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Dissertations / Theses on the topic 'Professional education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Khalezova, L. "Globalism in professional education." Thesis, Рибэст, 2013. http://essuir.sumdu.edu.ua/handle/123456789/63813.

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Abstract of the report reflect the need to follow the modern trends in education and globalisation processes of today. This paper presents a list of sites where both students and teacherscan can get a free education or improve their skills.

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2

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/.

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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 de

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3

Whiting, Denise. "Conceptions of professional ethics and professional codes in education." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/5f483e2f-9631-4ec6-82f9-ce7e21a43721.

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4

Schroeder, James. "Professional development in technology education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999schroederj.pdf.

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5

Gallagher, Ann. "Healthcare virtues and professional education." Thesis, University of Central Lancashire, 2003. http://clok.uclan.ac.uk/19052/.

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This thesis emerged from a long-standing interest in healthcare ethics and professional education and is the result of conceptual and literature-based research. It began with: a nagging doubt about the possibility of teaching professional ethics; with an interest in the gap between what is known and what is done; with an awareness that the A grade ethics student is not necessarily the exemplary nurse or doctor in practice; and with an idea that virtue ethics might be the answer. Two central and related issues are addressed: (1) ethical values and perspectives which are necessary components of

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6

Porter, Lauren. "Identifying Factors Associated with Attendance of Professional Development for Early Childhood Professionals: Evidence from a Statewide Rollout of Online Professional Development." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503302413050821.

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7

Chan, Man Wai (Sarah). "Mandatory versus voluntary Continuing Professional Education : perspectives from the nursing profession." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/39546/.

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Continuing Professional Education (CPE) is constantly evolving and is now mandatory in some professions in many countries. In Hong Kong, CPE for nursing profession remains voluntary. This research seeks to gather the perceptions, opinions and voices of nurse practitioners, college leaders and academic experts in Hong Kong if CPE is changed from a voluntary basis to a mandatory regime with the focus on analyzing different aspects of CPE. A literature review was carried out in order to distill the views of international scholars and practitioners, together with a review of policies pertaining to

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8

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

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Thesis (MPhil)--Stellenbosch University, 2015.<br>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 of electrical engineering professionals from one company in South Africa. The interpretivist research paradigm formed the basis for the “Interactive Qualitative Analysis” methodology used in the study. Due to limitations research was focused on only one constituency, a selected group of electrical engineering professionals in one organisation, which is close to, but have very little power over

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9

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.

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<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 effe

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10

Devlin, Linda. "Higher education partnerships for continuing professional development in education." Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288432.

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11

Bennett, Sandra M. "Exploring the relationship between continuing professional education and job satisfaction for information technology professionals in higher education." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5296/.

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The study had four main hypotheses that examined the relationships between job satisfaction and the reasons for attending continuing professional education (CPE). The purpose of this study was to examine the relationships between training and job satisfaction with the objective of adding to the body of knowledge related to both job satisfaction and training and development. Participation Reasons Scale was used to measure the reasons for attending CPE activities, and the Job in General Scale and Job Descriptive Index was used to measure job satisfaction. The surveys were administered over the I

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12

Alonso, Patricia. "Education for Professional Practice: Runestone Model." Thesis, Uppsala University, Department of Information Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-98321.

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<p>Nowadays, types of production and process technology are present in most ofsectors of the economy. The rate of progress is very fast and the manner in which technology is deployed and used undergoes continuous change. This is perhaps especially true for Information Technologies, where computers now have a great influence on our society. Therefore education in Computer Science should respond to the nature of the discipline and also be very dynamic.</p><p>In higher education, the transition from University to the beginning of professional career is a crucial moment for students. Education in

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13

Bostock, John Raymond. "Conceptualising teacher education in professional training." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/313187/.

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This thesis examines the education of people who are employed as educators in certain professional settings. It considers how such education has changed in response to academic accreditation increasingly being demanded in professional locations. Yet, the preparation of in-service trainee teachers is depicted as still being concerned with enabling compliance with prescriptive, professional guidelines that temper educational aspirations. This is shown to have implications for how professional identity is understood for the teacher educators and for the trainee teachers. This topic is considered

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14

Plimmer, Frances Anne Sterry. "Professional education and training of valuers." Thesis, University of South Wales, 1999. https://pure.southwales.ac.uk/en/studentthesis/professional-education-and-training-of-valuers(f285c692-3425-4d04-8d70-151e0f7d8db0).html.

