To see the other types of publications on this topic, follow the link: Educational and professional.
Dissertations / Theses on the topic 'Educational and professional'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Educational and professional.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Dierkes, Tina. "Administrative professionals : their educational preparation and need for professional development training /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1342745691&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Full text
2
McClintock-Comeaux, Patrick. "Building professionals: The intersection of professional learning communities and trust." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539791823.
Full textAbstract:
The purpose of this study was to quantify individual Professional Learning Communities' (PLCs) consistency with the indicators of PLCs. In addition, the level of trust in the groups was also measured. The correlation between these two sets of data was then, explored to determine the degree to which trust plays a role in PLCs.;The study was conducted in three elementary schools in a suburban school district, called Glennville for the purposes of this study, located in the northeastern United States. Teachers were administered an on-line survey consisting of questions from the Professional Learning Communities Assessment -- Revised (PLCA-R) and from the Faculty Trust Survey.;Within the context studied, the questions from the PLCA-R coalesced around different factors than indicated by the creators of the instrument. In addition, correlations of varying strengths were found between Trust and teachers' perceptions of PLCs . The strongest correlations were observed between faculty trust in clients and teacher perceptions of PLCs.;Further study is warranted to determine if the factor structure of the PLC model is stable in other contexts. Increasing the scope of the study could also add to claims that analysis of trust may be a method to connect PLC usage with student achievement.
3
Taunyane, Tladi Petros. "An educational law perspective on educator professionalism / Tladi Petros Taunyane." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1215.
Full textAbstract:
This research study deals mainly with the educator professionalisation in the post democratic
South Africa, paying attention to the role of a professional council in promoting
educator professionalism. The status and image of teaching in this country seem to have
been viewed From the racial and cultural differences of communities previously. The
democratic dispensation brought an end to this unfair racial and cultural discrimination in
the education system through the establishment of a non-racial professional council for
educators (i.e. SACE).
The research aims are to determine:
- The characteristics of a professions and those needed for educator professionalism;
and - the role of the a professional council in promoting educator professionalisation.
In order to attain the above-mentioned research aims, a literature review and an empirical
investigation were undertaken.
The literature study was used to clarify concepts such as occupation, semi-profession,
profession, professionalisation and professional status. Secondly, characteristics or common
features associated with traditional models of professions (ie. accounting, law and
medicine) were discussed from a theoretical point of view. Lastly, the literature study
highlighted the establishment of professional councils for educators in other parts of the
world, including South Africa.
The different forms of legislation and policy documents applicable in education were
discussed. In order to determine the extent to which teaching adheres to or fulfils the
characteristics associated with a profession, teaching was tested against these
characteristics. The history of the establishment of SACE was briefly discussed and the
objectives or role of this organisation in educator professionalisation concluded this chapter.
The empirical research was conducted by using the questionnaire as a measuring instrument.
The advantages and disadvantages of the questionnaire as measuring instrument were
highlighted. The target population comprises of 239 educators from a total population of 2070 educators in Lejweleputswa and Northern Free State Education Districts -Free State
Province. The data collected in the investigation was processed through the SAS computer package to establish frequencies and percentages of responses mean scores ranking, t-test procedures and the effect sizes. The results were then presented tables, analysed and interpreted in accordance with the literature study.
The literature study revealed that like all other occupations, teaching aspires to attain
recognition and status as a profession. It was also revealed that teaching partially satisfy
characteristics associated with professions. The empirical study revealed that the
employment of un- or under qualified educators is still prevalent in South African schools.
In the last chapter, Chapter 5, conclusions from the literature review and empirical
investigation were drawn. The recommendations with regard to the role of SACE in
educator professionalisation were provided. Finally based on the research, future research
studies in SACE and educator professionalism were recommended.<br>Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
4
Watkins, Amy L. "Facilitating Sustainable Professional Development Programs| A Phenomenological Study of the Use of Online Professional Development." Thesis, Manhattanville College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13865370.
Full textAbstract:
<p> This study focused on the motivation of K-12 teachers to participate in district online professional development and to sustain the knowledge or skills learned. This study identified how teachers in a suburban school district, located in the Hudson Valley region of New York state, evaluated the online professional development they received and the extent to which their learning continued beyond the initial training. Through a phenomenological study, data indicated several factors motivated teachers to participate in online professional development; the primary motivator was the relevance of the topic. The online survey and interviews indicated teachers were interested and willing to participate in online professional development when they could choose the topic and the setting in which the learning takes place. An additional motivator was the benefit of collaboration and support provided by the facilitator, both during and after the training. Teachers shared their ability to make connections and to reflect on their own experiences increased when they had the opportunity to work collaboratively with the facilitator to develop and implement a lesson using the new knowledge or skill. Teachers who identified taking relevant district online professional development with collaborative facilitators also reported specific examples of how they implemented skills in their classrooms. Teachers described how the district online professional development helped to improve their students’ learning.</p><p>
5
Smith, Saress Ellerbe. "The use of micro-blogging for teacher professional development support and personalized professional development." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141721.
Full textAbstract:
<p> The purpose of this qualitative study was to look at how teachers use micro-blogging, in this case Twitter (www.twitter.com), for their own personalized professional learning and how effective Twitter is as a professional development (PD) tool. In order to measure the effectiveness of the tool, the researcher first gleaned nine essential characteristics of effective PD from the literature. This list was validated by experts in the PD community. The significance of this study was to reveal how participants actually used Twitter for PD, what their perspectives on the tool were, and how effective their experiences were with Twitter as a PD tool. Results of this study can be used to improve current practice, and provide a low cost, accessible, and available mechanism to foster an on-going, learner-centered, approach to PD, thus allowing teachers to become more involved in their own professional growth. For the 4 participants in this study, Twitter use for PD and its effectiveness varied greatly. The effectiveness of the tool depended on the participant’s fluency with the technology and attitude towards social media. For the most fluent participant, Twitter met most of the requirements for effectiveness; however, Twitter use did not automatically provide a mechanism for reflection or self-assessment; nor did Twitter use provide an evaluation of the experience, both requirements of effective PD. With added evaluation and self-assessment processes, and with a fluent practitioner, Twitter does have the potential to be a very effective PD tool with its low cost, accessibility, and availability.</p>
6
Foley, Virginia P. "Professional Development." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/5996.
Full text
7
Dam, Roadley-Battin Nikolaj. "Educational VR : An exploration of educational VR for professional users." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144071.
Full textAbstract:
This thesis explores Virtual Reality (VR) as a digital medium for teaching in a professional context. In collaboration with ABB, a pioneering technology leader, the thesis questions whether VR could be the future medium for training ABB service personnel. The research discusses how you can design for VR, by drawing parallels to traditional mediums; Moreover, the research covers insights into the ABB education and VR explorations. Three experience prototypes were designed as the final concept. These experience prototypes aim to highlight educational use cases through VR, covering collaborative work, safety guidelines and various utilities. The goal of the final experience prototypes is to engage potential users and designers in a dialog concerning VR as an educational medium of the future.
8
Hutchinson, W. B. D. "Action research, educational change and professional development." Thesis, University of Cambridge, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381565.
Full text
9
Holkner, Bernard 1953. "Developing computer communications for professional collaboration." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8468.
