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Bendau, Shirley Ann Riddle. "From kneeling to standing in the teaching profession : four case studies of experienced teachers' professional development /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu148640044637121.
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Zitzelsberger, Louise. "The self dancing, four stories of professional women dancers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0009/NQ38803.pdf.
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Anderson, Michael. "Journeys in Teacher Professional Development: Narratives of Four Drama Educators." University of Sydney. Policy and Practice, 2002. http://hdl.handle.net/2123/665.
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Ongoing teacher professional development is an essential part of the wellbeing of the schooling system and successful outcomes for students. In the past, teacher professional development has been used to describe an often �top-down� method of training to meet systemic needs while taking little account of teacher's individual needs. This approach often conceptualises the teacher's life as a dichotomy with the personal and the private separated and unrelated. In contrast, teacher professional development in this study is conceptualised as a journey that includes encouraging and discouraging turns. The journey is explored through the experiences of two primary and two secondary drama educators using Hargreaves and Fullan's (1992) organisers: teacher development as knowledge and skill development; teacher development as self understanding and teacher development as ecological change. The study focussed specifically on teachers of drama. Of the four educators two were beginning teachers, one primary and one secondary and two were experienced teachers, one primary and one secondary. The teachers were interviewed over twelve months. Narrative vignettes were developed from the interviews. As the context for these teacher journeys was pivotal, the influences on the teaching of drama in New South Wales were investigated. This included an exploration of the major issues that have influenced the development of drama education both internationally and in Australia. The concluding reflections from this study suggest that there is strong interaction between teachers' personal and professional lives. Teachers' personal circumstances, family histories and schooling backgrounds all have an important influence on their work as teachers. Significantly, issues related to drama education's history and current context reflected these teachers' classroom realities. The teachers argue that they understand their professional development needs best and should have influence and ownership of their own professional development experiences. They found aspects of their tertiary training and teacher induction unsatisfactory. The two beginning teachers in this study struggled to survive the difficulties of their first year and both seriously considered leaving teaching. The teachers describe self understanding through distinct phases of development that are made unique by each teacher's personality and context. The teachers saw subject identity and pedagogy as important to their professional identity. They report that times of crisis often lead to positive changes in their professional development journeys. The ecology for these teachers was made up of several complex issues that are resistant to change and there were a number of impediments reported by the teachers that arise from their teaching ecologies. Two of the teachers have used a change of context to improve their satisfaction and confidence levels. Two teachers described beneficial experiences with supervisors in the school setting. If beneficial ecological change is to occur, education systems must attend to the needs of teachers and provide opportunities to teach unimpeded by systemic obstacles. The study calls for changes in professional development and for the recognition of the multilayered nature of the teachers' journey. The study calls for a reconceptualisation of teacher professional development that recognises each teacher's ecology and self understanding. The renewed impetus for arts education will only be successful if the complexity of the teachers' journey is recognised and systemic obstacles are removed.
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Hemmelgarn, Mary F. "Franchise Relocation in the Four Major Professional Sports Leagues: An Analysis of General Trends." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/584.
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Over sixty franchise relocations have occurred across the four major professional sports leagues in the United States, Major League Baseball, the National Basketball Association, National Football League and National Hockey League. By taking a look at the changes in four factors that occurred from the pre-move to post-move site of each franchise and move date, years in pre-move location and winning percentage of each franchise pre-move, this paper is able to determine general trends in determining why franchises move from and to particular locations. The six factors that are looked at in this study are standard metropolitan area size, moved date, years in pre-move location, racial demographics, per capita income and unemployment rate.
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Zhou, Changjun. "Evaluation and professional development for young teachers at four Chinese universities." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103703.
