context on the professional development of Canadian occupational therapists.

Degree: PhD, Faculty of Rehabilitation Medicine, 2010, University of Alberta

URL: https://era.library.ualberta.ca/files/bn999845c

► Over the past two decades, health care has undergone massive change, both in scientific and technological advancements, and in the manner in which services are… (more)

▼ Over the past two decades, health care has undergone massive change, both in scientific and technological advancements, and in the manner in which services are structured and delivered (Angus, Auer, Cloutier, & Albert, 1995). Social, political, and financial pressures have resulted in organizational restructuring, which in turn influenced the delivery of health care at all levels. The knowledge base of the occupational therapy profession has continued to expand and there is increasing evidence of the effectiveness of its services. For these many reasons professional development has become especially critical as it enhances practitioners’ abilities to respond appropriately to these ever-changing external forces (Nolan, Owens, & Nolan, 1995) and ensures evidence-based practice (Craik & Rappolt, 2006), thus benefitting both patients and organizations. As professionals, occupational therapists are personally accountable for the quality and outcomes of the services they provide (Friedson, 1994). This study examined the factors that induce occupational therapists - important resources for the health care system - to maintain, adapt, and enhance their competencies. I explored the potential drivers of professional development using a combination of commitment theory and organizational support theory (Eisenberger, Huntington, Hutchison, & Sowa, 1986; Meyer & Herscovitch 2001). Hierarchical regression analysis showed that, though perceived organizational support and development-oriented human resource management practices play a role in professional development, occupational therapists’ professional commitment is the most important influence on professional development. Moreover, in the population studied, performance appraisals did not appear to influence professional development. Participants’ open-ended comments suggested that occupational therapists do not perceive such appraisals as relevant to their practice or learning needs. These findings have important implications. The education of occupational therapists and the role of professional bodies become important for instilling and supporting professional commitment. For employers, the hiring process for occupational therapists and the policies and human resource management practices related to encouraging professional commitment become especially critical.

Subjects/Keywords: organizational context; professional commitment; professional development

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APA (6^th Edition):

Rivard Magnan, A. M. (2010). Effects of professional commitment and organizational context on the professional development of Canadian occupational therapists. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/bn999845c

Chicago Manual of Style (16^th Edition):

Rivard Magnan, Annette M. “Effects of professional commitment and organizational context on the professional development of Canadian occupational therapists.” 2010. Doctoral Dissertation, University of Alberta. Accessed April 10, 2021. https://era.library.ualberta.ca/files/bn999845c.

MLA Handbook (7^th Edition):

Rivard Magnan, Annette M. “Effects of professional commitment and organizational context on the professional development of Canadian occupational therapists.” 2010. Web. 10 Apr 2021.

Vancouver:

Rivard Magnan AM. Effects of professional commitment and organizational context on the professional development of Canadian occupational therapists. [Internet] [Doctoral dissertation]. University of Alberta; 2010. [cited 2021 Apr 10]. Available from: https://era.library.ualberta.ca/files/bn999845c.

Council of Science Editors:

Rivard Magnan AM. Effects of professional commitment and organizational context on the professional development of Canadian occupational therapists. [Doctoral Dissertation]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/bn999845c

Texas A&M University

20. Rashe, Rachel. Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students.

Degree: PhD, Communication, 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11574

► Higher education is currently facing a number of challenges that are leading doctoral students to seek employment outside of the traditional research-focused institution. With students… (more)