Full text
10
Vukoja, Helena Daniela Maria. "The development of the educational psychologist's role in post-16 education." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32071.
Full textAbstract:
The introduction of Education Health and Care plans proposed in the Children and Families Act (2014) extended the statutory support for children from up to 19 years of age, to 25 years of age. This has in turn extended the role of educational psychologists to work with young people/adults to the age of 25, and some (Atkinson, Dunsmuir, Lang & Wright, 2015) have argued that this is one of the most significant developments of the profession. This research, therefore, seeks to understand how current educational psychologists see their role and how it may change when working with post-16 education; it also seeks to understand what needs post-16 education may have and how educational psychologists can support these needs. The methodology used in this thesis has the ontological stance of interpretivism (Cottrell, 2014) and epistemological stance of social constructionism (Andrews 2012). Interviews were held with educational psychologists (phase 1) and with post-16 providers (phase 2) to explore the views both these main stakeholders had of the extension of the educational psychologists' role. Needs from both stakeholders, as well previous literature, were taken into account in order to understand what the educational psychologists' role in post-16 education would entail. Interviews were developed using hierarchical focusing (Tomlinson, 1989) and were analysed using Braun & Clarke's (2006) thematic analysis. Findings suggested that the extension of the educational psychologists' role to work with post-16 learners is not the most significant development that the profession has seen in recent years, but that there are certain points that the profession needs to address. The findings are relevant to the local authority's development of their offer to post-16 educational providers. The findings also contribute to the role of the educational psychologist in general.
11
Simpson, Yvonne. "The potential impact of the HE Educational White Paper 2011 on higher education and professional construction education : professional quantity surveying education in England." Thesis, University of Greenwich, 2014. http://gala.gre.ac.uk/18096/.
Full textAbstract:
This thesis aims to investigate the effect of the Government’s Higher Education White Paper 2011 on the provision of vocational undergraduate degree provision within the UK. In particular the provision of quantity surveying education in the English Higher Education sector will be used as an exemplar. The intention of the study is to glean the potential impact and effects on professionally focused education in the 21st Century. There were two prongs to this study, one reflecting the experience of Australian quantity surveying provision to give some hindsight, the other reviewing the on-going debate between professional education and strategic education as raised by Cardinal Newman (1852). There was attention on the changing role of the state and the rise of individualism, in HE provision. Underlying this study was the anticipated role of knowledge in the form of professional knowledge and competencies. The methodology undertaken was pragmatic and employed mixed methods of qualitative and quantitative data collection. Future studies (Ratcliffe 2008) had an influence on the data collection methods and a Delphi technique tool was designed to harvest the data, the use of thematic analysis (Brown and Carasso 2013) enabled the construction of themes. Philosophical lens of Bourdieu’s cultural capital (1973) and Bhaskar’s critical realism (1978) were employed to provide a basis from which to explore the findings of the thesis. The themes which arguably arose were uncertainty, inequality, barriers, quality, marketization, conflict and power. The findings indicated a withdrawal of state from funding professional HE programmes, rise of individualism which acknowledges the cultural capital of professionally accredited courses and a study of power within the community of practice (Wenger 1998) of chartered quantity surveyors. Surprisingly, it is the lack of awareness surrounding the role of knowledge in favour of competencies which may indicate the schism between professional and generalist HE provision.
12
Stewart, Benjamin L. "Cultivating a Personal Learning Network that Leads to Professional Change." Thesis, Northcentral University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746019.
Full textAbstract:
<p> Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about teaching and learning and the practicalities teachers face in the classroom. The purpose of this qualitative multiple case study was to describe how ideas, materials, and social interactions form a PLN through online, informal pedagogical dialogues among English language educators as it relates to professional learning. The five participants of this study were selected from a total of 10 based on their willingness to complete an informed consent form, complete an initial online survey, interact with other professionals publically online, and participate in a final interview. The online survey contained demographic information about each case and included both open and closed items; a content analysis was done on public interactions that tool place online; and a final in-depth interview used open questions to inquire about how respective PLNs changed over time. All data was coded, categorized, and placed into themes based on the ideational, material, and social aspects of each PLN. The findings show that professional knowledge, skills sets, and overall dispositions emerge in unique ways based on how ideas, technologies, and personal contacts interrelate with each other over time, and that an individual’s PLN provides unanticipated benefits when sharing publicly online.</p>
13
Kashubara, Pete Zachary II. "Too Big to Fail| Principal Professional Development?Perceptions of Secondary Principals." Thesis, The University of North Carolina at Greensboro, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10639801.
Full textAbstract:
<p> The purpose of this study was to examine how high school principals in a large urban district in the Southeastern United States view their professional development by gathering data on the essentials of professional development that support principals in carrying out their expanding roles, promoting the professional growth and efficacy of principals, and fostering the overall success of the schools they lead. Principal perceptions of professional development directly affect the extent to which they engage in and garner knowledge and skills from professional development activities. This semi-structured qualitative interview study asked 16 high school principals about their professional development experiences. Three major themes emerged from the data including: (a) improved outcomes and efficacy for practicing high school principals, (b) development of the characteristics desired for professional development, and (c) Adult Learning Theory correlated to preferred delivery models. Within each theme, implications of the study are discussed and recommendations for high school principal and districts are presented. </p><p>
14
McGarity, Tammy Marie. "Frontline Nurse Leader Professional Development." Thesis, Grand Canyon University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13810559.
Full textAbstract:
<p> Frontline nurse leaders are expected to lead staff while managing the work systems and processes on their units in addition to ensuring high quality and safe patient care is being delivered. It is not known if frontline nurse leaders who have been oriented with only onthe-job-training are competent and if a professional development program will improve their competencies and confidence. This project used a quantitative quasi-experimental design. The basic design elements for this project were the PCC curriculum and completion of the survey pre-and post-attendance. This project was conducted at an acute care, Magnet facility and included 20 frontline patient care coordinators. Data from the surveys were analyzed using SPSS 23. Spearman’s rho was used, a nonparametric test which determines the strength and significance of the correlation between two measures, and ANOVA, a parametric method which determines whether there is a significant mean difference in some measure between two or more groups. The initial average competency ranking of the participants was 2.91, which reflects a just below competent ranking; paired-samples ttests were conducted which resulted with the average self-rated competency level of participants increasing by 27% to 3.69 post intervention. Implications for this research is far reaching, considering the impact frontline nurses have on nurse satisfaction and engagement, in addition to improved quality of care, patient satisfaction, and patient outcomes. </p><p>
15
Tupponce, John Thomas. "An Intervention Model| Principal Professional Learning Communities (PPLC)." Thesis, University of Pennsylvania, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978796.