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This exploratory study investigates evaluation and professional development for Chinese university teachers from their perspectives by focusing on young instructors. Teacher Evaluation and Professional Development (TEPD) play an important role in student learning, faculty development, and school success. Due to a hierarchical system that is built on seniority and neglects professional development, young teachers at Chinese universities tend to be marginalized in the process of TEPD. Through interviews and questionnaire surveys, the participants in this study described their perspectives on, identified problems in, and provided recommendations on TEPD at Chinese universities. The participants are 23 teachers from four Chinese universities. By employing qualitative research methods such as Constant Comparison and Narrative Analysis, I present the survey results from the interviews and data from the questionnaires. Findings reveal that the use of teacher evaluation for administrative purposes leads to an overemphasis on research achievements, overreliance on student ratings, lack of feedback systems, and limited opportunities for professional development. There is an urgent need to establish fair, sound, and effective TEPD systems emphasizing the interests of young university teachers. The major implications of the results include concern about the quality of higher education, a need to improve human resource management at universities, and attention to the marginalization of young teachers.<br>La présente d'étude exploratoire fait une enquête sur le système de l'évaluation et du développement professionnel, à l'égard de perspective des enseignants aux universités de la Chine, en visant les jeunes professeurs. Cette évaluation des enseignants et du développement professionnel (TEPD) joue un rôle important pour l'apprentissage des étudiants, le développement des facultés, ainsi que le succès de l'université. Du fait que ce système d'hiérarchie est établi sur l'ancienneté et néglige le développement professionnel, les jeunes professeurs dans l'université de la Chine ont tendance d'être marginalisés à l'application de cette évaluation. Au moyen des interviews et des questionnaires, les participants dans cette études décrient leur perspective, identifient leur problème, et donnent leur recommandations sur le TEPD aux universités de la Chine. Les participants sont les 23 enseignants venant de quatre universités des la Chine. Par la méthode de recherche qualitative de Comparaison Constant et d'Analyse Narrative et, je présente le résultat de l'enquête par trois interviews approfondies et par les données des questionnaires. La recherche révèle que l'application actuelle du système de l'évaluation des enseignants et du développement professionnel met trop l'accent sur la réalisation de la recherche, la dépendance du taux d'étudiants, manque de système de réaction et limite l'opportunité de développement professionnel. Il existe une urgence d'établir un système de TEPD sain, effectif et d'égalité, en mettant l'importance sur l'intérêt des jeunes enseignants aux universités. L'implication essentielle du résultat de l'étude concerne la qualité d'éducation supérieure, le management de ressource humaine dans l'université, et la marginalisation des jeunes professeurs.
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Day, Jane Margaret. "Expertise as seen through the professional journeys of four specialist therapeutic radiographers." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273520.
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Lewenson, Sandra Beth. "The relationship among the four professional nursing organizations and woman suffrage: 1893-1920 /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10857734.
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Barker, Ronald. "Educating gerontologists and associated health professionals about Medicare| a four-hour workshop." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10196529.
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<p>The purpose of this directed project was to develop a four-hour workshop for Gerontologists and associated health professionals to assist older adults in understanding the Medicare products available to them. The workshop was specifically developed for delivery through a non-profit called ?In Transition Planning,? which is an educational platform to assist aging individuals with the aging process through education, community involvement and training. The four-hour workshop was based on the ?Medicare and You? booklet developed by the Centers for Medicare and Medicaid Services (CMS) sent to older adults prior to turning 65 years old and annually. This workshop covers the basics of Medicare planning, which includes elections on basic Medicare, Medicare Advantage, and Medicare Supplemental Plans that a senior receiving Medicare needs to consider. Workshop materials were sent to three expert reviewers, who gave suggestions for revision. General suggestions included adding material about Medicaid and rules for dual eligibles, discussing identity theft as it relates to one?s Social Security card, including breaks in the presentation, and condensing some of the material for the time allotted. The workshop will educate Gerontologists and associated health professionals about the different components of Medicare and insurance coverage available to older adults.
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Sweat, Ashley Dawn. "What is the Nature of the Professional Practice of Artist-Teachers? Four Case Studies." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/art_design_theses/3.
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Many artist-teachers struggle to nurture and pursue their ambitions in their dual roles. The purpose of this research is to explore the nature of the professional practices of artist-teachers. While there is a substantial amount of research that provides models of artist-teachers, who teach at the post secondary levels, there are not many models for artist-teachers who teach primary and secondary age groups. Four artist-teachers, whose practices are currently contributing to the art world, as well as the educational world, were interviewed for a multiple case study. The roles represented in the study include painters, sculptors, a ceramist, a musician, a performance artist, art teachers, a music teacher, and a performance-art educator. This multiple case study provides four models of artist-teachers whose professional practices contribute to their identity and fulfillment in their dual roles. The study reveals the artist-teacher’s practice as an artist, practice as a teacher and relationship between the dual roles.