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This document entitled Professional Education and Training of Valuers is submitted for the award of Doctor of Philosophy by publication and comprises an overview based on twenty publications by the candidate and the research which underpins those publications. The publications are presented within the themes of property taxation, the mutual recognition of professional qualifications and the teaching of valuation. The development of the research from the earlier work which led to an MPhil award is clearly identified. The reflective overview is divided into five sections. Section one introduces

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15

Hacker, Samantha R. B. S. "Interprofessional Education Experience and Professional Development." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819792890846.

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16

Ronfeldt, Matthew Stephen. "Crafting core selves during professional education /." May be available electronically:, 2008. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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17

Graham-Johnson, Judith. "Incorporating equity dynamics in professional development| Building Educator Cultural and Professional Competency." Thesis, Fielding Graduate University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629593.

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<p> Since the statement of then -Secretary of Education Paige on the "soft bigotry of low expectations," the necessity of holding "high expectations" appears to be generally accepted as an important factor in student achievement. Secretary Paige asserted that not all teachers hold high expectations of their students, yet the possibility of such thinking is not typically acknowledged among educators. Instead there appears to be a presumption that all teachers do hold high expectations for their students and there is no evidence that this assumption is ever questioned. The assumption that high e

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18

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.

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<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 o

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19

Beaulieu, Evelyn H. "An Exploration of the Use of Professional Development Standards in Adult Education Professional Development." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/BeaulieuEH2007.pdf.

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20

Holkner, Bernard 1953. "Developing computer communications for professional collaboration." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8468.

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21

Thomas, Julia Jane. "Professional commitment to advertising the relationship between advertising education and professional commitment /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0009001.

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22

Ridley, Natasha Nichole. "Teachers' Perceptions of the English Learner Professional Learning Plan Professional Development Course." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7894.

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For 4 years, a northern local district in Virginia conducted an intensive staff training on English language learner (ELL) instruction to settle a United States Department of Justice complaint. The local problem was that ongoing professional development to build teachers' instructional skills has not significantly resulted in ELL students' academic improvement. The purpose of this study was to explore and investigate teachers' perceptions of the mandated English learner Professional Learning Plan Professional Development to help address the instructional needs of ELLs. Guskey's characteristics

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23

Jay, Jason T. "Faculty Orientations in ESL Professional Development." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8148.

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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 chall

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24

Brown, Julie Miller. "Professional Development| The Teacher's Perspective." Thesis, Southern Illinois University at Edwardsville, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572656.

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<p>The purpose of this study was to explore teacher experiences, attitudes, feelings, and beliefs regarding professional development in order to plan professional development in the future. Eighteen teachers, the elementary school improvement coordinator, and elementary principal were interviewed or participated in a focus group, in a semi-structured environment using a set of questions to gather data. Financial records for professional development expenditures, teacher credentials, agendas from professional development activities, school calendars, and grants were reviewed to get a better und

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25

Sattem, Linda Lee. "Mandatory continuing professional education in an emerging field: A prospectus on the counseling profession /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943610783278.

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26

Robinson, Diana Janet. "Continuing education in a professional nursing association." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26601.

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Continuing education for health professionals is a field of adult education that has emerged since World War II. The need for continuing education for Registered Nurses (RNs) has arisen largely as a result of concern over competence. Because of the changes in the nature of nursing practice, the ever increasing amount of knowledge required, and the impact of technology, RNs are required to continue their learning if they are to remain competent. As a result of the increasing demand for continuing education, the number of providers and institutions offering continuing nursing education has expan

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27

Davidson, Lund Anne Margaret. "Professional development and European projects in education." Thesis, Durham University, 1999. http://etheses.dur.ac.uk/4406/.