Full textAbstract:
<p> The high expectations of the standards movement, the many budgetary constraints, and the societal challenges of living in cities are some of the complexities principals in urban districts face when trying to serve the needs of children in their schools. This research explores an intervention model of principal professional learning communities (PPLCs) that bridges the gap between the districts’ goals and priorities and the ways schools are addressing them. Nine principals using the PPLC model experienced collaboration, support, and collective accountability with their peers. Furthermore, as a result of their collaboration and support, principals examined their own practices in specific areas of observation and feedback, how they used their leadership teams to support next steps, and how they created opportunities for professional development. Qualitative data collection took place through surveys, observations, and interviews. </p><p> The study findings indicated that a common learning experience like the PPLC is a valuable tool for principal learning and development. Principals reported that the development of relational trust was an essential reason why principals valued collaboration, and why they supported each other in the PPLC. Principals also became internally motivated to coach, support, and mentor their peers, and they developed a collective accountability in which they aligned themselves with the goals of the district. In addition, the findings indicated that conducting learning walks together and collaborating about instructional practices in the PPLC helped principals to reflect on their own instructional practices in their own schools. Principals could then use the strategies they learned from observation and feedback, working with their leadership teams and developing professional development to structure the next steps for better implementation of pedagogy.</p><p>
16
Coffin, George Augustus. "The impact of district conditions on principals' experientially acquired professional learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0017/NQ27625.pdf.
Full text
17
Kohl, Kathleen Theresa. "Teachers' Perceptions of Becoming a Professional Learning Community." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/64.
Full textAbstract:
Professional learning communities (PLCs) have become popular in schools to help improve student achievement. One local middle school implemented a PLC community, yet experienced problems with sustaining the concept and moving forward. The purpose of this quantitative study was to examine the current state of the PLC at the middle school under study, how it functioned, and possible areas for improvement. The theoretical framework revolved around constructivist learning and the dimensions of a quality PLC: collaboration, shared mission, values, vision, and goals. Research questions addressed teachers' perceptions of PLC progress and differences in levels of development scores among the 5 dimensions of the PLC implementation. The School Professional Staff as a Learning Community survey was given to the 54 members of the faculty at the school. The survey measured the dimensions of shared power/decision making, shared vision, collective learning, supportive and shared practice in teaching, and support of teachers and school. Data were analyzed using repeated measures ANOVA. According to study results, there were significant differences among the dimensions, with shared vision scoring in the consistent range (M = 4.05) and supportive and shared practices in the never range (M = 2.32). Recommendations include strengthening the dimension of shared practice at the local site by supporting frequent observations of other teachers' classrooms with structured opportunities to provide feedback. Improving the functioning of the PLC will assist in sustaining the school learning community and ultimately improve student achievement.
18
Edwards, Tracy R. "Examining the impact of online professional development on teacher practice." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721802.
Full textAbstract:
<p>The purpose of the research was to explore the experiences of a group of 3 ELA teachers as they participated in online professional development using a social learning network. Utilizing case study methodology, the researcher examined how an online social learning network could be used to impact instructional practices amongst ELA teachers participating in hybrid professional development during implementation of a writing curriculum. Employing social constructivism as the dominant framework for analysis, the researcher explored the extent to which professional development delivered online combined with face-to-face supports impacted teacher instructional practices in the classroom. </p><p> The researcher examined teachers’ actual online behaviors by using data captured by the online social network and compared this to teachers’ self reports of impact and use, concluding that online professional development, delivered through a social learning network was effective in impacting teachers’ classroom instruction. </p><p> Findings indicate that in order to be effective, professional learning should emphasize the learning of content and pedagogy and how technology can enhance instructional practices. Features of the online social learning network utilized more frequently were those that enhanced teachers’ goals around writing instruction. The online social learning network was also found to include several aspects of Community of Practice, resulting in the sustained use and integration of the online social learning network for instructional purposes. Factors such as convenience, flexibility and ubiquitous access to resources and peers were cited as benefits to participating in hybrid professional development models. </p>
19
Jasso, Laura K. "Teacher Perceptions of Effective Instructional Coaching in Professional Development Support." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10976245.
Full textAbstract:
<p> Many school districts are utilizing instructional coaches to support teachers as they implement their professional learning in the classroom. This study examined teachers’ perceptions of effective instructional coaching practices to gain insight about which aspects of instructional coaching teachers find most supportive in implementing change in the classroom. Adult learning theory, andragogy, was used as the theoretical framework guiding this study. Survey data from the Perceptions of Coaching Survey (PCS) was collected from 116 teachers across six states. These teachers were engaged in professional development on supporting English learners and were receiving follow-up coaching support from their district. Five participants were interviewed to further investigate teachers’ perceptions of coaching practices. Two maintained a month-long journal to reflect on any coaching interactions that occurred. The findings of this study revealed that teachers perceive coaching to have a positive impact in supporting the implementation of change in the classroom, and a primary theme emerged that coaching aims to improve instruction. The aspects of coaching that teachers were most satisfied with focused on implementing classroom strategies including having a coach modeling strategies in the classroom, being observed and receiving feedback from a coach, and watching fellow colleagues teaching the same things. Teachers also identified desirable qualities of coaches, including knowledge, trustworthiness, confidence, positivity, and flexibility from a supportive and consistent, non-administrative presence in the classroom. Teachers reported that what they learn from coaching applies to their current teaching situation and that coaching motivates them to try new things in the classroom. </p><p>
20
Feffer, James F. "Teacher Learning Within Professional Learning Communities." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/166.
Full textAbstract:
Professional Learning Community (PLC) structures require focused sessions of teacher collaboration as part of developing effective instructional practices leading to improved student performance outcomes. The PLC structured collaboration model has been implemented in schools across the country, however the current body of research regarding PLC structures has been focused on student performance and rather than the teacher learning processes that occur within the model. Teachers must learn throughout the PLC model, as they collaborate, plan instruction, create assessments, analyze data, and adjust implementation to improve results.
A mixed-methods approach was used to explore correlations between PLC structure ratings and teacher self-identified learning preferences, with Kolb’s (1984) Experiential Learning Theory as the basis for determining learning preferences. The study included 115 elementary teacher participants from a school district that has prioritized PLC structures for nearly 10 years. Significant correlations were identified between PLC structural elements and teacher learning preferences, with qualitative results providing additional descriptive analysis regarding teacher perceptions of their learning within PLCs. The findings within this study indicate that teacher learning preferences may be a key consideration for school site administrators as part of PLC team construction and development.
21
Webb, Betsy M. "Clashing Codes: How Unwritten Codes Collide with Professional and Personal Codes in Educational Settings." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/WebbB2008.pdf.
Full text
22
Ásmundsdóttir, Elín Ebba. "Icelandic occupational therapists' attitudes toward educational and professional issues." FIU Digital Commons, 1998. http://digitalcommons.fiu.edu/etd/1328.
Full textAbstract:
The entire population of Icelandic occupational therapists were surveyed concerning characteristics and attitudes toward professionalism and educational goals. There were 87 questionnaires sent out and 80 (92%) were returned and used for analysis. This data will have a positive impact upon the development of the first Icelandic occupational therapy curriculum. Icelandic occupational therapists, in general, value academic skills over technical skills, are active in their association, willing to take on duties for the advancement of the profession and are interested in conducting research. The attitudes of the Icelandic occupational therapists were generally quite uniform. T- tests and one-way ANOVAs (p < .05) revealed some significant differences in a number of attitudes by education level, length of professional experience and country of education. The results show the importance of providing Icelandic occupational therapy practitioners with the opportunity to take part in research. This study will serve as a foundation for future studies on Icelandic occupational therapists and provide reference data for later comparison.
23
Žmėjauskienė, Ivanna. "Translation of educational professional language from english into Lithuanian." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080926_174928-78887.