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Tan, Yuen Sze Michelle. "Professional development of four grade 10 biology teachers in Singapore : the learning study approach." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33379.
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Despite the importance of genetics as a school curriculum topic and its increasing application in everyday life, and despite challenges teachers face teaching genetics, a repertoire of pedagogical strategies that draws upon selected theories of learning may not always be readily available for teachers. In the context of Singapore, this is exacerbated by potential unfamiliarity with the newly implemented genetics curriculum, and how there also appears to be a lack of appropriate teacher professional development programs. What is noteworthy is that these challenges are similarly shared by teachers elsewhere.
A study was framed to investigate how teacher collaboration could be utilized to alleviate, if not overcome, these challenges. Through a learning study framework, four collaborating Grade 10 biology teachers employed the theory of variation to manage and overcome the challenges of teaching the new genetics curriculum in Singapore. A learning study amalgamates teacher collaboration, teacher reflection, teachers researching into their classrooms and the employment of a theoretical framework.
This study seeks to answer the research question “How does Singaporean teachers’ participation in a theory of variation-framed learning study affect their learning about their own pedagogy?” The thesis reports a phenomenographic analysis of the different ways the teachers experienced learning during collaborative endeavors, revealing the complex nature of teacher learning – complex ways of curriculum interpretation, lesson planning and implementation, and evaluation of teaching practices. The impact of the learning study on teachers’ pedagogies and professional development was also elucidated. Consequently, the experience of increased clarity and coherence in terms of curriculum interpretation, demonstration of ownership and authentic lesson planning manifested during the enactment of theory-guided lessons. The experience of collaborative inquiry into teachers’ own teaching practices also led to the generation of new insights on teaching, as well as shifts in their beliefs about teaching and learning. The results support (1) the use of learning study as a professional development approach to enhance students’ learning and to encourage teachers to develop their own curriculum; (2) the use of theory of variation as a framework to organize, implement and analyze teacher learning.
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Prey, Ann. "Effectiveness of a professional bleaching product on the four shade ranges of teeth enamel." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005preya.pdf.
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Blue, Ian A. "The professional working relationship of rural nurses and doctors : four South Australian case studies." Title page, table of contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09PH/09phb6582.pdf.
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Sweat, Ashley Dawn. "What is the nature of the professional practice of artist-teachers? four case studies /." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-11172005-212321/.
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Thesis (M.A. Ed.)--Georgia State University, 2005.<br>Title from title screen. Paula P. Eubanks, committee chair; Melody Milbrandt, Joseph Peragine,Teresa Bramlette-Reeves, committee members. Electronic text (50 p.) : digital, PDF file. Description based on contents viewed May 29, 2007. Includes bibliographical references (p. 49-50).
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Botes, Abir. "Influence of school senior leaders on teacher professional development: a comparative case study of four schools in Cape Town." Doctoral thesis, University of Cape Town, 2020. http://hdl.handle.net/11427/32518.
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As education reform initiatives around the world are becoming more focused on developing teacher professional development and school professional learning communities (PLCs), the role of school principal leadership in implementing reforms related to the government vision of teacher professional development and school PLC has come to be seen as important. This has also led to the establishment of leadership training programmes for school principals to assist these principals with their new role as leaders of school reform implementation. The purpose of this thesis is to examine the school principals' roles in leading teacher professional development in four public schools in similar socio-economic contexts, but with different levels of learner achievement, within the greater Cape Town area. Towards this end, the thesis relates professional development practices to the relevant policy - the Integrated Strategic Planning Framework for Teacher Professional Education and Development (the 'Framework'), to the Advanced Certificate of Education: School of Management and Leadership (ACE-SML) training curriculum and to the idea of a professional learning community, which is promoted by this policy and this training course. The research reported in this thesis draws on Pierre Bourdieu's concepts of field, habitus, capital, and doxa to conceptualise and describe the relationships between the various players and the ways in which these relationships affect teacher professional development practices and school PLC culture in the participating schools. Findings from this research reveal similarities and differences between the schools with regard to the roles of school senior leaders and the schools' approaches to teacher professional development practices. Ironically, government policy is taken less seriously in the three schools that achieve higher learning outcomes than in the school that achieves weaker outcomes. Instead of conforming to the policy, the approach in each of the three higher achieving schools is based on the history and values of the particular school, the preferences of the principals and whether or not the principal attended the school management and leadership training course.
