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You searched for subject:(continuing professional education). Showing records 1 – 30 of 303 total matches.

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University of Georgia

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

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

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

Subjects/Keywords: Continuing professional education

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Funk, Joan R. “Practitioners' views of continuing education: an empirical examination of social workers across the United States.” 2007. Doctoral Dissertation, University of Georgia. Accessed July 12, 2020. http://purl.galileo.usg.edu/uga_etd/funk_joan_r_200705_phd.

MLA Handbook (7th Edition):

Funk, Joan R. “Practitioners' views of continuing education: an empirical examination of social workers across the United States.” 2007. Web. 12 Jul 2020.

Vancouver:

Funk JR. Practitioners' views of continuing education: an empirical examination of social workers across the United States. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2020 Jul 12]. Available from: http://purl.galileo.usg.edu/uga_etd/funk_joan_r_200705_phd.

Council of Science Editors:

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


University of Georgia

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

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

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

Subjects/Keywords: Continuing and professional education

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Cormican, Beverly Snyder. “Additional revenue streams in higher education: positioning continuing & professional education (CPE) units for growth by shifting portfolio mix.” 2013. Doctoral Dissertation, University of Georgia. Accessed July 12, 2020. http://purl.galileo.usg.edu/uga_etd/cormican_beverly_s_201312_edd.

MLA Handbook (7th Edition):

Cormican, Beverly Snyder. “Additional revenue streams in higher education: positioning continuing & professional education (CPE) units for growth by shifting portfolio mix.” 2013. Web. 12 Jul 2020.

Vancouver:

Cormican BS. Additional revenue streams in higher education: positioning continuing & professional education (CPE) units for growth by shifting portfolio mix. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2020 Jul 12]. Available from: http://purl.galileo.usg.edu/uga_etd/cormican_beverly_s_201312_edd.

Council of Science Editors:

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


Stellenbosch University

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

Degree: MPhil, 2015, Stellenbosch University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Muller, Jan. “Electrical engineering professionals’ continuing professional development needs within one South African company.” 2015. Thesis, Stellenbosch University. Accessed July 12, 2020. http://hdl.handle.net/10019.1/96694.

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

MLA Handbook (7th Edition):

Muller, Jan. “Electrical engineering professionals’ continuing professional development needs within one South African company.” 2015. Web. 12 Jul 2020.

Vancouver:

Muller J. Electrical engineering professionals’ continuing professional development needs within one South African company. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2020 Jul 12]. Available from: http://hdl.handle.net/10019.1/96694.

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

Council of Science Editors:

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

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


University of Texas – Austin

4. James, Genevieve Elena. Professional development needs in nutrition and dietetics.

Degree: MSin Nutritional Sciences, Nutritional Sciences, 2018, University of Texas – Austin

 Background. Continuing education has long played a role in the maintenance of professional competence of nutrition and dietetics professionals. Due to the lack of published… (more)

Subjects/Keywords: Continuing education; Continuing professional education; Nutrition; CPE; Nutrition continuing education; Nutrition professional education; Nutrition professionals; Dietetic professionals; Continuing education needs

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APA (6th Edition):

James, G. E. (2018). Professional development needs in nutrition and dietetics. (Masters Thesis). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2841

Chicago Manual of Style (16th Edition):

James, Genevieve Elena. “Professional development needs in nutrition and dietetics.” 2018. Masters Thesis, University of Texas – Austin. Accessed July 12, 2020. http://dx.doi.org/10.26153/tsw/2841.

MLA Handbook (7th Edition):

James, Genevieve Elena. “Professional development needs in nutrition and dietetics.” 2018. Web. 12 Jul 2020.

Vancouver:

James GE. Professional development needs in nutrition and dietetics. [Internet] [Masters thesis]. University of Texas – Austin; 2018. [cited 2020 Jul 12]. Available from: http://dx.doi.org/10.26153/tsw/2841.

Council of Science Editors:

James GE. Professional development needs in nutrition and dietetics. [Masters Thesis]. University of Texas – Austin; 2018. Available from: http://dx.doi.org/10.26153/tsw/2841


Penn State University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Krauss, George E. “Continuing Professional Education of Insurance and Risk Management Practitioners: A Comparative Case Study of Customer Service Representatives, Insurance Agents and Risk Managers.” 2009. Doctoral Dissertation, Penn State University. Accessed July 12, 2020. https://etda.libraries.psu.edu/catalog/10416.