Full textAbstract:
Nowadays when Lithuania is a member of the European Union the English language penetrates into all spheres of our life and serves as a precondition for the upsurge of translation from/into English and Lithuanian. Translation in the realm of different professional discourses causes a number of problems. The aim of the research is to specify the peculiarities of translating educational discourses from English into Lithuanian. The paper presents a brief theoretical overview on the issues of the translation. It analyses not only the definitions and the main characteristics of the educational discourse but also reveals the particularities of the professionalisms as a linguistic phenomenon. Besides, it presents the selected examples of educational professional language from English educational discourses and their equivalents in the Lithuanian language. The following sources have been used for the empirical investigation: Paul Ramsden (1992) "Learning to Teach in Higher Education"; Paul Ramsden (2001) "Kaip mokyti aukštojoje mokykloje"; Terence H. McLaughlin (1995) "Public Values, Private Values and Educational Responsibility"; Terence H. McLaughlin (1997) "Šiuolaikinė ugdymo filosofija: demokratiškumas, vertybės, įvairovė".<br>Lietuvai tapus Europos Sąjungos nare, anglų kalba pradėjo skverbtis į visas mūsų gyvenimo sferas. Dėl šios priežasties padaugėjo ir vertimų iš/į anglų kalbos į lietuvių kalbą. Skirtingų profesinių diskursų vertimas sukelia daugybę problemų. Šio tyrimo tikslas yra apibrėžti edukacinių diskursų vertimo iš anglų kalbos į lietuvių kalbą ypatumus. Apžvelgiama teorinė medžiaga apie vertimą, nagrinėjami edukacinio diskurso apibrėžimai ir ypatybės, parodomi profesionalizmų ypatumai. Darbe pateikiami edukacinės profesinės kalbos pavyzdžiai iš anglų kalbos edukacinių diskursų ir jų lietuviški vertimo ekvivalentai, kurie išrinkti naudojant žemiau išvardintus šaltinius: Paul Ramsden (1992) "Learning to Teach in Higher Education"; Paul Ramsden (2001) "Kaip mokyti aukštojoje mokykloje"; Terence H. McLaughlin (1995)"Public Values, Private Values and Educational Responsibility"; Terence H. McLaughlin (1997)"Šiuolaikinė ugdymo filosofija: demokratiškumas, vertybės, įvairovė".
24
Lou, Zhijian 1957. "Assessing needs of educational administrators in their professional development." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63984.
Full text
25
Donnelly, Jilian K. "Understanding Educational Choice Processes of Retired Professional Hockey Players." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/260106.
Full textAbstract:
Educational Administration<br>Ed.D.<br>The purpose of this qualitative study was to investigate the processes and influences that underlie the choice of retired elite athletes to further their education and assume the adult learner role. In the current study, focus was applied specifically to professional ice hockey players who were in a period of retirement from active play. Elite athletes often retire at a time when most other professions are just beginning or reaching a level of stability. Research suggests that many retired elite athletes experience a difficult transition to an early retirement from athletics that is fraught with depression and unemployment. A select number of these elite athletes choose to further their educations after their careers have expired. The literature suggests that some of these retired elite athletes find educational programming a valuable coping strategy in the often traumatic post-athletic career adjustment. Unfortunately, this choice is made by only few athletes. It would be desirable to encourage more retired athletes to consider and engage in educational activities; however, currently, there is only very little knowledge on the processes underlying athletes' choice to participate, or not to participate, in education in their retirement years. Using a theoretical framework that includes adult learning theory and adult development theory, in conjunction with expectancy-value theory of motivation, the impact of individual characteristics and environmental opportunities on post-athletic career choices made by professional athletes may be better understood. The primary instrument for data collection was a personal interview with ten retired professional hockey players, conducted over a consecutive six-month period resulting in significant data. Utilizing the constant-comparative method for data analysis, common themes were identified as indicators of educational engagement: Informal Mentorship, Head Injury Related Retirement, and Pre-Transition Planning. In addition to these themes, the findings reflected an alternative adult developmental model possibly unique to professional hockey players. The findings of this study are valuable to the larger conversation regarding adult learners, adult development, and elite athlete career transition.<br>Temple University--Theses
26
Gerdeman, Anthony Michael 1968. "Understanding the oral examination process in professional certification examinations." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282619.
Full textAbstract:
The subjective nature of oral examinations often lead to reliability estimates that are lower than other types of examinations (i.e., written examinations). The potentially biasing individual attributes of examiners (i.e., experience) are of particular concern since the oral examination process depends specifically upon the quality of their assessments. In addition, traditional reliability estimation procedures are not always possible for some oral exams due to the utilization of incomplete measurement designs (i.e., one examiner per candidate) resulting from the inherent high costs and complicated logistics associated with large scale oral examinations. Consequently, the current study attempts to evaluate the quality of one such exam by developing alternative indicators of exam quality using a pre-existing data set. A series of examiner agreement variables were calculated for low, moderate, and high ability candidates and subsequently correlated with each other. A series of exploratory multiple regressions were also used to evaluate the potential impact of several examiner characteristics (experience, gender, specialty, variance of scale use, and fail rate) confined in the data set. Finally, a generalizability (G) study was conducted on a subset of the examination that utilizes a complete measurement design (i.e., two examiners evaluating the same candidate, and all examiners examine all candidates) for lower ability candidates. The G study was then followed by a decision (D) study to determine both the current level of dependability with two examiners, and how much the dependability of the process would improve by adding mure examiners. The results of the current study suggest that evaluating lower ability candidates is different and more difficult than evaluating higher ability candidates. Furthermore, systematic sources of error related to examiners appears to be less or a concern than previously anticipated. Finally, the results of the G-D studies suggest that the current dependability of evaluating lower ability candidates with two examiners could be greatly improved by adding additional examiners to the process.
27
Sanders, Sandra L. "Teacher Attitudes Toward the Professional Evaluation Process." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etd/2785.
Full textAbstract:
This study identified teacher attitudes toward the professional evaluation process as preparation for moving from the current traditional process toward a more authentic process. The descriptive study utilized survey methodology. The Teacher Evaluation Survey, developed by the researcher, was administered along with a demographic data sheet to a stratified random sample of 475 public school teachers in the Sullivan County Tennessee school system. A 60% return rate was obtained. Analysis of the data, collected to answer the five research questions and ten hypotheses, revealed the following: Teachers feel that the current evaluation process closely resembles a competency-based process and that the ideal process is more authentic in nature. Significant differences in teachers' attitudes toward the two processes were noted for all survey items except one. Teachers did not agree with using student test scores as a source of data for evaluation in either process. Recommendations were made to alter the current process to include a portfolio. Additionally, a rubric for evaluating the portfolio would need to be developed for the system. Practical examples of portfolios should be presented to administrators and teachers as models. School Administrators as well as teachers should participate in professional development to help them learn methods and advantages of personal reflection as it relates to professional growth. Establishment of an ongoing dialogue between school leaders and teachers was recommended to foster a more professional atmosphere and to attempt to make evaluation a process that continually grows and changes along with those whom it evaluates.
28
Schluntz, Michele. "Developing Collective Teacher Efficacy through Job-embedded Professional Development in Elementary Teachers." Thesis, Northern Illinois University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829679.