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Bannigan, Katrina. "Increasing the use of research findings in four allied health professions." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:8472.
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The research-practice gap persists in the allied health professions because they perceive or experience barriers to research utilisation. The focus of this work was on overcoming these barriers to increase research utilisation in four allied health professions: nutrition and dietetics, occupational therapy, physiotherapy, and speech and language therapy. There were two aspects to this: the development of an intervention and a critical review of measurement in the field. An action research project, involving interviews, focus groups, a critical review of manuals and a peer review process, identified a seven-step process to enable therapy managers to increase research utilisation. The seven steps of this process were the therapy manager, lead therapist, consultation process, action plan, making it happen, monitoring and evaluating and revising the action plan. This process was used to form the structure of the Turnkey manual. Fortyeight measures of research utilisation were identified for critical review and, with a few exceptions, there was a lack of rigour in the development of these tools. The conceptual framework developed suggested a profile of measures was needed to assess research utilisation. The Bannigan Utilisation of Research Profile is proposed as a basis for further research. As there were no sufficiently robust measures available to evaluate the effectiveness of the Turnkey manual a single case study was used to assess its utility. This identified that the model of manager and lead therapist was viable and that the Turnkey manual, with modification, is a potentially useful intervention. This work has demonstrated that research utilisation is still a nascent subject; there is a lack of definition, interdisciplinary research and coherence in the field. Systems thinking has been explored as a means of researching this complex concept, providing a way forward for interdisciplinary work and perhaps establishing this emerging subject.
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Hsiung, Sanna. "The organizing and the balance between profession and profit in the Big Four accounting firms." Thesis, Linnéuniversitetet, Institutionen för ekonomistyrning och logistik (ELO), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-31574.
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Title: The organizing and the balance between profession and profit in the Big Four accounting firms Introduction: Globalization has lead to a world with increasing similarities and a larger market where only efficient organizations survive why information is important for survival and success. Accounting firms fulfill an important role by securing information and contribute to the prosperity of society through an efficient market. But they differ both from non-PSF and among each other due to the need of managing the balance between profession and profit. The current research on accounting firms is limited and lacking. This thesis contributes to the current research by providing a new perspective to the existing research on accounting firms. Purpose: The purpose of this thesis is to understand how the Big Four accounting firms organize in order to manage the balance between profession and profit. Method: The thesis uses a qualitative research method in which data and information is collected from financial statements and websites that is compiled into multiple case studies on the Big Four accounting firms to give a detailed description of how they organize to manage the balance between profession and profit. Conclusions: The result demonstrates that there are similarities between how the Big Four accounting firms organize to manage the balance between profession and profit. The thesis moreover shows that there are connections between the factors of organizing (goal, environment, strategy and structure latter of which is divided in organizational structure, partnership, knowledge, reward system, informal and formal management processes and responsibility distribution) and the balance between profession and profit which indicates that the Big Four accounting firms considers the balance between profession and profit in the organizing for the survival and success in the market.
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Feijó, Carla dos Santos. "A construção da trajetória profissional de contadores a partir da experiência em uma Big Four." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/143286.