MLA Handbook (7th Edition):

Krauss, George E. “Continuing Professional Education of Insurance and Risk Management Practitioners: A Comparative Case Study of Customer Service Representatives, Insurance Agents and Risk Managers.” 2009. Web. 12 Jul 2020.

Vancouver:

Krauss GE. Continuing Professional Education of Insurance and Risk Management Practitioners: A Comparative Case Study of Customer Service Representatives, Insurance Agents and Risk Managers. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2020 Jul 12]. Available from: https://etda.libraries.psu.edu/catalog/10416.

Council of Science Editors:

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


Curtin University of Technology

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

Degree: 2012, Curtin University of Technology

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Maesaroh, Imas. “Education and continuing professional development for Indonesian academic librarians .” 2012. Thesis, Curtin University of Technology. Accessed July 12, 2020. http://hdl.handle.net/20.500.11937/77.

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

MLA Handbook (7th Edition):

Maesaroh, Imas. “Education and continuing professional development for Indonesian academic librarians .” 2012. Web. 12 Jul 2020.

Vancouver:

Maesaroh I. Education and continuing professional development for Indonesian academic librarians . [Internet] [Thesis]. Curtin University of Technology; 2012. [cited 2020 Jul 12]. Available from: http://hdl.handle.net/20.500.11937/77.

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

Council of Science Editors:

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

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


Arizona State University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Santos, Roberta Lourdes. “Andragogy Content Knowledge Technology: A Training Model for Teaching Adults.” 2012. Doctoral Dissertation, Arizona State University. Accessed July 12, 2020. http://repository.asu.edu/items/14717.

MLA Handbook (7th Edition):

Santos, Roberta Lourdes. “Andragogy Content Knowledge Technology: A Training Model for Teaching Adults.” 2012. Web. 12 Jul 2020.

Vancouver:

Santos RL. Andragogy Content Knowledge Technology: A Training Model for Teaching Adults. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2020 Jul 12]. Available from: http://repository.asu.edu/items/14717.

Council of Science Editors:

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


Liberty University

8. Thomas, Kimberly Ann. Attorneys' Experiences with Continuing Legal Education Delivered Online: A Holistic Single Case Study.

Degree: 2019, Liberty University

 The purpose of this qualitative holistic single case study was to describe how practicing attorneys in North Carolina experience continuing legal education (CLE) courses delivered… (more)

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

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APA (6th Edition):

Thomas, K. A. (2019). Attorneys' Experiences with Continuing Legal Education Delivered Online: A Holistic Single Case Study. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2243

Chicago Manual of Style (16th Edition):

Thomas, Kimberly Ann. “Attorneys' Experiences with Continuing Legal Education Delivered Online: A Holistic Single Case Study.” 2019. Doctoral Dissertation, Liberty University. Accessed July 12, 2020. https://digitalcommons.liberty.edu/doctoral/2243.

MLA Handbook (7th Edition):

Thomas, Kimberly Ann. “Attorneys' Experiences with Continuing Legal Education Delivered Online: A Holistic Single Case Study.” 2019. Web. 12 Jul 2020.

Vancouver:

Thomas KA. Attorneys' Experiences with Continuing Legal Education Delivered Online: A Holistic Single Case Study. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2020 Jul 12]. Available from: https://digitalcommons.liberty.edu/doctoral/2243.

Council of Science Editors:

Thomas KA. Attorneys' Experiences with Continuing Legal Education Delivered Online: A Holistic Single Case Study. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2243


University of Arkansas

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Barry, Skyler Leigh. “An Analysis of Professional Adult Education Programs in Northwest Arkansas.” 2014. Doctoral Dissertation, University of Arkansas. Accessed July 12, 2020. https://scholarworks.uark.edu/etd/2122.

MLA Handbook (7th Edition):

Barry, Skyler Leigh. “An Analysis of Professional Adult Education Programs in Northwest Arkansas.” 2014. Web. 12 Jul 2020.

Vancouver:

Barry SL. An Analysis of Professional Adult Education Programs in Northwest Arkansas. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2020 Jul 12]. Available from: https://scholarworks.uark.edu/etd/2122.

Council of Science Editors:

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


University of Arkansas

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Cornelius, Robbie Scott. “An Analysis of Adult Educators’ Experiences with Professional Development Activities.” 2018. Doctoral Dissertation, University of Arkansas. Accessed July 12, 2020. https://scholarworks.uark.edu/etd/2743.

MLA Handbook (7th Edition):

Cornelius, Robbie Scott. “An Analysis of Adult Educators’ Experiences with Professional Development Activities.” 2018. Web. 12 Jul 2020.