Full textAbstract:
<p>ABSTRACT
DEVELOPING COLLECTIVE TEACHER EFFICACY THROUGH
JOB-EMBEDDED PROFESSIONAL DEVELOPMENT IN ELEMENTARY TEACHERS
Michele Schluntz, Ed.D.
Department of Curriculum and Instruction
Northern Illinois University, 2018
Elizabeth Wilkins, Director
The purpose of this mixed-method study was to explore the outcomes of a Job-Embedded Professional Development (JEPD) approach on Collective Teacher Efficacy (CTE). Teachers volunteered to participate in one of three literacy teams designed for the study. At the opening of the study, teachers completed the Collective Teacher Efficacy Belief Scale (CTEBS) to determine the level of CTE present prior to engaging in the JEPD sessions. During the three JEPD sessions, teachers engaged in meaningful conversations about situated problems of practice and potential changes to address such concerns. At the conclusion of each JEPD session, teachers completed individual reflection journals documenting their experiences. Upon completion of the final JEPD session, teachers again completed the CTEBS. The study concluded with the completion of one-on-one interviews to provide a deeper understanding to the responses provided through the individual reflection journals.
Three major findings were identified in this study. First, it was concluded that a JEPD approach to the professional development of teachers may play a role in influencing CTE. Second, this study supported the Social Cognitive Theory framework of human agency and Triadic Reciprocal Causation. And third, meaningful conversations about situated learning in authentic problems of practice contributed to the development of CTE.
As a result of these findings, this study supports a sociocultural approach to the professional development of teachers. Embedded in Vygotsky?s (1978) Socio-cultural Theory, there are five principles that encompass a sociocultural approach to teacher professional development. Teachers in this study experience four out of the five: teacher agency, situational appropriate, dialogical practice, and systemic in view. Utilizing these findings, recommendations for professional development and future research are also discussed.
29
Hanson, Bradley A. "The Impact of Professional Development on Early Implementation of a 1|1 Laptop Initiative." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3728020.
Full textAbstract:
<p> As school leaders continue to attempt to integrate technology into today’s classrooms, 1:1 laptop initiatives are becoming increasingly more prevalent and certainly more affordable than ever before. School leaders must be able to justify the expenditure by the direct impact the integration of the laptops make on classroom instruction and learning. Preparing and supporting teachers to teach and facilitate learning with these new technological tools is a necessity that cannot be overlooked in ensuring the success of 1:1 laptop initiatives. This study examined the impact of various professional development preparatory factors on the instructional change that occurred immediately after implementation of a 1:1 laptop initiative within three high schools. Significant differences were observed between the teachers’ perceived value of different types of professional development activities, including learning to use hardware, software, content management and instructional delivery platforms, as well as learning to integrate technology into instruction. Significant changes were also observed in each of 11 different instructional activities when comparing teacher practice pre-1:1 laptop initiative implementation and during implementation. Correlations between the amount of time teachers had access to their own laptops prior to the 1:1 implementation and the change in frequency of use of the instructional activities indicated limited significant results, as did the correlations between the length of professional development preparation designed to prepare teachers for the 1:1 laptop initiative and the change in frequency of use of the 11 instructional activities. The final correlations between the teachers’ perceived value of the four professional development activities and the change in frequency of use of the 11 instructional activities also yielded limited significant results.</p>
30
Sutton, Duncan L. "Alumni perceptions of the role of field education in professional preparation." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706871.
Full textAbstract:
<p> The purpose of this study was to gain an understanding of alumni’s perceptions of the impact and effectiveness of field education on their professional/career preparations for full-time ministry. The theoretical framework for this study, David Kolb’s (1984) Experiential Learning Cycle, identified the key elements upon which an effective field education program might be structured and provided a framework through which to analyze alumni’s perceptions of the career/professional preparation they received. </p><p> This qualitative interview study explored the experiences of 18 recent alumni to understand their perceptions of the development of their career capacities as they relate to the role and responsibilities of a Salvation Army officer. The participants were all recent alumni of the Salvation Army’s College for officer Training (USA Western Territory) and were selected based on their age and time since graduation. </p><p> Three main themes emerged: Meaningful Experiences, Attitudes, and The Field Supervisor. The alumni’s meaningful experiences included hands-on opportunities to test and apply the theory learned in the classroom, insight to the role and responsibilities of the corps officer, and exposure to new and/or different expressions and traditions of worship and service to the community. Additionally, though alumni were divided on their attitudes towards tasks that were more menial, it was, ultimately, this attitude that determined the perceived value of that experience for both learning and ministry. To fully benefit from their field education opportunities, alumni had to be self-directed in their learning and make a conscious decision to want to learn, see value in experiences, and engage in reflection on their experiences. Finally, field supervisors not only determined the experiences that are offered, but their willingness to invest in the learning experiences of the alumni (being available for shadowing and observation, and providing feedback) was critical to the effectiveness of the field training experience. </p><p> Recommendations for policy and practice include the selection of appropriate field education locations, orienting and preparing the students for their field education experiences, selecting and preparing/training practitioners in the field to be effective field supervisors, and some best practices for field education programs.</p>
31
Fisher, Anne-Claire. "Exceptionality and Parent-Professional Conflict: Causes, Prevention and Resolution." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195793.
Full textAbstract:
A large number of due process hearings regarding the delivery of special education services to children with disabilities occur nationally and the number is increasing. Differences of opinion between professionals and parents concerning whether or not a child is disabled, the diagnosis of a disability, and the special services recommended or provided has resulted in parent-professional conflict accompanied by substantial financial and emotional costs to parents, professionals and educational agencies. The purpose of this dissertation is to examine the origins and dynamics of parent-professional conflict about special education services and identify promising approaches and strategies for preventing and resolving conflict between professionals and parents of children with disabilities.A comprehensive literature review revealed the major origins of conflict about special education services in the schools. These include (a) legislative mandates; (b) attrition of special education personnel; (c) ineffective leadership in the schools; (d) lack of collaboration between general and special educators and parents; and (e) hidden constraints in educational agencies such as time, money, and resources. The combination of "systemic cracks" in the nation's educational system and the failure of professionals and parents to use effective "communication and collaboration skills" were found to be the major sources of conflict between professionals and parents.Five promising approaches and strategies were identified for preventing or resolving conflicts about special education. First, identify systemic problems, initiate school-wide dialogues, and implement a change process to reform problems through legislation, policies, organizational structures, and operating procedures. Second, follow ten basic principles of dialogue and collaboration while communicating with each other. Third, engage in positive dialogue where each party reflects and takes responsibility for reaching a mutually shared alternative solution by understanding the other person's point of view and conversing as equals. Fourth, train professionals to adopt an interest-based approach to dispute resolution by engaging all stakeholders in a school-wide dialogue, addressing underlying interests or needs rather than reacting to demands. Fifth, use third party intermediaries such as parent-to-parent assistance, dispute resolution case managers, individualized education program facilitators and intervene at the onset of the conflict.
32
Larson, Angela. "Factors affecting educator participation in professional development activities through the use of a microblog." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10162032.
