You searched for subject:(Professional development).
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University of Georgia
1.
Darden, George Washington.
A study of the views and positions of school administrators toward professional development.
Degree: PhD, Social Foundations of Education, 2011, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/darden_george_w_201112_phd 
► This multi-site case study focused on administrators who work in the schools of the Cobb County, Georgia, school system—one of the largest, most diverse, and…
(more)
▼ This multi-site case study focused on administrators who work in the schools of the Cobb County, Georgia, school system—one of the largest, most diverse, and most rapidly changing systems in the state of Georgia. The purpose of the study was to explore how school leaders in a diverse school district view
professional development in an era of standards-based reform. My study was related to other studies on
professional development and educational leadership, including those that focus on the design and implementation of
professional learning programs, those that address issues of social justice in
professional development, those that identify cross-national issues and dilemmas in
professional development, and those that examine administrator behavior in general. The results showed that while all school leaders under study recognized the fundamental tenets of modern
professional learning, not all were willing to or capable of implementing long-term, collaborative, classroom-based, participant-driven
professional development programs. Administrators also differed in terms of who they believed should design
professional development programs—people from inside the school or “outside experts.” Teacher resistance was uniformly reported, but it seemed that those school leaders who stood up to teacher resistance ultimately gained teacher compliance. Other school leaders used teacher resistance to excuse the absence of a
professional development program. Administrators varied on whether there was a social justice motivation behind staff
development. Administrators universally spoke of the changes that have recently come to American education, in terms of technology, policy, and
professional development itself. Interestingly, administrators who proved to have the clearest vision of the goals of
professional development and were able to rally their teachers around that vision were the ones who had most directly adopted the District’s focus on raising test scores. Finally, administrators showed little awareness of cross-national issues in schooling and
professional development, despite the fact that most of the issues they discussed have also been documented in different settings around the world. The study is of value to those who seek to understand how federal, state, and local policies are implemented in schools, and how those policies are preserved or modified when school leaders are given the prerogative to carry them out.
Advisors/Committee Members: Diane Napier.
Subjects/Keywords: Professional development
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APA (6th Edition):
Darden, G. W. (2011). A study of the views and positions of school administrators toward professional development. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/darden_george_w_201112_phd
Chicago Manual of Style (16th Edition):
Darden, George Washington. “A study of the views and positions of school administrators toward professional development.” 2011. Doctoral Dissertation, University of Georgia. Accessed February 18, 2020.
http://purl.galileo.usg.edu/uga_etd/darden_george_w_201112_phd.
MLA Handbook (7th Edition):
Darden, George Washington. “A study of the views and positions of school administrators toward professional development.” 2011. Web. 18 Feb 2020.
Vancouver:
Darden GW. A study of the views and positions of school administrators toward professional development. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Feb 18].
Available from: http://purl.galileo.usg.edu/uga_etd/darden_george_w_201112_phd.
Council of Science Editors:
Darden GW. A study of the views and positions of school administrators toward professional development. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/darden_george_w_201112_phd
University of Georgia
2.
Reeves, Marion McCoy.
Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction.
Degree: PhD, Science Education, 2011, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/reeves_marion_m_201112_phd
► Mandated changes in practice often leave experienced teachers in need of professional development. During the ten years prior to this study science teachers had been…
(more)
▼ Mandated changes in practice often leave experienced teachers in need of
professional development. During the ten years prior to this study science teachers had been involved in implementing new state standards based on national standard models that called for an inquiry approach to instruction. Within the same time frame, accountability testing, including end of course tests administered by the state was also implemented, including Biology classes. The resulting scores served as a part of students’ course grades. Testing accountability has been shown to be a factor in preventing full implementation of standards-based instruction.
Professional development models provided to date have not fully developed teacher fluency in standards-based teaching. The participants in this study were experienced Biology teachers in a large, diverse urban school system. Prior to the
professional development, participants described their practice as teacher centered, focusing on test success for students. They then engaged in a model of
professional development that used reflective practice within the participants’ school settings. Over the course of this study participants maintained lesson logs, taught standards-based lessons followed by lesson reviews with the
professional developer, and reflected on the sequencing of Biology instruction. Case studies of these participants described individual changes in thinking and practice. Cross-case analysis examined the
professional development model as a means of facilitating standards-based inquiry instructional thinking and practice on the part of experienced teachers. The findings of the analysis indicated that participants became less focused on content, and more aware of teaching all aspects of science. Participants were more aware of their own practices, and made personal decisions regarding changes in practice that would align more closely with standards-based instruction.
Advisors/Committee Members: Janette Hill.
Subjects/Keywords: professional development
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APA (6th Edition):
Reeves, M. M. (2011). Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/reeves_marion_m_201112_phd
Chicago Manual of Style (16th Edition):
Reeves, Marion McCoy. “Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction.” 2011. Doctoral Dissertation, University of Georgia. Accessed February 18, 2020.
http://purl.galileo.usg.edu/uga_etd/reeves_marion_m_201112_phd.
MLA Handbook (7th Edition):
Reeves, Marion McCoy. “Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction.” 2011. Web. 18 Feb 2020.
Vancouver:
Reeves MM. Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Feb 18].
Available from: http://purl.galileo.usg.edu/uga_etd/reeves_marion_m_201112_phd.
Council of Science Editors:
Reeves MM. Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/reeves_marion_m_201112_phd
University of Georgia
3.
Johnson, Melinda Louise.
Writing 2.0: designing pathways to a 21st century writing pedagogy.
Degree: PhD, English Education, 2014, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/johnson_melinda_l_201408_phd
► In this study, the author examines how teachers at a public middle school and high school in the Southeastern United States learn to incorporate digital…
(more)
▼ In this study, the author examines how teachers at a public middle school and high school in the Southeastern United States learn to incorporate digital tools and writing process pedagogy through a year-long
professional development program. The study is organized into a manuscript style format.
In the first manuscript, the author provides a review of the literature to make an argument for using Design Based Research (DBR) to help support teachers’ learning. The author argues that a DBR approach to
professional development helps to extend and enrich the five principles of
professional development because of the focus on situating the
professional development within teacher’s classrooms. A number of key design features are identified that can best support teacher learning: teachers and researchers co-teaching and co-planning; negotiating a shared agenda with teachers and other stakeholders; and working prospectively rather than retrospectively.