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Having been charged with developing a European dimension in the curriculum in one of the largest FE colleges in the UK, I was responsible for a large number of European transnational projects. The effect which participation in the projects had on my colleagues fascinated me. Despite changes in the sector at Incorporation in 1993, and heavily increased workloads, my project teams came back again and again to take on the additional work. Why? An early summary which I wrote (Davidson Lund, 1992), expressed my concern to understand the wider impact on the institution and its staff of participation

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28

Žukauskienė, Milda. "Curriculum modelling of the physiotherapy professional education." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110325_133315-52749.

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Due to the changing personal and public demands as regards health care new requirements for the health care service providers have presently arisen; consequently, the whole health care system, especially rehabilitation, has been facing new challenges. The scientific research on the physiotherapy practice, as the main providers of the previously mentioned health service, stand far behind from being developed in Lithuania. Thus, this work, which analyses physiotherapy professional education with regard to systemic view, aims at developing theoretically and empirically validated curriculum model

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Iphofen, Ron. "Effective learning in health care professional education." Thesis, Bangor University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327463.

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30

Wall, Tony. "Professional identities and commodification in higher education." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/332948/.

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Higher education in the UK has been moving towards an increasingly demand driven model, encouraged to better serve and grow the economy through becoming more attuned to what the marketplace needs and wants, and then supplying educational commodities that better meet these demands. New educational commodities have emerged to replace lost income, such as the university accreditation of learning associated with training courses delivered by commercial training organisations. This involves university academics reconceptualising training activity into academic content and then enabling professional

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31

Talberg, Heather. "Investigating professional identity in undergraduate physiotherapy education." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12016.

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Includes abstract.<br>Includes bibliographical references.<br>Clinical practice remains an integral part of the training of physiotherapy students. It is seen as an effective way of socialising students into the profession. By placing students in a clinical setting where under the guidance of clinicians and clinical educators, they are able to put their classroom taught procedures into practice it is believed that they then start to develop an understanding of what being a physiotherapist entails. Drawing on Lave and Wenger's model of situated learning, this research sets out to understand how

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32

Hammons, Rebecca L. "Continuing professional education for software quality assurance." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/759.

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33

Helm, Matthew P. "Professional identity, sense-making, and the market effect: Perspectives from new student affairs professionals." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290031.

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New student affairs professionals encounter a myriad of socialization challenges as they undergo both graduate and professional socialization and organizational socialization. More often than not, these environments are socializing new student affairs professionals in ways that are incongruent and perhaps even oppositional. Layered on top of these general socialization tensions is the emergence and encroachment of academic capitalism into student affairs professional environments. For the purpose of this dissertation, the term Market Effect with be utilized in place of academic capitalism to d

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34

Fox, Candace K. "Teacher efficacy, professional development, professional practices, and critical science-based FCS curriculum implementation /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486400446374203.

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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.

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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

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36

Gillespie, Kelly P. "Leadership to sustain Professional Learning Communities." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/725.

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Professional Learning Communities (PLCs) have shown promise as a means to meet the challenge of the No Child Left Behind Act of 2001. A problem that has surfaced is the inabilty of schools to sustain PLCs. This project study examined leadership characteristics of elementary school principals in selected school districts to determine how these characteristics shape organizational culture and provide support for sustaining professional learning communities. At the center of this initiative have been the school principals and their leadership skills. The theoretical underpinnings of this study we

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37

Wong, Janny Yuen Ki. "A study of the professional growth needs of teachers holding professional clear teaching credentials in California." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2804.

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The purposes of this study were to investigate the professional growth needs of teachers in California and to assess their need satisfaction, with additional reference made to their perceptions of the Professional Growth Plan(s). Twenty-five professional opportunities were listed in the professional growth needs assessment survey instrument created by the researcher, and the subjects under study were asked to identify their needs and to evaluate their need satisfaction in relation to these professional opportunities. The population selected for this study was the Professional Clear Multiple Su

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38

Lee, Henry Sim Kwong. "Extending professional education and practice in Chinese medicine within higher education." Thesis, Middlesex University, 1999. http://eprints.mdx.ac.uk/13415/.