Full textAbstract:
<p> Examining teacher participation in collaborative microblogging activities may offer insight into creating alternative options for effective professional development. In this sequential explanatory mixed methods study, educators’ opinions of their use of a microblogging tool, Twitter, will be examined to determine what factors affect their participation in professional development activities using the microblogging tool, Twitter. The overall guiding question for this study will be, Why do educators participate in voluntary professional development opportunities, specifically in Twitter-supported professional learning networks? </p><p> This study will contribute to the existing body of research in the areas of professional development, professional learning networks, educator’s motivation to learn, informal learning, online learning, and social media. Social media, specifically the microblogging tool Twitter, will be examined for its potential to act as an alternative mode of dissemination for educator professional development, as well as its potential for creating informal professional learning networks. Data sources for this study will include: surveys and interview questions. This information may be useful for future creation of more effective professional development opportunities. Findings from this study may be useful for researchers, educators, administrators, and developers of professional development opportunities.</p>
33
Peng, Suhao. "Novice Teachers’ Voices on Professional Agency and Professional Identity in Finland and China." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157206.
Full textAbstract:
Research in novice teachers has been wide and rich because they are experiencing a special period in their career life after spending their childhood in school and freshly graduating from teacher education. At the workplace, novice teachers might be specially treated because they are the newcomers, but they may want to realize some professional ideals. Research in novice teacher’s professional agency and professional identity needs to be enriched. Professional agency can be understood as initiatives taken at the workplace, and professional identity can be a “self” as a professional. Both professional agency and professional identity are complex when socio-cultural contexts and subjective factors are intertwined. However, they are related and interdependent—professional agency externalizes and negotiates professional identity, whereas professional identity internalizes and influences professional agency. By comparing ten novice teachers from China and Finland, the overall aim of this thesis is to investigate the degree of professional agency as well as professional identity from a developmental perspective so that the socio-cultural contexts, especially the education systems in Finland and China, and subjective factors can be understood. In this thesis, five novice teachers from China and five novice teachers from Finland were invited to participate in semi-structured interviews. By adopting thematic analysis, the author has found that how those novice teachers’ voices on professional agency and professional identity are similar or different. The result shows that Finnish novice teachers enjoy a relatively higher degree of professional agency at the workplace, and they seem to be more well-prepared by according to the testimonies in the interviews. Early-childhood teachers’ wellbeing in Finland and China need to be considered in the future educational reforms and development.
34
Brennan, Amy R. "Reconceptualizing Teacher Professional Development as Professional Learning: A Qualitative Case Study of a School-Supported Self-Directed Professional Learning Model." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1623956218485476.
Full text
35
Jay, Jason T. "Faculty Orientations in ESL Professional Development." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8148.
Full textAbstract:
The role of teacher educators is vital to education, but when the population of public-school students shifts, or progress and advances in knowledge of the field or knowledge for teaching emerge, teacher education faces challenges. One such challenge involves a continuing increase in the proportion of second language learners entering primary and secondary schools, English learners (ELs) in this case. In such situations, teacher educators often do not have deep knowledge of second language acquisition or how to integrate attention to ELs within their regular courses. One response to this challenge is to provide professional development (PD) for teacher education faculty. This qualitative study explored how faculty responded to a PD focused on developing understandings of second language acquisition with opportunity to consider how it might be taken up in their own teaching of teachers. We interviewed eight teacher education faculty members about their learning and their response to participating in this PD effort. Using data analysis methods specified by Miles, Huberman, and Saldaña (2014), we gained a better understanding of how faculty responded to the PD in general and how it contributed to their positioning as participants within the PD. The importance of this study is that it can help professional development coordinators and facilitators understand the importance of positioning or orientation of participants as they begin a learning experience. Future research could examine ways in which learning opportunities can be designed to take into account the variability in these orientations.
36
Lukomski, Jennifer Adele 1960. "Demographic and professional characteristics associated with school psychologists' ethical beliefs." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282187.
Full textAbstract:
To date no systematic empirical study has been published that examines the association between the demographic and professional characteristics of school psychologists and their ethical beliefs concerning school psychology practice. In the present study a representative sample of 345 NASP members rated various behavior descriptions of possible school psychology practices with regard to their ethical beliefs of the appropriateness of such practices and their perceptions as to the frequency of occurrence of such practices. The differences between respondents' gender, age, type of work setting, theoretical orientation, educational level, type of certification, type of ethics training, year highest degree was obtained and years in practice on three dependent measures (i.e., total ethical behavior rating score, dual relationship domain score and competency domain score) were examined. The results showed that there was a high linear association between respondents' ethical ratings of selected behaviors and their respective ratings of the observed frequency of occurrence of such behaviors in practice. In addition, the findings between the demographic and professional characteristics indicated that: (1) female respondents scored significantly higher (i.e., more conservative/less permissive) than male respondents on the three dependent measures, (2) respondents who practiced less than 16 years or graduated after 1981 scored significantly higher (i.e., more conservative/less permissive) on the three dependent measures than those respondents who had worked either more than 16 years or graduated before 1981, (3) Master's and Ed.S. level respondents who had obtained their highest degree after 1981 scored significantly higher (i.e., more conservative/less permissive) than did those Master's and Ed.S. respondents who obtained their degree before 1981, and (4) Doctoral level respondents who received their degree before 1981 scored significantly higher (i.e., more conservative/less permissive) than those Master's degree respondents who received their degree before 1981. The present study's findings were discussed in relation to existing literature on psychology and ethics. In addition, limitations of the present study and suggestions for future research were also addressed.
37
Durbin, Rebecca A. "Teacher Professional Development| The Impact of Delivery Structure, Student Physical Presence, and Technology-Enhanced Instruction." Thesis, Duquesne University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839813.
Full textAbstract:
<p> In an ever-changing labyrinth of standards, accountability, and standardized testing, educators seek ways to improve instruction. Teachers need learning experiences that help them navigate an environment in which a growing list of student performance standards and standardized tests determine their success in teacher evaluations (Crawford, 2015; Terehoff, 2002). In this same pursuit, many administrators are challenged in their efforts to provide meaningful professional development to support teachers (Terehoff, 2002). The goal of this study is to gain insight into which TPD delivery types and which levels of student presence create the most meaningful and applicable learning for educators and to provide insight and guidance to administrators and TPD planners who are seeking ways to provide quality TPD. </p><p> The study data was gathered through qualitative methods, including participant observation, surveys, interviews, and focus groups. The data was exlored through the SPLT model. The major findings of the study suggest that higher model levels—which included student physical presence—led to an increased application of teacher-learning in the classroom and an increased confidence in attempting to apply newly learned techniques and tools. Teachers also suggested that these in-classroom session were more valuable when a pre- or post-discussion accompanied the session. The results demonstrated that learning at all model levels had value for different intended learning purposes. They also suggested that the TPD learning could be more effective when lower model level sessions are followed up with higher-level SPLT model sessions that occur in the classroom during instructional time with students physically present.</p><p>
38
Wise, Jeffrey T. "Leading Professional Development: Perceptions of Ohio Principals." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490729354601496.
Full text
39
Copeland, Anthony Eugene. "The professional learning community and its effect on African American students' achievement." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618821.
