You searched for subject:(Professional development)
.
Showing records 1 – 30 of
6747 total matches.
◁ [1] [2] [3] [4] [5] … [225] ▶

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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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)
▼ Through research I have identified eight constructs of effective
professional development (collaborative, content focused, active practice, inclusive of technology, goal oriented, evaluated, sustained, increases self-efficacy). North Dakota state law requires two days of
professional development that are defined by their length of time. The purpose of this quantitative study was twofold: (a) to identify if the eight constructs of effective
professional development are embedded in North Dakota public schools'
professional development opportunities and (b) whether or not the schools that offer
professional development given the restraints of North Dakota state law are offering effective
professional development. North Dakota public school teachers and North Dakota public school administrators were surveyed regarding their perceptions of effective
professional development.
Although state law only requires two days of PD, 370 of the 437 responses to this question indicated that their districts offered more than two days. Nearly 64% of the responses indicated that the number of PD days in the district calendar was adequate to accomplish their PD needs for the year. Sixty three percent of the respondents believed the PD their district was offering during those days was effective. The results show the quality of the
professional development is more important than the length of the
professional development.
Advisors/Committee Members: Gary Schnellert.
Subjects/Keywords: Professional Development
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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)
▼ 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 one of the most significant determinants of our effectiveness. Nevertheless, while educators have access to professional development opportunities covering an array of pedagogical skill-sets, there is little training offered in decision-making theory and systemic processes, perhaps based on an assumption that life alone provides the experience necessary for effective decision-making. Research on decision-making indicates that we are neurologically hardwired and habituated to reply on predominately unconscious heuristics when making choices. This dissertation explores the question of how might an understanding and awareness of common decision-making heuristics change, improve, or influences decision-making?
This dissertation is an example of a developmental evaluation. I used a case study model to explore how participants who attended the seminar entitled "The Neuroscience of Decision-Making: Improving Personal and Professional Capacity" came to better understand their decision-making tendencies through an increased awareness of their use of and reliance on heuristics. The practical application of the grounded theory approach explores the question of how the use of a "program matrix," a logic-model based framework designed to make thinking more visible, might make decision-making more systemic and collaborative. The findings indicate that participant's perceptions of their decision making evolved as a result of their participation in the seminar. Similarly, the use of the "program matrix" encouraged a more collaborative and systemic approach to programmatic decision-making.
Subjects/Keywords: professional development
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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)
▼ 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 of PD and its effect on student learning was examined. This dissertation examined teacher perceptions and their impact on PD topics and delivery methods and its impact on changes in instructional practices and student achievement. Two-Hundred and seven educators from one rural, suburban, and urban Virginia high school were requested to participate in this study. The findings relative to the sample size suggest that overall PD is impactful on instructional practice and student achievement and that technology integration, followed by student learning styles has the most effect. Various
professional learning activities may offer a means of impacting instruction and student achievement. Findings also suggest that if policymakers and school leaders want to impact instruction and student achievement, they must be intentional in delivering PD hours towards actions that will provide positive outcomes for instruction and highest results for student achievement. PD must be sustained, on-going, job-embedded learning experiences. This study provides educational leaders with a teacher perspective on the impact of PD on instructional practice and student achievement.
Advisors/Committee Members: Cash, Carol S. (committeechair), Rogers, Antoinette M. (committee member), Kelly, Michael D. (committee member), Price, Ted S. (committee member), Mullen, Carol Ann (committee member).
Subjects/Keywords: professional development
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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)
▼ 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 teachers can continue
to develop professionally. Questions arise from the literature
about whether or not teacher assessments can truly serve learning
as well as accountability functions. The purpose of the study was
to explore the potential for teacher assessment to serve both of
those functions, how those different functions may support one
another and how those functions may conflict. This qualitative case
study investigated the experiences of a group of charter school
teachers as they created and implemented a local professional
development and accountability protocol. Data demonstrate that the
protocol facilitated the individual growth it was intended to
facilitate as well as development of the collective capacity of
teachers' professional community and of that community as a
community. Teachers described their colleagues as both supports for
development and as stakeholders for accountability. They also
experienced accountability to their administration because of the
protocol's status as a job responsibility. Accountability to their
professional community was productive for teachers' learning and
served the intended objective of promoting follow-through on the
growth goals teachers set for themselves. Even though the protocol
was not created as part of an external accountability mandate, the
kind of learning it facilitated was influenced by the
accountability discourse surrounding public school
education.