In the second manuscript, the author examines how a group of secondary English teachers conceptualized writing process pedagogy and digital tool use after a week-long summer
professional development program. Teachers used the Prezi software to create concept maps that showed their understanding of writing with digital tools. In their concept maps the teachers used an apocalyptic narrative as a way to process their understanding of writing with digital tools. The teachers’ emerging narrative was not conceptually unified; specifically, there were contradictions in the images and words teachers used to represent what it means to write in authentic ways.
In the third manuscript, the author uses Grossman, Smagorinsky, and Valencia’s (1999) activity framework for studying teacher learning to examine how three high school English teachers who participated in a
professional development program incorporated digital tools and writing process pedagogy into their classrooms. Drawing upon the concept of appropriation, the author uses a case study approach to analyze each of the three teacher’s goals for participating in the Summer Institute, the tools they appropriated, the extent to which they appropriated those tools, and the benefits and challenges experienced by the teacher as a result of appropriating said tools.
Advisors/Committee Members: Peter Smagorinsky.
Subjects/Keywords: professional development
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APA (6th Edition):
Johnson, M. L. (2014). Writing 2.0: designing pathways to a 21st century writing pedagogy. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/johnson_melinda_l_201408_phd
Chicago Manual of Style (16th Edition):
Johnson, Melinda Louise. “Writing 2.0: designing pathways to a 21st century writing pedagogy.” 2014. Doctoral Dissertation, University of Georgia. Accessed February 18, 2020.
http://purl.galileo.usg.edu/uga_etd/johnson_melinda_l_201408_phd.
MLA Handbook (7th Edition):
Johnson, Melinda Louise. “Writing 2.0: designing pathways to a 21st century writing pedagogy.” 2014. Web. 18 Feb 2020.
Vancouver:
Johnson ML. Writing 2.0: designing pathways to a 21st century writing pedagogy. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2020 Feb 18].
Available from: http://purl.galileo.usg.edu/uga_etd/johnson_melinda_l_201408_phd.
Council of Science Editors:
Johnson ML. Writing 2.0: designing pathways to a 21st century writing pedagogy. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/johnson_melinda_l_201408_phd
University of Georgia
4.
Deaton, Cynthia C. Minchew.
Examining evidence-based explanations in in-service science teachers' reflections.
Degree: PhD, Science Education, 2007, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/minchew_cynthia_c_200712_phd
► This qualitative study examined evidence-based explanations developed by in-service elementary science teachers as they reflected on their science teaching practice. To examine their evidence-based explanations,…
(more)
▼ This qualitative study examined evidence-based explanations developed by in-service elementary science teachers as they reflected on their science teaching practice. To examine their evidence-based explanations, this study focused on how elementary science teachers used the Video Analysis Tool (VAT), a reflection framework, and evidence of their science teaching to develop explanations about their science teaching practice. Open coding was used to analyze participants' VAT analyses, journal entries, interview transcripts, and presentation transcripts. A layered case study approach was used to organize the data for four participants. Findings showed participants used multiple evidence categories, such as observatory, experiential, and preparatory evidence, to support explanations developed while reflecting on their science teaching. VAT was used for multiple purposes, such as examining teaching from another perspective, helping students monitor their own behavior, and gathering evidence of other teachers' science teaching practice. Participants were not able to thoroughly address the reflection framework. They struggled with identifying curriculum standards relevant to the focus of their reflection and contradictions between their teaching practice and teaching philosophy. The nature of evidence used by participants focused on nurturing students' emotional needs, examining how students learn, and addressing technical issues of practice. VAT afforded participants the opportunity to identify issues in their teaching practice and develop plans for solving dilemmas in their teaching practice. Through VAT, the reflection framework, and using accessible evidence, participants were able to engage in the reflective process.
Advisors/Committee Members: Thomas R. Koballa, Jr.
Subjects/Keywords: professional development
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APA (6th Edition):
Deaton, C. C. M. (2007). Examining evidence-based explanations in in-service science teachers' reflections. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/minchew_cynthia_c_200712_phd
Chicago Manual of Style (16th Edition):
Deaton, Cynthia C Minchew. “Examining evidence-based explanations in in-service science teachers' reflections.” 2007. Doctoral Dissertation, University of Georgia. Accessed February 18, 2020.
http://purl.galileo.usg.edu/uga_etd/minchew_cynthia_c_200712_phd.
MLA Handbook (7th Edition):
Deaton, Cynthia C Minchew. “Examining evidence-based explanations in in-service science teachers' reflections.” 2007. Web. 18 Feb 2020.
Vancouver:
Deaton CCM. Examining evidence-based explanations in in-service science teachers' reflections. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2020 Feb 18].
Available from: http://purl.galileo.usg.edu/uga_etd/minchew_cynthia_c_200712_phd.
Council of Science Editors:
Deaton CCM. Examining evidence-based explanations in in-service science teachers' reflections. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/minchew_cynthia_c_200712_phd
University of Hawaii – Manoa
5.
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
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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 February 18, 2020.
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. 18 Feb 2020.
Vancouver:
Walker MT. The neuroscience of decision-making : from heuristics to matrices, making thinking visible. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2020 Feb 18].
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
Addis Ababa University
6.
Dagne, Dangarsa.
Secondary school teachers’ practice of using Teaching portfolio in their professional Development, the case of Zala Wo
.
Degree: 2014, Addis Ababa University
URL: http://etd.aau.edu.et/dspace/handle/123456789/7054
► The purpose of this study was to explore the practices of teaching portfolios in professional development of secondary schools in Zala Woreda. To realize these…
(more)
▼ The purpose of this study was to explore the practices of teaching portfolios in
professional development of secondary schools in Zala Woreda. To realize these purposes, five basic questions were asked. To address these questions the descriptive survey method was employed. Three secondary schools, 3 principals and 1 vice principal were selected by purposive sampling technique and 41 teachers were selected by simple random sampling technique.
Data were obtained through questionnaire from 40 teachers in three secondary schools, interviews through with 3 principals and 1 vice principal, 9 PTA members and 9 woreda education officers, focus group discussion with 7 key teachers and also from document analysis.