Full textAbstract:
The purpose of this correlational study was to quantify the degree to which teachers believe their school adheres to professional learning community (PLC) practices and determine to what extent PLC practices are related to student achievement. The study also attempted to determine to what extent PLCs were related to African American students' achievement and closing the achievement gap.;Schools were the unit of analysis and participants were elementary school teachers from 25 schools in a large diverse school district located in the mid-Atlantic region. They were administered Hord's School Professional Staff as Learning Community survey to compute their school's "PLCness" (e.g. the degree to which the school engages in PLC practices). Students' average scale scores from the 2008--2009 Virginia Standards of Learning examination for grades 3--5 in Math and Reading were the measure of student achievement. Other variables included in the models were socio-economic status (SES) and attendance.;In this study, PLC practices were moderately correlated with all students' Reading achievement on the Standards of Learning examination. Shared Vision/Decision Making was moderately correlated with all students' and African-American students' Math and Reading achievement on the Standards of Learning examination. PLC accounted for 21% of the variance in all students' Reading achievement. PLC, SES, and attendance accounted for 54% of all students' variance in Math achievement in 59% of the variance in Reading achievement. SES was the only variable that made an independent contribution to explaining variance.
40
Stewart, Keith Allen. "Effects of Professional Learning Communities in Alabama Black Belt Schools| Case Study." Thesis, Grand Canyon University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619414.
Full textAbstract:
<p> The purpose of this qualitative case study was to explore the effects of professional learning communities (PLCs) in Alabama Black Belt schools. Alabama's Black Belt has many challenges, such as poverty, high concentration of students from low-income households, struggling schools, and repercussions of the No Child Left Behind Act. The researcher identified school-related factors that were beneficial to student achievement. One such factor was PLCs. However, it was not known if PLCs were the reason sustained student achievement was achieved in the Park County School District. Fifteen educators participated in this study. Four research questions guided this study. Through this case study, data were collected, coded, thematically analyzed, and interpreted to identify factors that may have enabled the Park County School District to sustain student achievement. Despite the challenges that exist throughout the Black Belt region, the dedicated professionals who work in the Park County School District found ways to educate children from poverty households. One important factor to their success was PLCs. PLCs provided opportunities for educators to influence student achievement through collaboration on instructional practice, leadership, and shared decision-making. </p><p> <i>Keywords:</i> Achievement, black belt, poverty, professional learning communities, education, teachers, school administrators. </p>
41
Rock, Heidi Marie. "The Effect of Face-to-Face versus Online Pedagogy-Based Professional Development on Student Learning Outcomes." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608386.
Full textAbstract:
<p> The purpose of this quantitative retrospective causal-comparative study was to determine to what extent the form of professional development (face-to-face or online) or the level of instruction (elementary or high school) has on classroom teaching practices as measured by student learning outcomes. The first research question sought to determine to what extent the form of professional development affects classroom teaching practices as measured by student learning outcomes. The second research questions sought to determine to what extent the level of instruction affects classroom teaching practices as measured by student learning outcomes. The sample was 432 Ohio teachers who participated in the Ohio Performance Assessment Pilot Project. There were 105 teachers who engaged in face-to-face professional development and 327 teachers who engaged in online professional development. There were 216 elementary teachers and 216 high school teachers. An independent samples <i>t</i>-test with a probability level of <i>p</i> = 0.05 was used to determine the differences in student learning outcomes by form of professional development and level of instruction. This study found there is no statistically significant difference between teachers who engaged in face-to-face professional development (<i>M</i> = 0.519) or online (<i>M</i> = .467) or teachers who taught elementary (<i>M</i> = 0.524) or high school (<i> M</i> = 0.493). These findings suggest when the content of professional development is comparable, the form of professional development and the level of instruction have minimal effect on student learning outcomes. </p><p>
42
Ensor, Tami. "Changing the landscape of professional learning| A practitioner inquiry study of technology integration within literacy." Thesis, University of Missouri - Columbia, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182605.
Full textAbstract:
<p> Practitioner Inquiry provided the framework for teachers (participants) and the teacher as researcher to work collaboratively engaging in a continuous process of planning lessons, reflecting on practice, systematically collecting data, and problem solving as they integrated technology within literacy curriculum. Three teachers (Trio Group) met weekly to discover how teachers learn about literacy technology integration, how they apply this in their classroom instruction, and how they share their ideas about literacy/technology integration with other teachers. These teachers shared their learning with a larger group of teachers (Technology Team) who then hosted a professional development session for the entire faculty to teach them how to integrate technology within instructional practice. Data was gathered from faculty surveys, lesson plans, the Trio Group’s blog posts, videotaped collaboration, audio recordings of all meetings, researcher’s field journal, and the final reflections of faculty. Data was analyzed using “in vivo coding” (Saldana, 2009), looking at each data source independently, and then creating larger categories that led to a descriptive view of the data in themes. Key findings that positively impacted teachers’ ability to learn how to integrate technology were: acknowledging teachers’ perceptions, providing time for collaboration with colleagues, application of practice, scaffolding the learning, and job embedded reflection. Implications include considering a broader view of literacy, technology, and instructional knowledge to include digital literacy and the TPACK framework (Kohler & Mishra, 2009). Implications also include re-envisioning the roles of educators as well as traditional professional development. Collaborative Inquiry Circles were suggested as an alternative to the traditional methods of professional development that could lead to meaningful and sustainable learning opportunities for teachers.</p>
43
Kehn, Eric L. "A Study of Coaching in the Context of School Wide Professional Development." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163301.
Full textAbstract:
<p> What are the most effective coaching practices in the context of school-wide professional development? Teacher coaching is onsite professional development aimed at working with teachers with what they need most. Although coaching holds much promise, there is little agreement surrounding the role of the coach and what the coach should be doing in the context of school-wide professional development to make the greatest impact on teacher practices. The purpose of this study is to explore practices that contribute to a change in teacher instructional practices relating to four major components: (1) Leadership Team; (2) Whole School Coaching; (3) Group Coaching; (4) Teacher Coaching; to determine the relationship between these four components; to offer a comprehensive teacher coaching model. Due to the complex nature of change, this research is seated in the context of change variables such as environment, management, coaching styles, and change theory.</p>
44
Ritchlin, June C. "First year teacher perceptions of instructional coaching as a professional development model." Thesis, Dallas Baptist University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256973.
Full textAbstract:
<p> Job-embedded professional development is fairly new to education. Various forms of job-embedded professional development have become popular in the last ten years. One form of job-embedded professional development is instructional coaching. Instructional coaching is rather new to education, but has become a popular form of professional development in school districts. The current study reviewed various forms of job-embedded professional development, defined job-embedded professional development and instructional coaching, and then concentrated on teacher perspectives of instructional coaching as a form of professional development, the impact of instructional coaching on classroom instruction, and the impact of instructional coaching on implementing district initiatives. In this qualitative study, 12 teachers in their first year of teaching, who completed a yearlong partnership with an instructional coach, were interviewed. The data from the interviews was collected and then analyzed to identify themes and patterns using NVivo 11 Pro, a software program for analyzing qualitative data. The researcher analyzed and coded the data as trends and patterns were revealed in the teachers’ perspectives on instructional coaching as a form of professional development, on the impact of instructional coaching on their instructional practices, and on the impact of instructional coaching on their implementation of district expectations. The data indicated that the participants considered instructional coaching to be personalized professional development that supported the ability to implement instructional practices in the classroom as well as implement district expectations.</p>
45
Braxton-Brown, Greg. "Andragogy and a professional M.B.A. program /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10937687.