▼ Higher education is currently facing a number of challenges that are leading doctoral students to seek employment outside of the traditional research-focused institution. With students looking for different jobs, professional socialization and development activities need to be re-examined to understand whether current practices are meeting the needs of doctoral students. Sociologists have explored what it means to be professional at length, but a communicative voice is needed in this conversation. This research seeks to understand how to "do" professionalism in mundane, everyday contexts. Graduate student socialization, identity, and professional development literature was used as a backdrop for exploring this phenomenon. Interviews with doctoral students in communication and directors of graduate studies in communication were conducted and documents were collected from graduate programs and the National Communication Association. This material was subsequently analyzed to explore what it means to be a professional, how to develop as a professional, and how professionalism is tracked and evaluated. The analysis suggested that what it means to be professional is composed of traditional conceptualizations of research, teaching, and service, and a number of other practices and values such as independence, collaboration, collegiality, and work-life balance. This analysis also showed that while students developed these qualities through formal means, they relied more on informal methods of developing to enhance their professionalism. Formal assessment measures helped in the evaluation process, though they did not measure many of the characteristics of a communication professional. Informal means of evaluation served as a way to track some of these characteristics. Findings showed several challenges that doctoral education currently face. First, students are increasingly pursuing careers outside the traditional Research I institutional context and increasingly pursuing more teacher-centric goals. While development opportunities should reflect student goals, a shift away from a research focus could undermine placement at Research I institutions and decrease the value of the PhD, given the increase in fixed-contract hiring at public and for-profit universities. Second, doctoral students and advisers are not adequately prepared to have difficult conversations about career goals, which may be connected to students feeling underprepared to go on the job market. Third, current assessment procedures do not measure many of the more abstract qualities and values identified as professional, which makes it difficult to assess student development. Finally, this research highlighted how the role of the body in white-collar work has been overlooked and how academic practices discipline the body in particular ways. Future research and practical applications regarding each of these challenges were explored, and limitations were also discussed. Advisors/Committee Members: Barge, J. Kevin (advisor), Miller, Katherine (committee member), Conrad, Charles (committee member), Samuelson, Charles (committee member).

Subjects/Keywords: Professional development; professional socialization; communication; doctoral students

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APA (6^th Edition):

Rashe, R. (2012). Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11574

Chicago Manual of Style (16^th Edition):

Rashe, Rachel. “Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students.” 2012. Doctoral Dissertation, Texas A&M University. Accessed April 10, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11574.

MLA Handbook (7^th Edition):

Rashe, Rachel. “Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students.” 2012. Web. 10 Apr 2021.

Vancouver:

Rashe R. Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11574.

Council of Science Editors:

Rashe R. Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11574

Northeastern University

21. Damon, Patrick J. Professional relationships: an interpretive phenomenological analysis of professional development experiences and teacher's self-efficacy.

Degree: EdD, School of Education, 2016, Northeastern University

URL: http://hdl.handle.net/2047/D20237070

► Federal legislation continually draws attention to public education requiring more assessments, higher standards for learning, and rigorous instruction. To address this concern, emphasis is placed… (more)

Subjects/Keywords: professional development; professional efficacy; self-efficacy

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APA (6^th Edition):

Damon, P. J. (2016). Professional relationships: an interpretive phenomenological analysis of professional development experiences and teacher's self-efficacy. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20237070

Chicago Manual of Style (16^th Edition):

Damon, Patrick J. “Professional relationships: an interpretive phenomenological analysis of professional development experiences and teacher's self-efficacy.” 2016. Doctoral Dissertation, Northeastern University. Accessed April 10, 2021. http://hdl.handle.net/2047/D20237070.

MLA Handbook (7^th Edition):

Damon, Patrick J. “Professional relationships: an interpretive phenomenological analysis of professional development experiences and teacher's self-efficacy.” 2016. Web. 10 Apr 2021.

Vancouver:

Damon PJ. Professional relationships: an interpretive phenomenological analysis of professional development experiences and teacher's self-efficacy. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/2047/D20237070.

Council of Science Editors:

Damon PJ. Professional relationships: an interpretive phenomenological analysis of professional development experiences and teacher's self-efficacy. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20237070

University of Tennessee – Knoxville

22. Thomason, Betty R. Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities.

Degree: 2017, University of Tennessee – Knoxville

URL: https://trace.tennessee.edu/utk_graddiss/4811

► English Learners (ELs) are the fastest growing subset of the population in U. S. k-12 schools. ELs are students whose primary language is one other… (more)