The interview and document analysis were conducted to cross check the information obtained through questionnaires. The quantitative data were edited, organized, tallied, and tabulated and then analyzed by using percentages and descriptive statements. The qualitative data were analyzed as they were understood by the researcher. The results of data analysis’ and interpretation indicated that poor training, insufficient knowledge of key teachers, lack of support and motivation and lack of follow-up activities from the relevant educational authorities and lack of commitment and initiative on part of the teachers have affected teachers in using portfolios for the improvement of classroom instruction. Due to major limitations mentioned above, the participants lacked abilities and knowledge to reflect on their plans, were unable to show the process of learning activities and the evidences in changing their practices and students’ performance in their portfolios, lacked ability to identify the purposes of assessment and evaluation methods to assess the progress of students as well as teachers and were unable to use the feedbacks provided to teachers for the contribution of enhanced learning. These were the major problems of teachers observed in this study. Therefore, it is apparent that the practices of portfolios have very little contribution in enhancing the CPD activities and quality of education. No teaching methods and different activities had been observed in their portfolios which led the students to think critically and solve problems. On the basis of these major findings, conclusions were made in chapter five. Finally, recommendations were suggested.
Advisors/Committee Members: Dr. Ambissa Kenea (advisor).
Subjects/Keywords: professional development
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APA (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 February 18, 2020.
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. 18 Feb 2020.
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 2020 Feb 18].
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
7.
Mataka, Sheba Moyo.
Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia.
Degree: 2011, University of Zimbabwe
URL: http://dspace.unza.zm/handle/123456789/412
► Continuing Professional Development (CPD) programmes are planned educational activities practiced both within and outside school, primarily to develop or upgrade the professional knowledge, skills, attitudes…
(more)
▼ Continuing Professional Development (CPD) programmes are planned educational activities practiced both within and outside school, primarily to develop or upgrade the professional knowledge, skills, attitudes and performance of teachers in schools.
In Zambia, the idea behind professional development began as early as 1939 at
the then Jeans School, Chalimbana. However, from the Iate1950s to the early years after the independence, in-service training received increased emphasis.In the 1990s, educationists further realised that instead of relying on colleges for the provision of in-service training, it was useful to introduce In-service Education for Teachers (INSET) at school level so as to provide opportunities for teachers to participate in these programmes.The aim of this study was to explore the views of the basic school teachers on school based CPD activities. It also identified factors that influenced teachers'participation and non-participation in the school based CPD.Both quantitative and qualitative paradigms were utilised in the collection of data.Data were collected from the twenty schools in four zones of Lusaka district.According to the findings of this study, the value attached to CPD varied with qualifications, whereby, certificate holders were more positive towards CPD
activities than diploma and degree holders.
Among diploma holders the views were diverse depending on whether they held managerial positions or not. Those who held managerial positions valued CPD for its contribution to their management skills. Diploma holders who were not in managerial positions attached value to CPD for its contribution to their
enhancement of classroom practice. This view was similar to that held by the majority of the certificate holders. However, degree holders attached less value to CPD activities as the majority felt it only contributed to their managerial skills
for handling school affairs. These differences were further consolidated with more differing reactions that included statements such as 'CPD is not known' and "it is time wasting due to its monotony (same issues being looked at)". However, some teachers, especially those with degrees had taken an 'expert' syndrome thinking that they had reached the maximum level of education and did not need any more self
improvement while others were keen to participate in CPD at every opportunity.
Subjects/Keywords: Professional Development
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APA (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 February 18, 2020.
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. 18 Feb 2020.
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 2020 Feb 18].
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
8.
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
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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 February 18, 2020.
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. 18 Feb 2020.
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 2020 Feb 18].
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
Virginia Tech
9.
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
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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 February 18, 2020.
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. 18 Feb 2020.
Vancouver:
Wright CR. Teacher Perception of Professional Development and Impact on Instructional Practice and Student Achievement. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2020 Feb 18].
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 Southern California
10.
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/3626
► One of the most influential factors affecting students’ academic performance consists of the pedagogical practices enacted within the classroom. Efforts to enhance teachers’ instructional practices…
(more)
▼ One of the most influential factors affecting
students’ academic performance consists of the pedagogical
practices enacted within the classroom. Efforts to enhance
teachers’ instructional practices are, in turn, addressed by
providing teachers with opportunities to engage in
professional
development. The purpose of this study was to identify whether the
purpose, process, and structure of
professional development
opportunities enacted within a high performing secondary school
were consistent with the elements of
professional development that
have been deemed conducive to facilitating
professional learning
and likely to lead to teacher practice change. This study also
sought to identify how the relationship between knowledge and
practice was conceptualized within the context of
professional
development. ❧ A qualitative case study was conducted, including
seven teacher interviews and one principal interview. Four
professional development observations were also conducted. There
were two significant findings revealed by this study. The first
finding suggested that, while the purpose, process, and structure
are discussed within the literature as separate, yet equally
significant components of
professional development, it is the
interconnectedness between and the interactions among these
elements that define the quality of
professional learning that is
likely to ensue. The second finding revealed that the relationship
between knowledge and practice was conceptualized in a manner that
was not conducive to high quality
professional learning, and, thus,
unlikely to lead to any long-term practice change. ❧ The most
significant implications drawn from this study suggest that the
purpose, process, and structure of
professional development must be
viewed as conjoined elements that function together to foster
professional learning that is likely to lead to teacher practice
change; teachers must be empowered to take greater agency over
their own
professional learning; and the paradigm between knowledge
and practice must be treated in a manner that facilitates
professional learning in order to prompt teacher practice
change.
Advisors/Committee Members: Slayton, Julie M. (Committee Chair), Anderson, Lauren (Committee Member), Ephraim, Ronnie (Committee Member).
Subjects/Keywords: professional development; professional learning
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APA ·
Chicago ·
MLA ·
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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/3626
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 February 18, 2020.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3626.
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. 18 Feb 2020.
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 2020 Feb 18].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/57228/rec/3626.
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/3626
University of Saskatchewan
11.
James, Wendy Leora.
SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS.
Degree: 2018, University of Saskatchewan
URL: http://hdl.handle.net/10388/10649
► Professional Learning is a mechanism designed to support K-12 educators in improving their professional lives, knowledge, and instructional practice. It is supported by school divisions…
(more)
▼ Professional Learning is a mechanism designed to support K-12 educators in improving their
professional lives, knowledge, and instructional practice. It is supported by school divisions because of a belief that it will help teachers keep abreast of current research and improve the overall quality of instruction over time. However, most
professional learning occurs without formal evaluation to determine its results.