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Este estudo objetivou analisar de que modo a vivência em uma das maiores empresas mundiais de auditoria (Big Four) influenciou na construção das trajetórias de carreira dos contadores que lá tiveram experiência como auditor ou consultor. Para a realização desta pesquisa qualitativa contou-se com a participação de catorze contadores que trabalham ou trabalharam nestas organizações. A coleta de dados ocorreu por meio de entrevista semiestruturada. A apresentação dos resultados foi organizada em 20 categorias iniciais, que deram origem a 7 intermediárias e 3 categorias finais de análise. Elas dizem respeito às expectativas e idealizações no início da carreira, à experiência vivenciada na Big e às mudanças de perspectivas pessoais e profissionais impactando nas decisões de carreira dos entrevistados. Esta dissertação possibilitou perceber, pela visão dos contadores entrevistados, que a experiência nestas empresas gera influências significativas, que poderiam ser considerados legados, tanto profissionais como pessoais para os indivíduos, devido ao dinamismo, definido por eles como diferenciado, a que essas pessoas ficaram sujeitas. Além disso, verificou-se que para quem decide sair dessas instituições, há uma alta empregabilidade no mercado de trabalho e, para os que decidem permanecer, há a possibilidade de se tornar sócio, dependendo das suas escolhas e direcionamentos das trajetórias de carreira, que são baseadas nos gostos e preferências pessoais, mas também influenciada pelo meio social no qual essas pessoas estão inseridas. Mostrou-se forte, nesta pesquisa, a influência da família para o direcionamento das escolhas e da constituição das trajetórias profissionais. Revelaram-se experiências nas Bigs enquanto carreiras organizacionais, hierarquizadas, em um ambiente com altas demandas de trabalho e priorização da carreira em detrimento à vida pessoal; entretanto, ao longo do tempo as mudanças de vida que ocorreram, demandaram, em determinado momento, um maior equilíbrio entre vida pessoal e profissional, que foi o maior direcionador das escolhas das novas trajetórias. O dilema das auditoras e o interesse pela docência, que a maioria dos entrevistados demonstrou, também são resultados desta pesquisa.<br>This study analyzed how the experience in one of the largest audit firms (Big Four) influenced the construction of the Accountant career trajectories while auditor or consultant. For the realization of this qualitative research was counted with the participation of fourteen accountants who work or have worked in these organizations. The data were collected through semi-structured interview. The presentation of the results was organized in 20 initial categories, which gave rise to 7 intermediate and final 3 categories of analysis. They relate to expectations and idealizations early in his career, to the experience of the Big and changes of personal and professional perspectives impacting on the respondents career decisions. This work made it possible to realize, by the interviewees counters that the experience these companies generate significant influences, which could be considered legacy, both professional and personal to individuals, due to the dynamics defined by them as differentiated, that these people were subject. Moreover, it was found that for those who decide to leave these institutions, there is a high employability in the labor market and for those who decide to stay, there is the possibility of becoming a partner, depending on your choices and directions of career paths that they are based on personal tastes and preferences, but also influenced by the social environment in which these people are located. Proved to be strong in this research, the family influence on the direction of the choices and the establishment of professional trajectories. They have proven experience in the Bigs as organizational, hierarchical careers in an environment with high job demands and prioritizing career over personal life; however, over time the life changes that occurred, demanded at any given time, a better balance between personal and professional life, which was the biggest driver of the choices of new paths. The dilemma of auditing and interest in teaching, most of them show, are also results of this research.
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Jansson, Ann, Trifa Kader, and Zehra Koyuncu. "Revisionsbolagen – professionella eller affärsmässiga?" Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-155424.
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Murray-Bannister, Shelley Lynn. "Clients' perceptions of the four roles of the professional nurse in a health promotive setting." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21265.pdf.
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Bozeka, Jennifer L. "The Professional Development Experiences of Four Nationally Board Certified Teachers of Reading-English Language Arts." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1436472967.
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Martin, Judith Margaret. "Learning together to work together : experiencies of pre-registration students from four health care professional groups." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289173.
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Ratcliffe, R. Samuel. "Use of the CAS Standards by Career Services Directors at Four-year Public Colleges and Universities." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/11211.
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The general purpose of this national study was to document career services director use of the CAS professional standards by institutional size, career services experience level, director experience level, director degree level, CAS standards awareness, CAS standards possession, and barriers to use. Also considered were the types of CAS standards use and satisfaction from use.
There were significant differences in CAS standards awareness by years of experience in career services and by years of experience as career services director. No differences were found with regard to perceived barriers to CAS standards use. Significant differences were discovered by institutional size, as well as by director degree level, regarding the extent of use and satisfaction from use of the CAS standards. Finally, key factors identified with regard to predicting CAS standards use included level of awareness, and the degree to which both previous CAS standards use had not been helpful and fear of finding non-compliance were perceived as barriers.
This study suggests that future research should concentrate on the reasons why practitioners are either satisfied or dissatisfied with use of the CAS standards and how the self-assessment guide is perceived and used. Additionally, an examination of how the different types of use influence perceived barriers merits consideration.<br>Ph. D.
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Mucheck, Judith Lynne. "A Case Study of a Gender-Reconstructed Catholic University: The Professional Lives of Four Women Faculty Members." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/eps_diss/26.