▼ English Learners (ELs) are the fastest growing subset of the population in U. S. k-12 schools. ELs are students whose primary language is one other than English and who qualify for specialized services based on an English language proficiency test (Francis, Rivera, Lesaux, Kieffer & Rivera, 2006). One popular approach for supporting ELs academically is the inclusion model (Reeves, 2004). The inclusion method places ELs in classes with Native English Speakers (NES) in which teachers are required to teach English and content to ELs and grade level content to NESs. However, due to the failure of many pre-service programs, teachers assigned to teach these classes have little or no training on procedures to make content comprehensible for ELs. This is particularly true of secondary science classes where ELs scores are approximately 40 points below NESs on standardized tests.This paper details a study using the Professional Learning Community (PLC) format to support inclusion science teachers of ELs. During the meetings, approximately 48 EL-appropriate instructional strategies and the Second Language Acquisition (SLA) process were explored and modeled. The purpose of the PD was to change participants’ instructional practices and beliefs about ELs which in turn may impact ELs’ academic success in science.Results revealed that participants gained an average of 20.5 EL-appropriate strategies and changed some beliefs they held concerning ELs. The findings also showed that participants embraced the PLC format, citing communication and collaboration with colleagues as inspiration for teacher growth and improvement. The study’s findings identified specific changes participants were willing to make in their instructional practice and exact barriers to change following the PLC PD that go beyond the current literature. It is suggested that in service general education teachers receive training in ESL methods through PLCs, that departments of education devise detailed courses of study for preservice teachers that include English as a Second Language (ESL) methods, and that standards scores be used as a tool to help students learn; otherwise, the achievement gap for ELs will remain.

Subjects/Keywords: English Learners; Professional Development; Professional Learning Communities

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APA (6^th Edition):

Thomason, B. R. (2017). Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/4811

Chicago Manual of Style (16^th Edition):

Thomason, Betty R. “Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities.” 2017. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed April 10, 2021. https://trace.tennessee.edu/utk_graddiss/4811.

MLA Handbook (7^th Edition):

Thomason, Betty R. “Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities.” 2017. Web. 10 Apr 2021.

Vancouver:

Thomason BR. Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2017. [cited 2021 Apr 10]. Available from: https://trace.tennessee.edu/utk_graddiss/4811.

Council of Science Editors:

Thomason BR. Expanding Secondary Science Teachers' Instructional Practice to Include English Learners through Professional Learning Communities. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2017. Available from: https://trace.tennessee.edu/utk_graddiss/4811

University of Sydney

23. Khosronejadtoroghi, Maryam. Implied Identity: Conceptualising professional identity development in higher education .

Degree: 2018, University of Sydney

URL: http://hdl.handle.net/2123/18840

► Educators in higher education and professional development are highly concerned with facilitating the development of learners’ professional identities. However, the underlying mechanism of professional-identity development… (more)

▼ Educators in higher education and professional development are highly concerned with facilitating the development of learners’ professional identities. However, the underlying mechanism of professional-identity development is still an understudied area and requires further conceptualisation. My main aim in this dissertation is to propose a new approach to studying professional-identity formation and its development by looking at the dynamic interplay of self and environment. My thesis argument is that implied identity is a helpful concept to understand this relationship. As individuals reflect on objects and people’s acts, they interpret them in relation to aspects of professional identity. Implied identity refers to different aspects of professional identity that are perceived by individuals as legitimate ways of being through interaction. The term has its origins in implied reader from the literary studies and refers to the suggested aspects of being a professional that are experienced by learners within a particular context. The implied-identity framework extends the previous conceptualisation of learning as moving towards normative identities and instead proposes a view of learning as the process of negotiating implied identities. The proposed approach is helpful for advancing the relevance of the structure-agency debate in the context of higher education. In addition, it informs the investigation of the influence of educational design on learners’ agency in the process of professional-identity formation. I apply the approach in three empirical studies to address three research aims: (a) understanding the relationship between the context of learning and learners’ perception of the profession, (b) understanding learners’ perception of opportunities for practicing professional identity through interaction and in response to educational design, and (c) understanding shifts in learners’ identities as a consequence of long-term participation in the context of educational programs. Study 1 unpacks the relationship between beliefs about the profession and the context of learning. I apply phenomenography informed by the implied-identity approach to guide my investigation and explore learners’ beliefs about the (engineering) profession in relation to their experiences across different contexts of the university, society, and the workplace. I conclude that different beliefs about engineering are related to different contexts of learners’ experiences. This study calls into question decontextualised inquiries of beliefs when looking into how beliefs are formed. It further advances understanding of how beliefs influence professional-identity practices and explains the relations between the two. I suggest further investigation is needed to answer how the context of learning (including educational design) helps with the formation of beliefs and facilitates professional-identity practices. This leads to my second research aim. Based on the implied-identity approach, answering the question of how requires…

Subjects/Keywords: Professional development; Professional identity; Higher education

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APA (6^th Edition):

Khosronejadtoroghi, M. (2018). Implied Identity: Conceptualising professional identity development in higher education . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/18840

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

Chicago Manual of Style (16^th Edition):

Khosronejadtoroghi, Maryam. “Implied Identity: Conceptualising professional identity development in higher education .” 2018. Thesis, University of Sydney. Accessed April 10, 2021. http://hdl.handle.net/2123/18840.