The purpose of this study is to develop theory about the self-assessment processes of the people who lead
professional learning. The main objective of the research was answer the question: How do
professional developers describe and demonstrate the process of either self-assessment or internal evaluation? The sub-questions included the following: 1) How do
professional developers decide which strategies to use to determine the impact of their
professional learning? 2) What influences the perpetuation of evaluation (or lack thereof)? 3) How is the praxis of assessment or evaluation of
professional learning influenced by a
professional developer’s experience?
The study employed a constructivist grounded theory approach. Data were collected via interviews, observations, and extant documents from participants with a variety of roles leading
professional learning.
The
professional developers in the study engaged in a variety of self-assessment processes focused primarily on teachers’ reception of the
professional learning and the effectiveness of the facilitation process employed during
professional learning sessions. They also shared extensively about barriers to the implementation of the learning in the classroom and took specific actions designed to respond to information they found in self-assessment. The self-assessment processes were largely self-initiated based on personal questions (wondering). Wondering was followed by typically informal methods of finding out and attribution, then responded to through action or inaction, depending on the
professional developers’ interpretations of the results.
Implications for theory and practice include a need for greater data literacy and support for internal evaluation and self-assessment conducted by
professional developers. Recommendations include the
development of essential evidence-based theory about facilitation processes and directions for further research.
Advisors/Committee Members: Wilson, Jay, Morrison , Dirk, Guskey, Tom, Grier, Jim, Schwier, Rick.
Subjects/Keywords: professional learning; professional development
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APA ·
Chicago ·
MLA ·
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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 February 18, 2020.
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. 18 Feb 2020.
Vancouver:
James WL. SELF-ASSESSMENT PROCESSES OF PROFESSIONAL DEVELOPERS. [Internet] [Thesis]. University of Saskatchewan; 2018. [cited 2020 Feb 18].
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 KwaZulu-Natal
12.
Samuel, Michael Anthony.
Beyond the Garden of Eden: deep teacher professional development.
Degree: 2009, University of KwaZulu-Natal
URL: http://hdl.handle.net/10413/10960
► Becoming a professional teacher is falsely understood to be a simple process: usually consisting of a transference of skills to execute classroom pedagogy or classroom…
(more)
▼ Becoming a professional teacher is falsely understood to be a simple process: usually
consisting of a transference of skills to execute classroom pedagogy or classroom
management. This article begins by exploring the many forces which influence the
curriculum of teacher education in higher education, signaling the complexity of the
practice of teaching and the expected roles of teachers within a charged socio-political,
ideological as well as educational research arena. It offers a definition of the scope
of deep teacher professional development which embraces the complexities of these
forces. It particularly addresses the theoretical underpinning that could inform the
design and delivery of Initial Professional Education of Teacher (IPET) higher education
curricula. The article draws on the experiences of enacting a reconceptualized teacher
education curriculum at the University of KwaZulu-Natal, Faculty of Education showing
the translation of these theoretical conceptions within a curriculum geared towards deep
professional learning.
Subjects/Keywords: Teacher professional development.
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Samuel, M. A. (2009). Beyond the Garden of Eden: deep teacher professional development. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/10960
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):
Samuel, Michael Anthony. “Beyond the Garden of Eden: deep teacher professional development.” 2009. Thesis, University of KwaZulu-Natal. Accessed February 18, 2020.
http://hdl.handle.net/10413/10960.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Samuel, Michael Anthony. “Beyond the Garden of Eden: deep teacher professional development.” 2009. Web. 18 Feb 2020.
Vancouver:
Samuel MA. Beyond the Garden of Eden: deep teacher professional development. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2020 Feb 18].
Available from: http://hdl.handle.net/10413/10960.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Samuel MA. Beyond the Garden of Eden: deep teacher professional development. [Thesis]. University of KwaZulu-Natal; 2009. Available from: http://hdl.handle.net/10413/10960
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Georgia
13.
LeMoine, Lisa.
Identification of predictors of educators' technology implementation.
Degree: EdD, Occupational Studies, 2007, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/lemoine_lisa_w_200712_edd
► New national reform movements and state-driven policies and standards have resulted in an increased demand for professional development at the local level, specifically in technology…
(more)
▼ New national reform movements and state-driven policies and standards have resulted in an increased demand for
professional development at the local level, specifically in technology use. Based on new national reform movements, states have assumed the leadership role establishing new academic standards, teacher certification requirements, technology standards for teachers and students, and technology standards for teacher preparation programs. States also have been the driving force behind the
development of state technology plans, goals, and reform movements aimed at aligning the states with federal programs and objectives (U.S. Department of Education, 2006; Zucker, Dove, & McGee, 2000). Many states, including Georgia, have put into place training reform programs in technology for educators to improve technology competencies (Burke, 2000; Georgia Legislature, 2000; Kentucky Department of Education, 2006; South Carolina Department of Education, 2006; Texas Education Agency, 2004; Virginia Department of Education, 2006). The purpose of this correlational study was to analyze the characteristics of educators in a large public school district in the state of Georgia to provide predictors of Personal Computer Use (PCU), Current Instructional Practices (CIP), Level of Technology Implementation (LoTi), and Level of Technology Implementation (LoTi) total score as measured by the Level of Technology Implementation Questionnaire (LoTiQ). Five independent variables were included in this study: method of completing the technology requirement for recertification, certification field, grade level, age, and gender. A random sample was taken of all certified teacher employed during the 2006-2007 school year of this large public school district in the state of Georgia. Knowledge of the self-perceived implementation levels was measured by the Level of Technology Implementation Questionnaire (LoTiQ) (F. Saunders, personal communication, October 13, 2006). Stepwise multiple regression was used for analysis. Based on the stepwise multiple regression and a follow-up linear regression, significance was found between the independent variables method of completing the technology requirement for recertification, grade level, and age and the dependent variable PCU. Significance was also found between the independent variable grade level and the dependent variable LoTi. A correlation matrix further examined and confirmed the relationships found.
Advisors/Committee Members: Elaine Adams.
Subjects/Keywords: Technology-professional development
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
LeMoine, L. (2007). Identification of predictors of educators' technology implementation. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lemoine_lisa_w_200712_edd
Chicago Manual of Style (16th Edition):
LeMoine, Lisa. “Identification of predictors of educators' technology implementation.” 2007. Doctoral Dissertation, University of Georgia. Accessed February 18, 2020.
http://purl.galileo.usg.edu/uga_etd/lemoine_lisa_w_200712_edd.
MLA Handbook (7th Edition):
LeMoine, Lisa. “Identification of predictors of educators' technology implementation.” 2007. Web. 18 Feb 2020.