Vancouver:

Cornelius RS. An Analysis of Adult Educators’ Experiences with Professional Development Activities. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2020 Jul 12]. Available from: https://scholarworks.uark.edu/etd/2743.

Council of Science Editors:

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


University of South Florida

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

Degree: 2011, University of South Florida

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Phillips, Virginia B. “What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?.” 2011. Thesis, University of South Florida. Accessed July 12, 2020. https://scholarcommons.usf.edu/etd/3739.

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

MLA Handbook (7th Edition):

Phillips, Virginia B. “What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?.” 2011. Web. 12 Jul 2020.

Vancouver:

Phillips VB. What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?. [Internet] [Thesis]. University of South Florida; 2011. [cited 2020 Jul 12]. Available from: https://scholarcommons.usf.edu/etd/3739.

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

Council of Science Editors:

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

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


University of South Africa

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

Degree: 2013, University of South Africa

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Liphosa, Winnifred Matsidiso. “Perceptions of the nurses' continuing professional development and its contribution to quality patient care .” 2013. Masters Thesis, University of South Africa. Accessed July 12, 2020. http://hdl.handle.net/10500/10611.

MLA Handbook (7th Edition):

Liphosa, Winnifred Matsidiso. “Perceptions of the nurses' continuing professional development and its contribution to quality patient care .” 2013. Web. 12 Jul 2020.

Vancouver:

Liphosa WM. Perceptions of the nurses' continuing professional development and its contribution to quality patient care . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2020 Jul 12]. Available from: http://hdl.handle.net/10500/10611.

Council of Science Editors:

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


University of Toronto

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

Degree: PhD, 2014, University of Toronto

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Diamantouros, Artemis. “Preparing Pharmacists for Practice Change - The RETAE Framework.” 2014. Doctoral Dissertation, University of Toronto. Accessed July 12, 2020. http://hdl.handle.net/1807/68471.

MLA Handbook (7th Edition):

Diamantouros, Artemis. “Preparing Pharmacists for Practice Change - The RETAE Framework.” 2014. Web. 12 Jul 2020.

Vancouver:

Diamantouros A. Preparing Pharmacists for Practice Change - The RETAE Framework. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2020 Jul 12]. Available from: http://hdl.handle.net/1807/68471.

Council of Science Editors:

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


Montana State University

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Mike, Alyson Mary. “Determining the impact on the professional learning of graduates of a science and pedagogical content knowledge-based graduate degree program.” 2010. Thesis, Montana State University. Accessed July 12, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1872.

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

MLA Handbook (7th Edition):

Mike, Alyson Mary. “Determining the impact on the professional learning of graduates of a science and pedagogical content knowledge-based graduate degree program.” 2010. Web. 12 Jul 2020.

Vancouver:

Mike AM. Determining the impact on the professional learning of graduates of a science and pedagogical content knowledge-based graduate degree program. [Internet] [Thesis]. Montana State University; 2010. [cited 2020 Jul 12]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1872.

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

Council of Science Editors:

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

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


Michigan State University

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

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

Subjects/Keywords: Professional education; Continuing education

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Waldon, Gary Dean. “Variables related to the intent to participate in continuing professional education.” 1984. Doctoral Dissertation, Michigan State University. Accessed July 12, 2020. http://etd.lib.msu.edu/islandora/object/etd:19872.

MLA Handbook (7th Edition):

Waldon, Gary Dean. “Variables related to the intent to participate in continuing professional education.” 1984. Web. 12 Jul 2020.

Vancouver:

Waldon GD. Variables related to the intent to participate in continuing professional education. [Internet] [Doctoral dissertation]. Michigan State University; 1984. [cited 2020 Jul 12]. Available from: http://etd.lib.msu.edu/islandora/object/etd:19872.

Council of Science Editors:

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


Purdue University

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

Degree: PhD, Engineering Education, 2016, Purdue University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Cawthorne, James Edwin. “Thematic analysis of influencers on continuing professional learning of tenure track engineering faculty as assistant professors at an RU/VH institution.” 2016. Doctoral Dissertation, Purdue University. Accessed July 12, 2020. https://docs.lib.purdue.edu/open_access_dissertations/741.

MLA Handbook (7th Edition):

Cawthorne, James Edwin. “Thematic analysis of influencers on continuing professional learning of tenure track engineering faculty as assistant professors at an RU/VH institution.” 2016. Web. 12 Jul 2020.