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

MLA Handbook (7^th Edition):

Khosronejadtoroghi, Maryam. “Implied Identity: Conceptualising professional identity development in higher education .” 2018. Web. 10 Apr 2021.

Vancouver:

Khosronejadtoroghi M. Implied Identity: Conceptualising professional identity development in higher education . [Internet] [Thesis]. University of Sydney; 2018. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/2123/18840.

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

Council of Science Editors:

Khosronejadtoroghi M. Implied Identity: Conceptualising professional identity development in higher education . [Thesis]. University of Sydney; 2018. Available from: http://hdl.handle.net/2123/18840

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

Georgia State University

24. Gul, Tugce. Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity.

Degree: PhD, Middle and Secondary Education, 2016, Georgia State University

URL: https://scholarworks.gsu.edu/mse_diss/17

► The importance of teacher leadership has received intense interest as an area of educational research over the past three decades (Crowther, Kaagan, Ferguson &… (more)

▼ The importance of teacher leadership has received intense interest as an area of educational research over the past three decades (Crowther, Kaagan, Ferguson & Hann, 2002; Harris, 2003; Lambert, 2002; Marks & Printy, 2003). Most of this research has focused on the qualifications, impacts, and development of teacher leadership (Smylie & Mayrowetz, 2009). This study aimed to broaden the scope of research to include science teachers’ interaction with leadership practices in the course of a leadership development program that includes both their own professional development (PD) and leadership of teacher-driven professional development (TDPD). The study considered professional vision and identity rather than focusing only on formal or informal leadership roles. The purpose of this qualitative case study was to examine experienced physics and chemistry high school teachers’ perceptions of their leadership roles and characteristics and their professional vision and identity as they participated in a leadership development training program and a math and science partnership program as facilitators of the science activities for K-12 teachers. The study was situated within the leadership training program (I-LEAD) five-year project, which was designed to recruit experienced secondary physics and chemistry teachers, called Master Teaching Fellows (MTFs), to understand the dynamics that support or limit the development of teacher leaders. The participants in this study consisted of up to three of these MTFs, who organized and implemented TDPD activities for K-12 teachers to improve these teachers’ science knowledge and teaching practices. The data was analyzed using multiple coding methods that generated themes from interviews with the MTFs and archival data from the I-LEAD leadership program. The results of the study claim that professional vision, professional identity, and teacher leadership roles and skills are inextricably interrelated. These dynamic components are refined, reshaped, and reformed by self-reflection, discussion, and feedback as provided through PD activities. This study further suggests that teacher leadership mechanism evolves over time through practicing different teacher leadership roles in the professional journey. Implications and practical suggestions for school administrators, PD developers, and policy makers as well as teacher leaders are discussed. Advisors/Committee Members: Kadir Demir, Jodi Kaufmann, Brett Criswell.

Subjects/Keywords: Teacher leadership; Professional development; Professional identity; Professional vision; Teacher-driven professional development

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APA (6^th Edition):

Gul, T. (2016). Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/17

Chicago Manual of Style (16^th Edition):

Gul, Tugce. “Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity.” 2016. Doctoral Dissertation, Georgia State University. Accessed April 10, 2021. https://scholarworks.gsu.edu/mse_diss/17.

MLA Handbook (7^th Edition):

Gul, Tugce. “Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity.” 2016. Web. 10 Apr 2021.

Vancouver:

Gul T. Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2021 Apr 10]. Available from: https://scholarworks.gsu.edu/mse_diss/17.