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This case study examines the challenges facing Chinese medicine in UK; the response of Middlesex University as a leader in the provision of Chinese medicine education and training in Europe when in 1997, it added a degree in Chinese medicine into its academic portfolio; and the processes of developing and implementing two substrategic projects which will lay the fOlilldation for Middlesex University to extend its professional education and practice in Chinese medicine. Chinese medicine has always been available to the Chinese population in UK. After a long period of stable and incongruous exis

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39

Dorn, D'Andre Keith. "Continuing professional education motivational orientations of state supervisors of agricultural education /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487326511716044.

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40

Trentham, Joan. "Continuing Professional Education: Priority Resources for Leadership Development." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2811.

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The purpose of this study was to determine those resources that selected leadership development experts rated as most effective in discovering and fostering the continuing professional development of leaders. In this descriptive study, three research questions were formulated. A modified version of Hunter's reputational technique was used to collect data through a snowball sampling of the selected population. In phase 1 of the study, a survey was developed, validated, and mailed to 56 LEADership directors in all 50 states, yielding 34 (64%) returns, which were used in creation

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41

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.

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Kingery, Linda S. "Understanding E-Learning as Professional Development for Rural Child Welfare Professionals." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4928.

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Ongoing professional development is an integral part of a child welfare agency's strategy toward the provision of services to children and families involved with a child welfare intervention. Electronic learning (E-Learning) is popular as a fiscally responsible and flexible way to deliver such trainings. There is a gap in the research addressing the problem of how child welfare professionals are motivated to engage in the E-learning process. The purpose of this qualitative case study was to explore the perceptions of child welfare professionals regarding their motivation to use an agency provi

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43

Boyd, Peter. "Becoming a professional educator : The professional development of new lecturers in nurse and teacher education as boundary-crossing activity." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504188.

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44

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.

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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 compli

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45

Epps, Susan Bramlett. "Professional Development." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/2573.

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Flora, Bethany Hope. "The Professional Lives of Higher Education Center Administrators." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26651.

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In instances where many universities offer off-campus programs in a single locale, a supplier network exists. These supplier networks, or higher education centers (HECs) are beneficial to students and regions where the programs are delivered (Baus, 2007; Peterson, 2007). Few empirical studies have focused on consortium educational environments, such as HECs and most studies of off-campus education have taken an outsider-looking-in approach. One window into the world of HECs is to examine the professional lives of administrators who work in the HEC environment. Professional life can be explore

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47

Moser, Chris A. "An analysis of studies on attitudes toward mandatory continuing professional education in 16 selected professions." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/468244.

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The primary purpose of the study was to determine if a parenting program would affect the reading achievement scores of single-parent children. Secondary purposes were to determine if male and female students were affected differently and if middle school students were affected differently than elementary students.Ninety-three students from a rural school district in northern Shelby County, Indiana, were identified to participate in the program. Forty-seven experimental children, were instructed in the parenting program twenty-one weeks, twenty-five minutes, two times a week. Forty-seven contr

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48

Tai, Chih-Che, Renee Rice Moran, Laura Robertson, and Karin J. Keith. "Professional Development for Chapter Authors." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3620.

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49

Webster, Susan. "Professional pathways for teacher educators in further education practice : a framework to support professional learning." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/13073.

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This project evaluates a proposed framework designed to support professional learning for teacher educators, focusing on Post Compulsory Education & Training, and particularly practices in Further Education. The intention of the framework is to enhance practice and promote professional recognition for people who support others in becoming or developing as teachers: teacher educators. The project proposal is that this can be achieved through engagement with processes of professional learning (Timperley, 2011) in the form of professional pathways, defined here as professional and individual lear

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Moore, Susan S. Jr. "Continuing Professional Education for the Dietitian: A Critical Analysis of the Professional Development 2001 Model from an Adult Education Lens." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/36805.

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Professional Development 2001 has been proposed by the Commission on Dietetic Registration as a new system for recredentialing dietetic practitioners to better ensure professional development. Changes include self-directed learning and reflective inquiry, new, unfamiliar concepts to this profession. To date, neither the Commission on Dietetic Registration nor the American Dietetic Association have offered a systematic review of these concepts and their implications for practice. As practitioners begin to consider this proposal in relation to their practice, the broader perspective of adult

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