Vancouver:

Cawthorne JE. Thematic analysis of influencers on continuing professional learning of tenure track engineering faculty as assistant professors at an RU/VH institution. [Internet] [Doctoral dissertation]. Purdue University; 2016. [cited 2020 Jul 12]. Available from: https://docs.lib.purdue.edu/open_access_dissertations/741.

Council of Science Editors:

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


Texas A&M University

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

Degree: 2014, Texas A&M University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Henson, Harold Alonso. “Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory.” 2014. Thesis, Texas A&M University. Accessed July 12, 2020. http://hdl.handle.net/1969.1/153520.

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

MLA Handbook (7th Edition):

Henson, Harold Alonso. “Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory.” 2014. Web. 12 Jul 2020.

Vancouver:

Henson HA. Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2020 Jul 12]. Available from: http://hdl.handle.net/1969.1/153520.

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

Council of Science Editors:

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

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


University of Newcastle

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

Degree: 2014, University of Newcastle

Professional Doctorate - Doctor of Business Administration (DBA)

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

MacLeod, Ronda. “Vocational trainers’ perspectives of their continuing professional learning.” 2014. Thesis, University of Newcastle. Accessed July 12, 2020. http://hdl.handle.net/1959.13/1047607.

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

MLA Handbook (7th Edition):

MacLeod, Ronda. “Vocational trainers’ perspectives of their continuing professional learning.” 2014. Web. 12 Jul 2020.

Vancouver:

MacLeod R. Vocational trainers’ perspectives of their continuing professional learning. [Internet] [Thesis]. University of Newcastle; 2014. [cited 2020 Jul 12]. Available from: http://hdl.handle.net/1959.13/1047607.

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

Council of Science Editors:

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

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


University of Cincinnati

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

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

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

Subjects/Keywords: Satisfaction; Professional development; continuing education

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

EIFERT-MANGINE, MARSHA A. “COMPARING LEARNING AND SATISFACTION WITH CONTINUING EDUCATION OF PHYSICAL THERAPISTS USING TRADITIONAL AND ONLINE FORMATS.” 2006. Doctoral Dissertation, University of Cincinnati. Accessed July 12, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1163603071.

MLA Handbook (7th Edition):

EIFERT-MANGINE, MARSHA A. “COMPARING LEARNING AND SATISFACTION WITH CONTINUING EDUCATION OF PHYSICAL THERAPISTS USING TRADITIONAL AND ONLINE FORMATS.” 2006. Web. 12 Jul 2020.

Vancouver:

EIFERT-MANGINE MA. COMPARING LEARNING AND SATISFACTION WITH CONTINUING EDUCATION OF PHYSICAL THERAPISTS USING TRADITIONAL AND ONLINE FORMATS. [Internet] [Doctoral dissertation]. University of Cincinnati; 2006. [cited 2020 Jul 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1163603071.

Council of Science Editors:

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

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

Degree: 2015, Repositório Científico do Instituto Politécnico de Lisboa

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

O processo… (more)

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Mariano, Manuel Luís Loureiro. “A construção do desenvolvimento profissional dos professores.” 2015. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed July 12, 2020. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/5181.

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

MLA Handbook (7th Edition):

Mariano, Manuel Luís Loureiro. “A construção do desenvolvimento profissional dos professores.” 2015. Web. 12 Jul 2020.

Vancouver:

Mariano MLL. A construção do desenvolvimento profissional dos professores. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2015. [cited 2020 Jul 12]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/5181.

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

Council of Science Editors:

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

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

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

Degree: 2015, Australian National University

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Fricker, John Peterie. “Continuing Professional Development (CPD) for the dental profession in Australia: an approach and its implications .” 2015. Thesis, Australian National University. Accessed July 12, 2020. http://hdl.handle.net/1885/102001.

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

MLA Handbook (7th Edition):

Fricker, John Peterie. “Continuing Professional Development (CPD) for the dental profession in Australia: an approach and its implications .” 2015. Web. 12 Jul 2020.

Vancouver:

Fricker JP. Continuing Professional Development (CPD) for the dental profession in Australia: an approach and its implications . [Internet] [Thesis]. Australian National University; 2015. [cited 2020 Jul 12]. Available from: http://hdl.handle.net/1885/102001.

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

Council of Science Editors:

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

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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Hwu, Shih-Hsung. “Concerns and professional development needs of university faculty in adopting online learning.” 2011. Doctoral Dissertation, Kansas State University. Accessed July 12, 2020. http://hdl.handle.net/2097/13129.