Council of Science Editors:

Gul T. Evolution of Teacher Leadership: The Influence of Leadership Professional Development Opportunities on Teacher Leaders’ Perceptions of Their Leadership Characteristics, Professional Vision, and Professional Identity. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/17

University of South Africa

25. Chetram, Ravinand. The management of continuous professional development at a TVET college in Kwazulu Natal .

Degree: 2017, University of South Africa

URL: http://hdl.handle.net/10500/23831

► This exploration investigates lecturers’ experiences of the role of professional development on TVET lecturers. Lecturers’ professional development is often viewed as the source to effective… (more)

Subjects/Keywords: Professional development (PD); Continuous professional development (CPD); Development; Quality education; Educator

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APA (6^th Edition):

Chetram, R. (2017). The management of continuous professional development at a TVET college in Kwazulu Natal . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23831

Chicago Manual of Style (16^th Edition):

Chetram, Ravinand. “The management of continuous professional development at a TVET college in Kwazulu Natal .” 2017. Masters Thesis, University of South Africa. Accessed April 10, 2021. http://hdl.handle.net/10500/23831.

MLA Handbook (7^th Edition):

Chetram, Ravinand. “The management of continuous professional development at a TVET college in Kwazulu Natal .” 2017. Web. 10 Apr 2021.

Vancouver:

Chetram R. The management of continuous professional development at a TVET college in Kwazulu Natal . [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10500/23831.

Council of Science Editors:

Chetram R. The management of continuous professional development at a TVET college in Kwazulu Natal . [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23831

University of Zambia

26. Mazala, Chileya Mbasilu. The effects of continuing professional development (CPD) though sprint on teacher classroom practices and student learning outcomes .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/415

► This study looked at the effects of Continuing Professional Development (CPD) through School Programmes for In -Service for the Term (SPRINT) on teacher classroom practices… (more)

▼ This study looked at the effects of Continuing Professional Development (CPD) through School Programmes for In -Service for the Term (SPRINT) on teacher classroom practices and student learning outcomes. The purpose of the study was to find out if SPRINT had any effect on teacher classroom practice and student learning outcomes. The target population was all Ndola high schools. The sample consisted of 196 respondents that is, five head teachers, five deputy heads, fifteen heads of department, five School In- Service Providers (SIP), five Zone INSET Providers (ZIP) and twelve teachers from each of the five schools and one Resource Centre Coordinator. The sample also included one hundred grade twelve pupils, twenty randomly picked from each of the five schools Purposive sampling was used to select the schools, head teachers, heads of department, INSET providers and the subject coordinator. Teachers and pupils were selected using simple random sampling. Questionnaires, observations, interviews, Focus Group Discussions and documentary evidence were the research instruments used to gather information. A review of relevant literature and its implication for CPD was undertaken to provide interrogation framework for this study. Guskey's five levels of evaluation were used to structure the framework Data were analyzed by identifying and categorizing significant themes relevant to research objectives. The data were presented in form of tables, percentages,graphs and charts. Qualitative data from interviews were coded and emerging themes grouped into categories The themes and categories of initial data were compared with those of subsequent interviews. Categories were then regrouped to get the most significant categories and themes.The findings from this study indicated that teachers at all career stages expressed the desire to take part in Continuing Professional Development through SPRINT.Research findings also showed that SPRINT activities did impact on teacher classroom practice basing on the twelve observable skills recommended by The Ministry of Education. The findings from this study further revealed that SPRINT had an impact on student learning outcomes as shown by the average scores of students whose teachers took part in CPD and those whose teachers did not.Average scores for the latter were lower than the former category of students.The findings further revealed that although there was evidence of the effect of CPD through SPRINT on teacher classroom practices and student learning outcomes, this programme was hindered by weak organisational support.The results of the study showed that teachers were not enthusiastic about continuing with the CPD programme as it lacked adequate funding and support from both local administrators and the Ministry of Education. Teachers were not involved in identifying training needs and as such did not feel they were the owners of CPD Teachers also felt that this kind of CPD did not help in career progression as the credit system was not effective. At…

Subjects/Keywords: Continuing professional Development-zambia

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APA (6^th Edition):

Mazala, C. M. (2011). The effects of continuing professional development (CPD) though sprint on teacher classroom practices and student learning outcomes . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/415

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

Chicago Manual of Style (16^th Edition):

Mazala, Chileya Mbasilu. “The effects of continuing professional development (CPD) though sprint on teacher classroom practices and student learning outcomes .” 2011. Thesis, University of Zambia. Accessed April 10, 2021. http://hdl.handle.net/123456789/415.