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Catholic universities across the United States are perceived as some of the most prestigious institutions of higher learning in the world. As communities of intellect and faith, they have been successful in educating generations of leaders in both the sacred and secular arenas. In the past forty years, they have also been subject to market forces which have forced a re-examination of their fundamental mission of the singular education of young men. Since the late 1960s these same institutions have admitted women undergraduate and graduate students and have seen an increase in the number of their women professors. Utilizing a qualitative research method, this study seeks to better ascertain the current milieu for women faculty members by examining issues of the experience of women scholars; institutional policies and practices which support of hinder the professional life of women faculty members; the role of scholarship, teaching, and service; the reltionship between women faculty members as a whole; and the articulation of the mission as it relates to diversity. Findings indicate that most university policies continue to favor the advancement of male faculty members; that the founding religious community exerts considerable influence over the programming of the university; that women faculty members engage in service but find their most significant intrinsic reward in the activity of teaching; that while most women faculty members cite the absence of a mentor for their own professional development, they find support in their relationships with other women faculty members on campus; and that women faculty members believe in the importance of the notion of diversity as a favorable attribute they rate particular and sincere outreach efforts as being ineffective.
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Rogan, Ann I. "Negotiating a path to professional efficacy a narrative analysis of the experiences of four pre-service educators /." Thesis, Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-06062005-091616/.
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Hanson, Charles M. II. "Superintendent perceptions of professional development quality in South Dakota school districts implementing a four-day school calendar." Thesis, University of South Dakota, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640265.
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<p> School district calendars built around a four-day week have been in existence for decades. Early research cited savings in energy and transportation costs prompting the increase in schools adopting the four-day week. In recent years, studies have focused on the instructional benefits of making the switch from a five-day to four-day school week. Effective use of time as an instructional resource plays a meaningful role in educational leadership activities of school district superintendents. </p><p> This multisite case study sought to describe the perceptions of 10 South Dakota superintendents employed in school districts using a four-day calendar regarding the quality of their professional development programs. Data were collected using a semi-structured interview based on the McREL Professional Development Audit. Additional data gathered by the researcher included school district demographics, professional development planning documents, school calendars, and district websites. </p><p> Superintendents believed the four-day school week calendar provided the time to make a positive impact on the vision and goals, planning, design, resources, and evaluation components of a high quality professional development program. The study supported current research that district planners should provide professional development time that is organized, structured, and purposefully driven. Common themes among respondents included (a) articulate and set as a strategic goal during the calendar adoption process the importance of implementing a high quality professional development program for teachers and set specific dates within the calendar assigned for professional development (b) incorporate student remedial activities into the calendar (c) provide fiscal resources to support the professional development program, and (d) demonstrate effective administrative leadership to ensure fidelity in the design and implementation of the district's professional development program.</p>
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Mucheck, Judith Lynne. "A case study of a gender-reconstructed Catholic university the professional lives of four women faculty members /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11282007-162611/.
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Thesis (Ph. D.)--Georgia State University, 2007.<br>Title from file title page. Philo Hutcheson, committee chair; Mary Deming, Sheryl Gowen, Christine Coley, committee members. Electronic text (116 p.) : digital, PDF file. Description based on contents viewed Oct. 6, 2008. Includes bibliographical references (p. 105-112).
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White, Kathy Jane. "Describing the Reading Motivation of Four Second-Grade Students with Varying Abilities." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2958.
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Describing the Reading Motivation of Four Second-Grade Students with Varying Abilities Kathy White Department of Teacher Education Master of Arts The purpose of this study was to describe the differences and similarities among four second-grade students with different abilities and different motivations in the development of their reading attitudes and motivations. A multi-case study design was used to describe the literacy profiles of the participants. Data relating to participants' attitudes, motivations, and values for reading were collected for six weeks from conversational interviews, student observations, parent interviews, student histories, and interviews with previous teachers. Four major results were found in the areas of attitudes, motivations, and values. First, the results for attitudes showed high-ability students were confident readers who were motivated to take a leadership role in collaborating about reading. Students with low abilities had poorer reading self-efficacy, blamed others for not being able to read, thought they were unlucky in reading, and lacked the confidence needed to collaborate with others about their reading. Second, results for assessing motivation were unpredictable and varied from student to student. High- and- low- ability students were motivated by both extrinsic and intrinsic motivation. A third result showed participants in the study whose families were more involved in supporting reading at home, regardless of the participants' reading abilities, had high self-esteem, had future goals for learning, and were more motivated to read than the student from the home without achievement related values. Fourth, reading motivation scales may not be accurate with early elementary students. Qualitative methods are a more accurate source of information about young children's motivations to read. Hoping to read, another aspect of motivation, is discussed.