Full text
46
Barton, Alison L. "Professional Workshops on Instructional Methods." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3434.
Full text
47
Sivhabu, Tendani Emmanuel. "Teachers' experience of professional support in a changing educational setting." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-09272005-134954.
Full text
48
Patrick, Rachel, and r. patrick@rmit edu au. "New teachers, professional knowledge and educational reform in New Zealand." Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20081022.073150.
Full textAbstract:
This thesis examines the professional knowledge of new secondary school teachers in New Zealand, their negotiation of multiple discourses encountered in policy and practice, and their processes of professional identity formation. It is also a study of policy reform. In New Zealand, as elsewhere, recent educational and social reforms have brought about major changes to the way education is managed and implemented. These reforms emphasise market ideologies promoting consumer choice and responsibility, while measuring and monitoring quality and effectiveness. At the same time, the reforms attempt to alleviate social inequality. Teachers' negotiation of an accountability culture and the dominant equity policies is a major focus of this study.
The study draws upon group interviews held with nine new teachers during the first two years of their teaching careers. The group interviews were designed to elicit extended narratives from individual teachers, as well as promote more interactive dialogue and reflections within the groups. Because the interviews were conducted at different points in their early careers, the study also has a longitudinal element, allowing insight into how teachers' views are formed or changed during an intense period of professional learning. Analysis of the teachers' narratives is informed by poststructural and feminist understandings of identity and knowledge and by a methodological orientation to writing as a method of enquiry.
The thesis develops three main types of discussion and sets of arguments. The first examines new teachers' negotiation of the 'macro' context of teacher knowledge formation that is, their negotiation of an educational policy environment that juxtaposes an equity agenda with accountability controls. In order to historically situate these dilemmas, the particular political, social and educational context of New Zealand is examined. It is argued that teachers negotiate competing political and conceptual debates about social justice, equity and difference, and that this negotiation is central to the formation of professional knowledge. The analysis illustrates ways in which teachers make sense of equity discourses in educational policy and practice, and the apparent contradictions that arise from placing tight accountability standards on schools and teachers to achieve associated equity goals.
The second type of discussion focuses on teachers' negotiation of the 'micro' dimension of professional knowledge, looking closely at the processes and practices that form professional identity. Against stage or developmental models of teacher identity, it is argued that professional identity is formed in an ongoing, uneven and fluid manner and is socially and discursively situated/embedded. It is further argued that professional knowledge and identity are entwined and that this relationship is most usefully understood through analysis of the discursive practices that frame teachers' working lives and through which teachers work out who they are or should become and what and how they (should) think. This analysis contributes new perspectives to debates in teacher education about teacher preparation and the knowledge required of teachers in current 'new times'.
The final cluster of arguments brings together these macro and micro aspects of professional knowledge and identity with a case study of how new teachers negotiated a recent educational reform of senior secondary school qualifications in New Zealand. This reform has had a significant impact on secondary schools and on the way teachers, and New Zealanders in general, think about education, achievement and
success. It was found that this reform significantly challenged new teachers to question their beliefs about assessment and justice in education, and what counts as success. This case study draws attention to the tensions between equity, academic excellence and standards-based assessment, and contributes to understanding how teacher professional knowledge forms both in the context of a specific educational policy reform and in relation to educational reform in general.
This study contributes new knowledge to the formation of teacher professional knowledge and identity in an educational climate of change in New Zealand. The findings offer new insights for teacher educators, policymakers and schools into how teachers build, shape and sustain professional knowledge; how they juggle contradictions between a desire for justice, policy imperatives and teacher education rhetoric; the self-constructed, but contingent nature of professional knowledge and identity; and the urgency to address identity formation as part of teacher education and to take account of the dynamic ways in which identities form. These matters need to be articulated in teacher education both pre-service and in-service in order to address teacher retention and satisfaction, and teachers' commitment to equity reform in education.
49
Bainbridge, Alan. "On becoming an educational professional: the past in the present." Thesis, University of Kent, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.591928.
Full textAbstract:
The process of becoming a professional in an educational setting is, arguably, unique and may be distinguished from all other professions, as those who decide to take up this role have had substantial previous experience during their own schooling. It is the impact of this earlier experience that forms the basis of this thesis. In particular, it explores how individual subjectivities interact with the objective reality of professional practice in educational settings. Previous research has identified the tensions and complexities within this process and this exploration is expanded here by using a synthesis of psychoanalytic group theory, a sociological understanding of the social construction of reality and a recent adaptation of critical theory that emphasises the role of recognition in forming relations to the self. A series of narratives, representing an earlier life story and the more recent experiences of professional development in an educational setting, are collected from professionals early on in their career to provide rich data on the encounter between subjectivity and the facticity of education. These narratives were analysed using a gestalt methodology, the Narrative Process Coding System and 'future-blind' panels. Continued comparison of the data enabled an education biography for each participant to emerge and also revealed two main findings. The first confirmed that patterns of relating to educational settings as a pupil were replicated later in the context of developing a professional role. It is argued that this represents a transferential relationship with the structures and processes of education. Secondly it was found that themes of agentic behaviour and responses to the reality of educational settings provided a commonality between the education biographies of all the participants. A discussion of these themes within two case studies and a wider application to the other participants provides an empirical understanding of the objectification of a profeSSional practice. These two main themes also offer a unique synthesis of psychoanalytically informed social defences, recognition theory and how a facticity of professional practice may emerge. Finally it is argued that the collection of life story narratives from trainees or profeSSionals early in their career provides a simple and efficacious technique to engage in meaningful and reflexive professional development dialogue. Ultimately this research seeks to move the present standards and competency focused approach to developing a professional practice to a more nuanced and realistic one that considers how individuals encounter and respond to an objectified professional world. ------------------------
50
Klomp, Jonathan. "Professional Standards for Educational Leaders and a First-Year Principal's Experiences| Understanding of Role and Responsibilities." Thesis, Hofstra University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839149.
Full textAbstract:
<p> Enacting a vision and surviving as a first-year high school principal in a new suburban school district can be a complex and difficult journey. Secondary-level principals have varied roles, including the improvement of teachers’ practice and student achievement, branding (or rebranding) the school, and acting as community leaders. This retrospective autobiographical research study of an experienced school administrator during the first year of a high school principalship will examine how a principal enacts his vision and educational philosophy while managing the daily operations and expectations associated with a comprehensive suburban high school against the Professional Standards for Educational Leaders (2015). Current educational research does not describe the experiences of high school principals’ comprehensively. Similarly, the Professional Standards for Educational Leaders (PSEL) (2015) are relatively new and unexplored concerning their alignment to the role and responsibilities of first year principals. The literature review reveals the role’s complexity, its changing nature, and how principals lead change and deal with conflict while also defining and exploring the notion of a principal’s style. The literature review examines the known aspects about the first year of the principalship. Lastly, the literature review examines the evolution of the Professional Standards for Educational Leaders (2015) and how these standards relate to professional practice. As the participant-researcher, the high school principal, engages in his first year in a new building and district, the question “How do a first-year principal’s experiences and understanding of their role and responsibilities align with the Professional Standards for Educational Leaders?” will be explored.</p><p>