Vancouver:
LeMoine L. Identification of predictors of educators' technology implementation. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2020 Feb 18].
Available from: http://purl.galileo.usg.edu/uga_etd/lemoine_lisa_w_200712_edd.
Council of Science Editors:
LeMoine L. Identification of predictors of educators' technology implementation. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/lemoine_lisa_w_200712_edd
Texas A&M University
14.
Schroeder, Patricia Anne.
Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.
Degree: 2013, Texas A&M University
URL: http://hdl.handle.net/1969.1/151785
► The purpose of this qualitative case study was to build on a prior study that examined how principals acquired and applied new knowledge from professional…
(more)
▼ The purpose of this qualitative case study was to build on a prior study that examined how principals acquired and applied new knowledge from
professional development (PD). Findings from the prior study suggested a three-part model of principals? learning: (1) learning in a social context facilitates knowledge
development, (2) a principals? context of practice influences learning, and (3) the application of PD learning is mediated by a principal?s phronesis, or practical wisdom, about their context. A purposive sample of five elementary school principals from rural areas in a northern Midwestern state were interviewed and observed in their practice. Principals were asked to reflect on how they processed new knowledge during and after PD sessions. Principals were asked if they applied PD learning in practice and how. Finally, principals were asked what aspects of PD experiences were most useful and why. Data were analyzed using the model that emerged from the prior study as the conceptual framework.
Results from this study supported the prior study model of principals? PD learning. Additionally, results from the present study found principals engaged in a sensemaking process as they acquired and considered new knowledge in light of their contextual constraints and supports. Results also provided a deeper understanding of the contextual considerations that mediated principals? new learning. Additionally, results confirmed that application of new knowledge occurred as small changes in principals? practices mediated by principals? phronesis about their school community gained from experiences in their context. This study has added to the body of knowledge about how principals acquire and apply learning from PD. That body of knowledge can be useful in informing the assessment, design, and delivery of PD programs for principals. Additionally, future research in other contexts of practice can build on this study in an effort to develop a theory into practice model representing how principals learn during PD and apply their learning in practice. As a part of future research, further probing of how and why principals apply learning in practice can help determine to what extent current PD is helping principals become more effective leaders.
Advisors/Committee Members: Madsen, Jean A (advisor), Chambers, Terah V (committee member), Goddard, Roger D (committee member), Welch, Ben D (committee member).
Subjects/Keywords: principal professional development
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APA ·
Chicago ·
MLA ·
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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 A&M University. Retrieved from http://hdl.handle.net/1969.1/151785
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 A&M University. Accessed February 18, 2020.
http://hdl.handle.net/1969.1/151785.
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. 18 Feb 2020.
Vancouver:
Schroeder PA. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2020 Feb 18].
Available from: http://hdl.handle.net/1969.1/151785.
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 A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151785
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of KwaZulu-Natal
15.
[No author].
Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme.
Degree: Education, 2010, University of KwaZulu-Natal
URL: http://hdl.handle.net/10413/5435
► Apartheid education practices have left an indelible mark on Black students in South Africa even after 16 years of democratic rule. For many years tertiary…
(more)
▼ Apartheid education practices have left an indelible mark on Black students in South Africa
even after 16 years of democratic rule. For many years tertiary educational institutions have
striven to improve throughput and retention rates of Black students who have met the entry
requirements for higher education yet seem unable to succeed because of the disadvantaged
backgrounds from which they come. Many programmes have been initiated at institutions of
higher education throughout South Africa to address this problem; the Humanities Access
Programme at the University of KwaZulu-Natal is one of these.
This study has investigated the impact of the Humanities Access Programme on the institution,
by considering throughput and retention rates, and on the student, through their perceptions
of the programme and, by combining the results of these two investigations, has tried to
suggest an explanation for the results emerging from the data. A mixed methods research
approach was used in this study. Quantitative data was collected to conduct a cohort study of
student retention and throughput for students in the programme from 2001 to 2004 and
qualitative data from semi-structured interviews with students from this cohort was used to
obtain student perceptions. Using Tinto’s Student Integration Model tentative explanations
of the throughput and retention results were formulated from the students’ perceptions.
This study concluded that students from the Humanities Access Programme outperformed their
mainstream counterparts and that students perceived the programme in a positive light and felt
that the programme contributed to their success. The social and academic integration to
university life that the programme provided appears to be a major contributing factor in these
students’ success.
Advisors/Committee Members: Searle, Ruth (advisor).
Subjects/Keywords: Professional development.;
Education.
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
author], [. (2010). Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme.
(Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/5435
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):
author], [No. “Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme.
” 2010. Thesis, University of KwaZulu-Natal. Accessed February 18, 2020.
http://hdl.handle.net/10413/5435.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
author], [No. “Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme.
” 2010. Web. 18 Feb 2020.
Vancouver:
author] [. Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme.
[Internet] [Thesis]. University of KwaZulu-Natal; 2010. [cited 2020 Feb 18].
Available from: http://hdl.handle.net/10413/5435.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
author] [. Examining the impact of the humanities access programme 2001 to 2004 : throughput rates and students' perceptions of the programme.
[Thesis]. University of KwaZulu-Natal; 2010. Available from: http://hdl.handle.net/10413/5435
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
16.
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
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Share »
Record Details
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❌
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 February 18, 2020.
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. 18 Feb 2020.
Vancouver:
Schroeder PA. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. [Internet] [Thesis]. Texas Digital Library; 2013. [cited 2020 Feb 18].
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
University of Rochester
17.
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
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Record Details
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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 February 18, 2020.
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. 18 Feb 2020.
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 2020 Feb 18].
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
Addis Ababa University
18.
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
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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 February 18, 2020.
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. 18 Feb 2020.
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 2020 Feb 18].
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
19.
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
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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 February 18, 2020.
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. 18 Feb 2020.
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 2020 Feb 18].
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
20.
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
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Record Details
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❌
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 February 18, 2020.
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. 18 Feb 2020.
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 2020 Feb 18].
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
21.
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
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Record Details
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❌
APA ·
Chicago ·
MLA ·
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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 February 18, 2020.
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. 18 Feb 2020.
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 2020 Feb 18].
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
California State University – Sacramento
22.
Franzella, Shonna L.
An evaluation of the 2008-2009 Beginning Teacher Support and Assessment seminars held in the Sacramento City Unified School District.
Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento
URL: http://hdl.handle.net/10211.9/524
► This paper examines the methods for presenting appropriate, meaningful professional development to beginning teachers. Research supports the following key elements of effective professional development: a…
(more)
▼ This paper examines the methods for presenting appropriate, meaningful
professional development to beginning teachers. Research supports the following
key elements of effective
professional development: a focus on content and
pedagogy, practical and transferrable content, collaboration, appropriate evaluation,
and a teacher-driven approach. Additionally, comprehensive induction programs
have proven to be an effective avenue for providing guidance to beginning teachers
and helping to keep them in the profession. In the Sacramento City Unified School
District (SCUSD), the Beginning Teacher Support and Assessment (BTSA) program
combines those two components. A survey distributed to all SCUSD BTSA
participants confirmed the power of utilizing induction combined with meaningful
professional development as a method for supporting beginning teachers.
Advisors/Committee Members: Davis, Zephaniah.
Subjects/Keywords: Education; Professional development
Record Details
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Record Details
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Franzella, S. L. (2010). An evaluation of the 2008-2009 Beginning Teacher Support and Assessment seminars held in the Sacramento City Unified School District. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/524
Chicago Manual of Style (16th Edition):
Franzella, Shonna L. “An evaluation of the 2008-2009 Beginning Teacher Support and Assessment seminars held in the Sacramento City Unified School District.” 2010. Masters Thesis, California State University – Sacramento. Accessed February 18, 2020.
http://hdl.handle.net/10211.9/524.
MLA Handbook (7th Edition):
Franzella, Shonna L. “An evaluation of the 2008-2009 Beginning Teacher Support and Assessment seminars held in the Sacramento City Unified School District.” 2010. Web. 18 Feb 2020.
Vancouver:
Franzella SL. An evaluation of the 2008-2009 Beginning Teacher Support and Assessment seminars held in the Sacramento City Unified School District. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2020 Feb 18].
Available from: http://hdl.handle.net/10211.9/524.
Council of Science Editors:
Franzella SL. An evaluation of the 2008-2009 Beginning Teacher Support and Assessment seminars held in the Sacramento City Unified School District. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/524
Penn State University
23.
Brunner, Rhonda Aileen.
The Perceived Impact of Professional Development on
Attitudes and Beliefs and Actions and Behavior: A Comparative Case
Study in an Urban District.
Degree: EdD, Educational Leadership, 2009, Penn State University
URL: https://etda.libraries.psu.edu/catalog/9971
► Abstract Only a few studies link characteristics of professional development with teachers’ instruction and student achievement; however, over the past decade, considerable literature has emerged…
(more)
▼ Abstract Only a few studies link characteristics of
professional development with teachers’ instruction and student
achievement; however, over the past decade, considerable literature
has emerged which provides guidance about the characteristics for
high-quality professional development. Expert professional
development without its acceptance and transfer into instructional
practice is not sufficient. The question of why some schools
flourish and others do not when presented with the same
professional development begs to be asked and answered. This study
sought to clear the cloud of uncertainty around what factors are
present when professional development is efficacious and what
factors interfere. The purpose of this research was to examine the
perceptions of the participants directly involved in these
professional development efforts, including teachers, principals,
instructional facilitators, external consultants, and district
personnel who were involved on-site of the efficacy of the
professional development used to bring about changes in (1) beliefs
and attitudes, and (2) actions and behavior in support of a
Balanced Literacy initiative in an urban district. Two schools in
the district were studied in this case study for the years
2003-2005. Data collected included contemporary key informant
interviews of the principals, the instructional facilitators, and
two teachers from each building. Documents included Balanced
Literacy Implementation Team minutes, reports from consultants who
worked in the district, PSSA results, staff surveys, and
participant-observer recollections and field notes. Before
undertaking a large-scale professional development initiative in
Balanced Literacy, it is important for districts to realize that
professional development is context specific, internal capacity is
necessary to sustain the initiative, and the professional culture
of the school is an important consideration in an initiative’s
success. An overarching theme which impacts the success of each of
these areas is leadership – both at the central office level and at
the building level.
Subjects/Keywords: professional development; literacy
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Record Details
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APA ·
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MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Brunner, R. A. (2009). The Perceived Impact of Professional Development on
Attitudes and Beliefs and Actions and Behavior: A Comparative Case
Study in an Urban District. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9971
Chicago Manual of Style (16th Edition):
Brunner, Rhonda Aileen. “The Perceived Impact of Professional Development on
Attitudes and Beliefs and Actions and Behavior: A Comparative Case
Study in an Urban District.” 2009. Doctoral Dissertation, Penn State University. Accessed February 18, 2020.
https://etda.libraries.psu.edu/catalog/9971.
MLA Handbook (7th Edition):
Brunner, Rhonda Aileen. “The Perceived Impact of Professional Development on
Attitudes and Beliefs and Actions and Behavior: A Comparative Case
Study in an Urban District.” 2009. Web. 18 Feb 2020.
Vancouver:
Brunner RA. The Perceived Impact of Professional Development on
Attitudes and Beliefs and Actions and Behavior: A Comparative Case
Study in an Urban District. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2020 Feb 18].
Available from: https://etda.libraries.psu.edu/catalog/9971.
Council of Science Editors:
Brunner RA. The Perceived Impact of Professional Development on
Attitudes and Beliefs and Actions and Behavior: A Comparative Case
Study in an Urban District. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/9971
University of Cape Town
24.
Ritchie, Carol Jean.
School management and the development of professional learning communities : a comparative case study.
Degree: Image, School of Education, 2010, University of Cape Town
URL: http://hdl.handle.net/11427/14352
► This study compares the management practices at two primary schools with a similar socio-economic background but vastly differing academic results. I identify the extent to…
(more)
▼ This study compares the management practices at two primary schools with a similar socio-economic background but vastly differing academic results. I identify the extent to which these practices nurture the
development of a
Professional Learning Community. The data were collected mainly by using semi-formal open-ended interviews and surveys. The Grade 3 and Grade 6 Literacy and Numeracy tests results of the Western Cape Education Department were used as a benchmark to compare the achievement of the learners at the two schools. I chose a comparative case study approach which lends itself to an in-depth analysis of practices in two contexts. My study found substantial differences between the management and leadership practices at the two schools. The following practices appear to be associated with the school producing better results: (1) They had systems and practices to support collaborative work, (2) they ensured that monitoring and moderation of planned and assessed work occurred, (3) they focused on improving the quality of teaching and learning, (4) they adapted practices in order to improve learner achievement, (5) there was evidence of mutual care, respect, and collective responsibility, (6) they visited schools producing better results to inform their practices, (7) they operated within a cluster of schools formed with the aim of improving teaching and learning, (8) problems were addressed and resolved as soon as they became apparent, and, (9) the School Management Team operated collaboratively. These practices created platforms for collaboration and nurtured a positive morale. In general, these practices were not present or well-developed in the school where learners achieved poorer results. Consequently, the potential positive contributions of staff were not utilised. There was limited collaboration and high levels of frustration were present.