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

MLA Handbook (7^th Edition):

Mazala, Chileya Mbasilu. “The effects of continuing professional development (CPD) though sprint on teacher classroom practices and student learning outcomes .” 2011. Web. 10 Apr 2021.

Vancouver:

Mazala CM. The effects of continuing professional development (CPD) though sprint on teacher classroom practices and student learning outcomes . [Internet] [Thesis]. University of Zambia; 2011. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/123456789/415.

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

Council of Science Editors:

Mazala CM. The effects of continuing professional development (CPD) though sprint on teacher classroom practices and student learning outcomes . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/415

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

27. Kind, Jill. Teachers' Experiences with Professional Development and Its Impact on Instructional Practice.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/54

► “The central lesson now evident is that sustained improvement in students’ outcomes requires sustained effort to change teaching and learning practices in thousands and… (more)

▼ “The central lesson now evident is that sustained improvement in students’ outcomes requires sustained effort to change teaching and learning practices in thousands and thousands of classrooms, and this requires focused and sustained effort by all parts of the education system and partners” (Levin & Fullan, 2008, p. 289). The process of changing teaching and learning practices occurs through professional development. The Every Student Succeeds Act relies on the research of Desimone (2002), Garet, Porter, Desimore, Birman, and Yoon (2001), Guskey (2003), Hirsh, Psencik, and Brown (2014), and Wei, Drling-Hammond, Andree, Richardson, and Orphamos (2009) to identify set of criteria describing effective professional development. The six ESSA criteria are job-embedded, data-driven, classroom-focused, sustained, intensive, and collaborative each impact teachers’ instructional practices in different ways. Professional development also occurs in either a traditional format or a reform format (Garet et al., 2001). The purpose of the study was to determine what select Minnesota K-12 teachers report as their frequency of their participation in professional development aligned to ESSA criteria, the formats of professional development in which teachers participated, and how professional development positively impacted their instructional practice. The quantitative methodology utilized a survey instrument to determine participants’ experiences with professional development. The study results indicated that select Minnesota teachers reported participating in professional development that aligns with three of the six ESSA criteria (collaborative, data-driven, and sustained) of effective professional development more frequently than was found in the Frontline Institute Research study (Combs & Silverman, 2017). The study sample of K-12 Minnesota teachers also reported that reform formats of professional development had a higher positive impact on instructional practice than did traditional formats. Advisors/Committee Members: Kay Worner, James Johnson, David Lund.

Subjects/Keywords: Professional Development; Instructional Practice

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APA (6^th Edition):

Kind, J. (2019). Teachers' Experiences with Professional Development and Its Impact on Instructional Practice. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/54

Chicago Manual of Style (16^th Edition):

Kind, Jill. “Teachers' Experiences with Professional Development and Its Impact on Instructional Practice.” 2019. Doctoral Dissertation, St. Cloud State University. Accessed April 10, 2021. https://repository.stcloudstate.edu/edad_etds/54.

MLA Handbook (7^th Edition):

Kind, Jill. “Teachers' Experiences with Professional Development and Its Impact on Instructional Practice.” 2019. Web. 10 Apr 2021.

Vancouver:

Kind J. Teachers' Experiences with Professional Development and Its Impact on Instructional Practice. [Internet] [Doctoral dissertation]. St. Cloud State University; 2019. [cited 2021 Apr 10]. Available from: https://repository.stcloudstate.edu/edad_etds/54.

Council of Science Editors:

Kind J. Teachers' Experiences with Professional Development and Its Impact on Instructional Practice. [Doctoral Dissertation]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/edad_etds/54

Tulane University

28. McIntyre, Elizabeth. Teacher acceptability of trauma-informed approaches following foundational professional development training.