MLA Handbook (7th Edition):

Hwu, Shih-Hsung. “Concerns and professional development needs of university faculty in adopting online learning.” 2011. Web. 12 Jul 2020.

Vancouver:

Hwu S. Concerns and professional development needs of university faculty in adopting online learning. [Internet] [Doctoral dissertation]. Kansas State University; 2011. [cited 2020 Jul 12]. Available from: http://hdl.handle.net/2097/13129.

Council of Science Editors:

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


University of Akron

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Lenyk, Julie M. “The Contribution of Wellness and Mindfulness to Job Satisfaction of Licensed Professional Counselors.” 2016. Doctoral Dissertation, University of Akron. Accessed July 12, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron147714005503087.

MLA Handbook (7th Edition):

Lenyk, Julie M. “The Contribution of Wellness and Mindfulness to Job Satisfaction of Licensed Professional Counselors.” 2016. Web. 12 Jul 2020.

Vancouver:

Lenyk JM. The Contribution of Wellness and Mindfulness to Job Satisfaction of Licensed Professional Counselors. [Internet] [Doctoral dissertation]. University of Akron; 2016. [cited 2020 Jul 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron147714005503087.

Council of Science Editors:

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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Ellis, Auburn E. “Integrating Aesthetics: Transforming Continuing and Professional Education Through Africentric Practice.” 2013. Doctoral Dissertation, National-Louis University. Accessed July 12, 2020. http://digitalcommons.nl.edu/diss/73.

MLA Handbook (7th Edition):

Ellis, Auburn E. “Integrating Aesthetics: Transforming Continuing and Professional Education Through Africentric Practice.” 2013. Web. 12 Jul 2020.

Vancouver:

Ellis AE. Integrating Aesthetics: Transforming Continuing and Professional Education Through Africentric Practice. [Internet] [Doctoral dissertation]. National-Louis University; 2013. [cited 2020 Jul 12]. Available from: http://digitalcommons.nl.edu/diss/73.

Council of Science Editors:

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


Montana Tech

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

Degree: MS, 2013, Montana Tech

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Fehr, Collin M. “Intercollegiate Tennis Coaches' Perceptions of and Preferences for Continuing Education.” 2013. Masters Thesis, Montana Tech. Accessed July 12, 2020. https://scholarworks.umt.edu/etd/587.

MLA Handbook (7th Edition):

Fehr, Collin M. “Intercollegiate Tennis Coaches' Perceptions of and Preferences for Continuing Education.” 2013. Web. 12 Jul 2020.

Vancouver:

Fehr CM. Intercollegiate Tennis Coaches' Perceptions of and Preferences for Continuing Education. [Internet] [Masters thesis]. Montana Tech; 2013. [cited 2020 Jul 12]. Available from: https://scholarworks.umt.edu/etd/587.

Council of Science Editors:

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

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Parsons, Sarah Rose. “Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators.” 2017. Thesis, University of San Francisco. Accessed July 12, 2020. https://repository.usfca.edu/capstone/488.

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

MLA Handbook (7th Edition):

Parsons, Sarah Rose. “Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators.” 2017. Web. 12 Jul 2020.

Vancouver:

Parsons SR. Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2020 Jul 12]. Available from: https://repository.usfca.edu/capstone/488.

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

Council of Science Editors:

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

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


University of South Africa

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

Degree: 2017, University of South Africa

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Pillay, Deshnee. “The assessment of the continuing professional development of nurses at a selected public hospital in KwaZulu-Natal.” 2017. Masters Thesis, University of South Africa. Accessed July 12, 2020. http://hdl.handle.net/10500/25027.

MLA Handbook (7th Edition):

Pillay, Deshnee. “The assessment of the continuing professional development of nurses at a selected public hospital in KwaZulu-Natal.” 2017. Web. 12 Jul 2020.

Vancouver:

Pillay D. The assessment of the continuing professional development of nurses at a selected public hospital in KwaZulu-Natal. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2020 Jul 12]. Available from: http://hdl.handle.net/10500/25027.

Council of Science Editors:

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


University of Georgia

28. Woodard, Bobby Ray. An examination of chief student affairs officers' (CSAO) perceptions of professional competencies.