Advisors/Committee Members: Jacklin, Heather (advisor).
Subjects/Keywords: Teachers - professional development
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APA ·
Chicago ·
MLA ·
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Manager
APA (6th Edition):
Ritchie, C. J. (2010). School management and the development of professional learning communities : a comparative case study. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/14352
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):
Ritchie, Carol Jean. “School management and the development of professional learning communities : a comparative case study.” 2010. Thesis, University of Cape Town. Accessed February 18, 2020.
http://hdl.handle.net/11427/14352.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ritchie, Carol Jean. “School management and the development of professional learning communities : a comparative case study.” 2010. Web. 18 Feb 2020.
Vancouver:
Ritchie CJ. School management and the development of professional learning communities : a comparative case study. [Internet] [Thesis]. University of Cape Town; 2010. [cited 2020 Feb 18].
Available from: http://hdl.handle.net/11427/14352.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ritchie CJ. School management and the development of professional learning communities : a comparative case study. [Thesis]. University of Cape Town; 2010. Available from: http://hdl.handle.net/11427/14352
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Illinois – Chicago
25.
Fierro, Jr., Raymond.
Professional Development Curriculum as a Shaping Force for Police Training.
Degree: 2017, University of Illinois – Chicago
URL: http://hdl.handle.net/10027/21835
► Perhaps like never before, policing has been thrust into the national spotlight with every aspect of police practice scrutinized for its potential consequence for the…
(more)
▼ Perhaps like never before, policing has been thrust into the national spotlight with every aspect of police practice scrutinized for its potential consequence for the public welfare. Increasingly, these lines of inquiry culminate with the demand for more police training as a method to address issues within the profession and to uphold the promise to serve and protect. Yet, given the plethora of extant literature citing the disconnect between police practitioners and the training they often receive (Cordner, McDevitt, & Rosenbaum, 2012; Vodde, 2012), the calls for more training (PTF, 2015; USDOJ, 2017) must be assuaged through the incorporation of progressive training models with a focus on curriculum and instruction. This study utilized archived data in the form of completed surveys to examine the short-term impact of a progressive
professional development curriculum on attitudinal scores of front-line supervisors and field training officers in a large, urban police department. Specifically, archived responses allowed for a quasi-experimental, pretest/posttest design utilizing the completed surveys as an instrument for measurement intended to show how the perceptions of police practitioners were shaped through participation in a progressive authentic leadership training program.
The results of this research suggest that participants’ endorsement of key training concepts, such as practicing solid values and establishing enduring relationships (George & Sims, 2007), was positively impacted by participation in the progressive
professional development leadership program, regardless of gender or rank. Additionally, participation positively impacted general views on leadership and the viability of future
professional development leadership efforts. The implication from findings is that a
professional development curriculum can serve as a positive shaping force for police training so that it better aligns law enforcement with a progressive model of policing in line with the expectations of a changing profession and the people it serves. Future research should continue to focus on both the short and long term efficacy of progressive curriculum models in police training which seek to advance a police practice commensurate with the public demand for crime reduction and enhanced public trust.
Advisors/Committee Members: Mitchener, Carole (advisor), Sima, Celina (committee member), Horn, Stacey (committee member), El-Amin, Aisha (committee member), Smith, Everett (committee member), Mitchener, Carole (chair).
Subjects/Keywords: Professional Development; Curriculum
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APA ·
Chicago ·
MLA ·
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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 February 18, 2020.
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. 18 Feb 2020.
Vancouver:
Fierro, Jr. R. Professional Development Curriculum as a Shaping Force for Police Training. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Feb 18].
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
26.
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
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APA ·
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CSE |
Export
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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 February 18, 2020.
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. 18 Feb 2020.
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 2020 Feb 18].
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
27.
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
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APA ·
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MLA ·
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CSE |
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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 February 18, 2020.
http://hdl.handle.net/10217/183954.
MLA Handbook (7th Edition):
Cindrich, Cindy. “Phenomena driving youth professional development initiatives in northeastern Colorado, The.” 2017. Web. 18 Feb 2020.
Vancouver:
Cindrich C. Phenomena driving youth professional development initiatives in northeastern Colorado, The. [Internet] [Doctoral dissertation]. Colorado State University; 2017. [cited 2020 Feb 18].
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
28.
Rivard Magnan, Annette M.
Effects of professional commitment and organizational
context on the professional development of Canadian occupational
therapists.
Degree: PhD, Faculty of Rehabilitation Medicine, 2010, University of Alberta
URL: https://era.library.ualberta.ca/files/bn999845c
► Over the past two decades, health care has undergone massive change, both in scientific and technological advancements, and in the manner in which services are…
(more)
▼ Over the past two decades, health care has undergone
massive change, both in scientific and technological advancements,
and in the manner in which services are structured and delivered
(Angus, Auer, Cloutier, & Albert, 1995). Social, political,
and financial pressures have resulted in organizational
restructuring, which in turn influenced the delivery of health care
at all levels. The knowledge base of the occupational therapy
profession has continued to expand and there is increasing evidence
of the effectiveness of its services. For these many reasons
professional development has become especially critical as it
enhances practitioners’ abilities to respond appropriately to these
ever-changing external forces (Nolan, Owens, & Nolan, 1995)
and ensures evidence-based practice (Craik & Rappolt,
2006), thus benefitting both patients and organizations. As
professionals, occupational therapists are personally accountable
for the quality and outcomes of the services they provide
(Friedson, 1994). This study examined the factors that induce
occupational therapists - important resources for the health care
system - to maintain, adapt, and enhance their competencies. I
explored the potential drivers of professional development using a
combination of commitment theory and organizational support theory
(Eisenberger, Huntington, Hutchison, & Sowa, 1986; Meyer
& Herscovitch 2001). Hierarchical regression analysis
showed that, though perceived organizational support and
development-oriented human resource management practices play a
role in professional development, occupational therapists’
professional commitment is the most important influence on
professional development. Moreover, in the population studied,
performance appraisals did not appear to influence professional
development. Participants’ open-ended comments suggested that
occupational therapists do not perceive such appraisals as relevant
to their practice or learning needs. These findings have important
implications. The education of occupational therapists and the role
of professional bodies become important for instilling and
supporting professional commitment. For employers, the hiring
process for occupational therapists and the policies and human
resource management practices related to encouraging professional
commitment become especially critical.