Degree: 2017, Tulane University

URL: https://digitallibrary.tulane.edu/islandora/object/tulane:76949

►

Although the theoretical basis supporting the use of trauma-informed approaches in schools is promising, evidence for mechanisms of facilitating their acceptability among teachers is limited.… (more)

Subjects/Keywords: acceptability; trauma-informed; professional development

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

APA (6^th Edition):

McIntyre, E. (2017). Teacher acceptability of trauma-informed approaches following foundational professional development training. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:76949

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

Chicago Manual of Style (16^th Edition):

McIntyre, Elizabeth. “Teacher acceptability of trauma-informed approaches following foundational professional development training.” 2017. Thesis, Tulane University. Accessed April 10, 2021. https://digitallibrary.tulane.edu/islandora/object/tulane:76949.

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

MLA Handbook (7^th Edition):

McIntyre, Elizabeth. “Teacher acceptability of trauma-informed approaches following foundational professional development training.” 2017. Web. 10 Apr 2021.

Vancouver:

McIntyre E. Teacher acceptability of trauma-informed approaches following foundational professional development training. [Internet] [Thesis]. Tulane University; 2017. [cited 2021 Apr 10]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:76949.

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

Council of Science Editors:

McIntyre E. Teacher acceptability of trauma-informed approaches following foundational professional development training. [Thesis]. Tulane University; 2017. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:76949

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

University of Rochester

29. Rioux, Allison. The impact of literacy coaching on elementary teachers’ beliefs and practice of writing instruction.

Degree: EdD, 2016, University of Rochester

URL: http://hdl.handle.net/1802/31154

► Literacy coaches serve a variety of roles within an elementary school. One of the key roles of the coach is to encourage teacher change at… (more)

Subjects/Keywords: Writing; Literacy coaching; Professional development

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

APA (6^th Edition):

Rioux, A. (2016). The impact of literacy coaching on elementary teachers’ beliefs and practice of writing instruction. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/31154

Chicago Manual of Style (16^th Edition):

Rioux, Allison. “The impact of literacy coaching on elementary teachers’ beliefs and practice of writing instruction.” 2016. Doctoral Dissertation, University of Rochester. Accessed April 10, 2021. http://hdl.handle.net/1802/31154.

MLA Handbook (7^th Edition):

Rioux, Allison. “The impact of literacy coaching on elementary teachers’ beliefs and practice of writing instruction.” 2016. Web. 10 Apr 2021.

Vancouver:

Rioux A. The impact of literacy coaching on elementary teachers’ beliefs and practice of writing instruction. [Internet] [Doctoral dissertation]. University of Rochester; 2016. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/1802/31154.

Council of Science Editors:

Rioux A. The impact of literacy coaching on elementary teachers’ beliefs and practice of writing instruction. [Doctoral Dissertation]. University of Rochester; 2016. Available from: http://hdl.handle.net/1802/31154

University of Alberta

30. Harle, Joanne. Lesson Study: Mathematics teachers become the professionals in their professional development.

Degree: MEd, Department of Secondary Education, 2009, University of Alberta

URL: https://era.library.ualberta.ca/files/ms35t999v

► This research begins with an argument for the implementation of a professional development model that would empower mathematics teachers to make changes to their mathematical… (more)

Subjects/Keywords: Mathematics; Lesson Study; Professional Development

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

APA (6^th Edition):

Harle, J. (2009). Lesson Study: Mathematics teachers become the professionals in their professional development. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/ms35t999v

Chicago Manual of Style (16^th Edition):

Harle, Joanne. “Lesson Study: Mathematics teachers become the professionals in their professional development.” 2009. Masters Thesis, University of Alberta. Accessed April 10, 2021. https://era.library.ualberta.ca/files/ms35t999v.

MLA Handbook (7^th Edition):

Harle, Joanne. “Lesson Study: Mathematics teachers become the professionals in their professional development.” 2009. Web. 10 Apr 2021.

Vancouver:

Harle J. Lesson Study: Mathematics teachers become the professionals in their professional development. [Internet] [Masters thesis]. University of Alberta; 2009. [cited 2021 Apr 10]. Available from: https://era.library.ualberta.ca/files/ms35t999v.

Council of Science Editors:

Harle J. Lesson Study: Mathematics teachers become the professionals in their professional development. [Masters Thesis]. University of Alberta; 2009. Available from: https://era.library.ualberta.ca/files/ms35t999v

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Open Access Theses and Dissertations