Degree: PhD, Counseling and Student Personnel Services, 2009, University of Georgia

 This study examines chief student affairs officers' (CSAOs) perceptions of professional competencies and support for a voluntary continuing professional education credits (CPECs) system. The purpose… (more)

Subjects/Keywords: Chief Student Affairs Officers (CSAOs); Professional Competencies; Professional Development; Continuing Professional Education Credits (CPECs); Certification System; Student Affairs

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APA (6th Edition):

Woodard, B. R. (2009). An examination of chief student affairs officers' (CSAO) perceptions of professional competencies. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/woodard_bobby_r_200908_phd

Chicago Manual of Style (16th Edition):

Woodard, Bobby Ray. “An examination of chief student affairs officers' (CSAO) perceptions of professional competencies.” 2009. Doctoral Dissertation, University of Georgia. Accessed July 12, 2020. http://purl.galileo.usg.edu/uga_etd/woodard_bobby_r_200908_phd.

MLA Handbook (7th Edition):

Woodard, Bobby Ray. “An examination of chief student affairs officers' (CSAO) perceptions of professional competencies.” 2009. Web. 12 Jul 2020.

Vancouver:

Woodard BR. An examination of chief student affairs officers' (CSAO) perceptions of professional competencies. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 Jul 12]. Available from: http://purl.galileo.usg.edu/uga_etd/woodard_bobby_r_200908_phd.

Council of Science Editors:

Woodard BR. An examination of chief student affairs officers' (CSAO) perceptions of professional competencies. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/woodard_bobby_r_200908_phd


University of Arkansas

29. Jones, Jon Richard. Delphi Study Identifying Future Technical Competencies for Architecture and Construction Educators.

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

  The purpose of this modified Delphi study was to identify the dominant technical competencies needed to effectively teach architecture and construction at the secondary… (more)

Subjects/Keywords: Architecture and Construction; Career and Technical Education; Professional Development; Technical Workshops; Adult and Continuing Education; Adult and Continuing Education and Teaching; Other Teacher Education and Professional Development

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

APA (6th Edition):

Jones, J. R. (2018). Delphi Study Identifying Future Technical Competencies for Architecture and Construction Educators. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3026

Chicago Manual of Style (16th Edition):

Jones, Jon Richard. “Delphi Study Identifying Future Technical Competencies for Architecture and Construction Educators.” 2018. Doctoral Dissertation, University of Arkansas. Accessed July 12, 2020. https://scholarworks.uark.edu/etd/3026.

MLA Handbook (7th Edition):

Jones, Jon Richard. “Delphi Study Identifying Future Technical Competencies for Architecture and Construction Educators.” 2018. Web. 12 Jul 2020.

Vancouver:

Jones JR. Delphi Study Identifying Future Technical Competencies for Architecture and Construction Educators. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2020 Jul 12]. Available from: https://scholarworks.uark.edu/etd/3026.

Council of Science Editors:

Jones JR. Delphi Study Identifying Future Technical Competencies for Architecture and Construction Educators. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/3026

30. Maria Raimunda Matos Prado. A formação pós-graduada em ensino de ciências naturais e matemática de docentes do IFRN: implicações na atuação docente.

Degree: 2011, Universidade Federal do Rio Grande do Norte

 Esta pesquisa parte do contexto educacional do Instituto Federal do Rio Grande do Norte, através da retomada dos marcos legais que o caracterizam como instituição… (more)

Subjects/Keywords: Formação continuada; Ensino de ciências; Mestrado profissional; MATEMATICA; Continuing education; Science education; Professional masters

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APA (6th Edition):

Prado, M. R. M. (2011). A formação pós-graduada em ensino de ciências naturais e matemática de docentes do IFRN: implicações na atuação docente. (Thesis). Universidade Federal do Rio Grande do Norte. Retrieved from http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=5073

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):

Prado, Maria Raimunda Matos. “A formação pós-graduada em ensino de ciências naturais e matemática de docentes do IFRN: implicações na atuação docente.” 2011. Thesis, Universidade Federal do Rio Grande do Norte. Accessed July 12, 2020. http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=5073.

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

MLA Handbook (7th Edition):

Prado, Maria Raimunda Matos. “A formação pós-graduada em ensino de ciências naturais e matemática de docentes do IFRN: implicações na atuação docente.” 2011. Web. 12 Jul 2020.

Vancouver:

Prado MRM. A formação pós-graduada em ensino de ciências naturais e matemática de docentes do IFRN: implicações na atuação docente. [Internet] [Thesis]. Universidade Federal do Rio Grande do Norte; 2011. [cited 2020 Jul 12]. Available from: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=5073.

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

Council of Science Editors:

Prado MRM. A formação pós-graduada em ensino de ciências naturais e matemática de docentes do IFRN: implicações na atuação docente. [Thesis]. Universidade Federal do Rio Grande do Norte; 2011. Available from: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=5073

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

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