Subjects/Keywords: organizational context; professional commitment; professional development
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APA ·
Chicago ·
MLA ·
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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 February 18, 2020.
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. 18 Feb 2020.
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 2020 Feb 18].
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
29.
Rashe, Rachel.
Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students.
Degree: 2012, Texas A&M University
URL: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11574
► Higher education is currently facing a number of challenges that are leading doctoral students to seek employment outside of the traditional research-focused institution. With students…
(more)
▼ Higher education is currently facing a number of challenges that are leading doctoral students to seek employment outside of the traditional research-focused institution. With students looking for different jobs,
professional socialization and
development activities need to be re-examined to understand whether current practices are meeting the needs of doctoral students. Sociologists have explored what it means to be
professional at length, but a communicative voice is needed in this conversation. This research seeks to understand how to "do" professionalism in mundane, everyday contexts. Graduate student socialization, identity, and
professional development literature was used as a backdrop for exploring this phenomenon.
Interviews with doctoral students in communication and directors of graduate studies in communication were conducted and documents were collected from graduate programs and the National Communication Association. This material was subsequently analyzed to explore what it means to be a
professional, how to develop as a
professional, and how professionalism is tracked and evaluated. The analysis suggested that what it means to be
professional is composed of traditional conceptualizations of research, teaching, and service, and a number of other practices and values such as independence, collaboration, collegiality, and work-life balance. This analysis also showed that while students developed these qualities through formal means, they relied more on informal methods of developing to enhance their professionalism. Formal assessment measures helped in the evaluation process, though they did not measure many of the characteristics of a communication
professional. Informal means of evaluation served as a way to track some of these characteristics.
Findings showed several challenges that doctoral education currently face. First, students are increasingly pursuing careers outside the traditional Research I institutional context and increasingly pursuing more teacher-centric goals. While
development opportunities should reflect student goals, a shift away from a research focus could undermine placement at Research I institutions and decrease the value of the PhD, given the increase in fixed-contract hiring at public and for-profit universities. Second, doctoral students and advisers are not adequately prepared to have difficult conversations about career goals, which may be connected to students feeling underprepared to go on the job market. Third, current assessment procedures do not measure many of the more abstract qualities and values identified as
professional, which makes it difficult to assess student
development. Finally, this research highlighted how the role of the body in white-collar work has been overlooked and how academic practices discipline the body in particular ways. Future research and practical applications regarding each of these challenges were explored, and limitations were also discussed.
Advisors/Committee Members: Barge, J. Kevin (advisor), Miller, Katherine (committee member), Conrad, Charles (committee member), Samuelson, Charles (committee member).
Subjects/Keywords: Professional development; professional socialization; communication; doctoral students
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APA ·
Chicago ·
MLA ·
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Export
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Manager
APA (6th Edition):
Rashe, R. (2012). Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11574
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):
Rashe, Rachel. “Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students.” 2012. Thesis, Texas A&M University. Accessed February 18, 2020.
http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11574.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Rashe, Rachel. “Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students.” 2012. Web. 18 Feb 2020.
Vancouver:
Rashe R. Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2020 Feb 18].
Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11574.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Rashe R. Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11574
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Sydney
30.
Khosronejadtoroghi, Maryam.
Implied Identity: Conceptualising professional identity development in higher education
.
Degree: 2018, University of Sydney
URL: http://hdl.handle.net/2123/18840
► Educators in higher education and professional development are highly concerned with facilitating the development of learners’ professional identities. However, the underlying mechanism of professional-identity development…
(more)
▼ Educators in higher education and professional development are highly concerned with facilitating the development of learners’ professional identities. However, the underlying mechanism of professional-identity development is still an understudied area and requires further conceptualisation.
My main aim in this dissertation is to propose a new approach to studying professional-identity formation and its development by looking at the dynamic interplay of self and environment. My thesis argument is that implied identity is a helpful concept to understand this relationship. As individuals reflect on objects and people’s acts, they interpret them in relation to aspects of professional identity. Implied identity refers to different aspects of professional identity that are perceived by individuals as legitimate ways of being through interaction. The term has its origins in implied reader from the literary studies and refers to the suggested aspects of being a professional that are experienced by learners within a particular context. The implied-identity framework extends the previous conceptualisation of learning as moving towards normative identities and instead proposes a view of learning as the process of negotiating implied identities.
The proposed approach is helpful for advancing the relevance of the structure-agency debate in the context of higher education. In addition, it informs the investigation of the influence of educational design on learners’ agency in the process of professional-identity formation. I apply the approach in three empirical studies to address three research aims: (a) understanding the relationship between the context of learning and learners’ perception of the profession, (b) understanding learners’ perception of opportunities for practicing professional identity through interaction and in response to educational design, and (c) understanding shifts in learners’ identities as a consequence of long-term participation in the context of educational programs.
Study 1 unpacks the relationship between beliefs about the profession and the context of learning. I apply phenomenography informed by the implied-identity approach to guide my investigation and explore learners’ beliefs about the (engineering) profession in relation to their experiences across different contexts of the university, society, and the workplace. I conclude that different beliefs about engineering are related to different contexts of learners’ experiences. This study calls into question decontextualised inquiries of beliefs when looking into how beliefs are formed. It further advances understanding of how beliefs influence professional-identity practices and explains the relations between the two. I suggest further investigation is needed to answer how the context of learning (including educational design) helps with the formation of beliefs and facilitates professional-identity practices.
This leads to my second research aim. Based on the implied-identity approach, answering the question of how requires…
Subjects/Keywords: Professional development;
Professional identity;
Higher education
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APA ·
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Export
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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 February 18, 2020.
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. 18 Feb 2020.
Vancouver:
Khosronejadtoroghi M. Implied Identity: Conceptualising professional identity development in higher education
. [Internet] [Thesis]. University of Sydney; 2018. [cited 2020 Feb 18].
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
◁ [1] [2] [3] [4] [5] … [189] ▶
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Open Access Theses and Dissertations