Subjects/Keywords: Accountability; Professional development.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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 »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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 »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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 »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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)
▼ 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 interacts with their content and pedagogical strategies to enhance student learning outcomes. Various theory-based training methods have been proposed to increase the technological pedagogical content knowledge (TPACK) of teachers (Mishra & Koehler, 2006). In-service teachers have an established teaching style, or preference for specific pedagogical activities, which may influence how they respond to trainings either congruent or dissimilar to their own teaching practices. This study uses MANCOVA to investigate how middle school math teachers’ teaching styles preferences influence their technology integration in a lesson plan following three different types of training.
The implications for the proposed study suggested future evaluation of a fourth
professional development method to integrate teachers’ teaching styles and offer more prolonged support and reflection during the training process. This fourth method, lesson study, allows teachers to reflex on different ways of teaching as a group and may lead to change in teaching style beyond that possible in the first three methods. The final chapter of this report includes an evaluation plan for the proposed lesson study
professional development.
Advisors/Committee Members: Borich, Gary D. (advisor), Svinicki, Marilla (committee member).
Subjects/Keywords: Professional development; Technology
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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)
▼ 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 is the process by which teachers reflect upon their
competencies, maintain them up to date and develop them further. Therefore this study
sought to investigate continuous professional development of regular teachers in special educational needs. In order to have in depth understanding of the continuous professional development of
regular teachers special educational needs, a case study design was used. Data were
collected through questionnaires, interview guide and non-participant observation
schedule. One hundred and five respondents participated in the study. Purposive and
stratified random sampling procedures were used to collect data. Thematic analysis was
used to analyse qualitative data and quantitative data were analysed using statistical package for social sciences (SPSS).The findings show that regular teachers had a negative attitude towards inclusion of special education related topics in professional development meetings and workshops. In addition, District Resource Centre Coordinators and special education teachers did not do much to sensitise regular teachers on issues pertaining to special educational needs during continuous professional meetings and workshops. As a result, regular teachers on the Copperbelt did not understand learners with special educational needs despite attending professional development meetings and workshops.The study therefore, recommends that: (1) All colleges of education and universities that train teachers should include special education in their curriculum. (2) District Resource
Centre Coordinators should ensure that all serving teachers undergo special education
orientation during professional development meetings and workshops so that they
Subjects/Keywords: Career Development; Professional Development
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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)
▼ 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 from community residents and researcher observations. The design of the study used thematic analysis framed with Social Exchange Theory (Sabatelli & Shehan, 1993; Schilke, Reimann, & Cook, 2015; Smith et al., 2014) to describe the stakeholders involved in youth
professional development programing and explore how power and trust support or impede region wide initiatives. The findings from nine open-ended surveys combined with communications and researcher's observations suggest that trust is built between individuals across the region but slowly dissolves at the organizational level creating what was described by a participant as the, "we tried and failed syndrome out here" across the region. Based on the findings, a methodology of appreciative inquiry is recommended to strengthen region wide initiatives by developing trust and balancing power across the communities in northeastern Colorado.
Advisors/Committee Members: Kaminski, Karen (advisor), Lopes, Tobin (advisor), Timpson, William (committee member), Scott, Malcolm (committee member).
Subjects/Keywords: workforce development; professional development; youth
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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)
▼ 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 on increasing professional development for teachers. By their own admission, elementary school teachers seek and attend professional development to increase his or her own level of education and performance. Since teacher's self-efficacy has shown to affect instructional practices and professional knowledge, recognizing teachers' self-efficacy when planning, designing and implementing professional development is essential. Capturing the professional learning experiences of teachers it notably absent in the literature concerning the importance of self-efficacy. Using an interpretative phenomenological analysis (IPA), this study investigated the following research question: What is the relationship between teachers' experiences with professional development and professional efficacy? The findings of this study indicate that there is a distinct relationship between professional development and teachers' self-efficacy. Consistent with the literature, the participants reported positive professional growth, increased self-efficacy, and a commitment to learning. Despite previous professional development experiences, participants successfully engaged in professional development that has influenced them both personally and professionally.
Subjects/Keywords: professional development; professional efficacy; self-efficacy
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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)
▼ 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 learning developments. Lecturer effectiveness at TVET Colleges depends on the constant
professional development to avoid encounters that they face due to endless differences taking place in technology and national curriculum. The result of proper
professional development of lecturers is that both students and the organisation benefit from it.
Hence, lecturers are likely to be subjected to continuous
professional development to be well informed with the constant adjustments taking place in the education system. This occurs as the lecturers are pressurised to participate in a variety of regular
professional development programmes that are not designed to suit their specific requirements. This leads to,
professional development becoming ineffective in assisting the lecturer developing their training in their specific areas of knowledge.
A literature review was used to determine what other writers say about the concept of
professional development.
A qualitative study was employed and two research instruments were used: semi-structured interview sessions and document analysis.Information was collected through the interviews, centred on pre-planned interview questions. Purposive sampling was used and nine experienced participants were selected for this study. Lecturers’ were questioned about their experiences of
professional development at a TVET College in the Kwazulu Natal district. The conversations were recorded, translated and scrutinised to discover lecturers’ opinions about
professional development in their college.
This investigation was guided by three important questions:
How effective are staff
development programmes managed for lecturers in their areas of specialisation?
Secondly, How effective are the policies regarding staff
development in TVET Colleges? Finally, what role does senior management play in CPD in Majuba TVET College?
Findings indicate that the principals of the colleges are not managing the continuous
professional development of lectures. It is left upon the lecturers themselves to manage their
professional development.
It is expected that this investigation and the literature review will influence the management of
professional development for the advantage of lecturers and the college.
Advisors/Committee Members: Machaisa, P. R (advisor).
Subjects/Keywords: Professional development (PD);
Continuous professional development (CPD);
Development;
Quality education;
Educator
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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)
▼ 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. Findings from implementation science indicate that foundational professional development training during pre-implementation activities can generate teacher support for a new approach, which is essential to successful formal implementation. Theoretical models point toward enhanced teacher knowledge of the approach as a predictor of such support. The current study examined whether foundational professional development training increased teacher knowledge of a new school-wide initiative, trauma-informed approaches, and evaluated that knowledge growth as a predictor of teacher perceptions of acceptability for trauma-informed approaches. Feasibility and system fit, two domains of perceived social validity of trauma-informed approaches, were assessed as potential moderators of the association between knowledge growth and acceptability. Although the training significantly increased teachers’ knowledge of trauma-informed approaches, knowledge growth did not predict acceptability ratings. Feasibility and knowledge growth did not interact to predict acceptability ratings. However, individuals providing higher ratings of system fit demonstrated a positive relationship between knowledge growth and acceptability. When system fit ratings were lower, knowledge growth predicted lower acceptability ratings. Findings provide partial support for foundational professional development training as a pre-implementation tool and identify factors that influence pre-implementation acceptability of trauma-informed approaches among teachers.
1
Elizabeth McIntyre
Advisors/Committee Members: (author), Overstreet, Stacy (Thesis advisor), (Thesis advisor), School of Science & Engineering Psychology (Degree granting institution).
Subjects/Keywords: acceptability; trauma-informed; professional development
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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)
▼ 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 the school wide level. Much like other
professions, teachers need to stay current on best practice in the
classroom. In doing so, the literacy coach can facilitate the
expansion of teacher beliefs and understanding into practice within
their own classroom. On going, job-embedded professional learning
opportunities, such as the support of the literacy coach, are more
likely to impact teachers’ understandings and beliefs, especially
if time is given for teachers to follow up with the facilitator.
When coaching is embedded in this way to facilitate teacher
learning, teachers are more likely to implement more authentic
classroom practices. Through the analysis of four elementary
classrooms, this multiple case study research examined how literacy
coaching contributes to teachers’ beliefs and practices around
writing instruction. When teachers do not see themselves as writers
they have a difficult time instructing students how to become
writers. Through the process of writing workshop coaches can work
with teachers to enhance knowledge of writing instruction and, in
turn, impact their thinking around writing instruction.
Additionally, examined through theoretical frames of sociocultural
theory and situated learning theory, the study examined how working
with a literacy coach can encourage and support learning for
teachers as writing instructors.
Subjects/Keywords: Writing; Literacy coaching; Professional development
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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)
▼ 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
teaching practices. As this argument evolves so does the need for
further investigation into what key components are necessary for
effective professional development. What emerges from this
investigation is the discovery of a Japanese professional
development model known as Lesson Study. This research includes a
case study that allows for an exploration of mathematics teachers
as they, using the Japanese Lesson Study process, collaboratively
research, implement, and reflected upon how this alternative
professional development model influences changes in their
mathematical teaching practices. The three mathematics teachers in
this case study provide evidence and support for how Lesson Study
can be used as an effective professional development model while
providing the opportunity for teachers to be the professionals in
their professional development.
Subjects/Keywords: Mathematics; Lesson Study; Professional Development
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 (7th 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
◁ [1] [2] [3] [4] [5] … [225] ▶
.