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Schaefer, Nancy. "The process of teacher change: a longitudinal study of four middle school mathematics teachers' experiences during and after a two-year professional development program." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1090642159.
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Starkey, Kenneth P. "Time and professional work in public sector organisations: an examination of four occupational groups in education and medicine." Thesis, Aston University, 1985. http://publications.aston.ac.uk/12153/.
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The aim of this thesis is to examine the experience of time of four professional occupational groups working in public sector organisations and the factors affecting this experience. The literature on time and work is examined to delineate the key parameters of research in this area. A broad organisation behaviour approach to the experience of time and work is developed in which individual, occupational, organisational and socio-political factors are inter-related. The experience of secondary school teachers, further education lecturers, general medical practitioners and hosoital consultants is then examined. Multiple methods of data collection are used: open-ended interviews, a questionnaire survey and the analysis of key documents relating to the institutional settings in which the four groups work. The research aims to develop our knowledge of working time by considering the dimensions of the experience of time at work, the contexts in wlhich this experience is generated and the constraints these contexts give rIse to. By developing our understanding of time as a key feature of work experience we also extend our knowledge of organisation behaviour in general. In conclusion a model of the factors relating the experience of time to the negotiation of time at work is presented.
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Morton, Jordan. "Perceptions of Completers of a Four-Task Teaching Performance Assessment." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2672.
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In California, 55 teacher preparation programs have embedded a standardized four-task teaching performance assessment (CalTPA) as a requirement for initial teacher licensure. Guided by the frameworks of transactional experience and the theory of formative assessment, this phenomenological study addressed the meaning and role ascribed to the CalTPA by those who complete it. Research questions examined participants' perceptions of their CalTPA experience with respect to preparation, completion of the tasks, feedback, remediation, activities between tasks, and overall experience Data were collected through 3 semi-structured interviews of 8 participants who had successfully completed the CalTPA tasks, chosen by reputational case selection from 1 teacher preparation program. Data were coded for elements of process and overarching themes using inductive descriptive coding in 2 cycles, beginning with discrete codes and then grouping those into themes. Results indicated that the CalTPA played a significant role in the development of completers. Themes included common process elements, emotions, perceptions of tasks, key success factors, and overall influence of the experience. Implications for positive social change include informing stakeholders in teacher preparation programs on best policies and practices to support the development of pre-service teachers into effective in-service teachers, whose future students will benefit from improved educational quality.
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Williamson, Janet, and n/a. "Teachers and the use of computers in four ACT non-government primary schools." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050816.150827.
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The case studies carried out in four non-government
primary schools in the ACT aimed to look at the way
teachers were using computers in classrooms in order to
shed light on the factors which may determine how
teachers chose to use computers to enhance learning. The
case study method allowed the researcher to use
triangulation to provide in-depth information about the
processes involved in the delivery of a lesson using a
computer.
The findings were positive in that more than half of the
teachers were found to be using computers at a high level
of adoption, predominantly running simulation programs.
In most schools, this was in spite of either hardware or
software constraints, inadequate professional development
opportunities or administrative obstacles. Whether the
teachers taught in a laboratory or had one computer in
the classroom did not seem to retard their enthusiasm for
finding the best strategies to effectively integrate
computer use.
Cooperative learning strategies had been adopted by most
of the teachers so their transition to computer use was
made easier since their students had already been
'routinised'.The data also pointed to formal Computer Education as a
possible determinant of a high level computer user.
However, research on a wider scale would be needed to
validate the result.
Differences in the way classes were managed in a onecomputer
classroom and a laboratory were evident.
Teachers spent most time with those students working away
from the computer in the one-computer classroom and most
time with those working at the computer in the laboratory
setting. Methods of evaluation were shown to be
necessarily different depending on whether work was
carried out in a laboratory or a one-computer classroom.
Finally, the study pointed to the need for non-government
schools and system managers to begin long-term planning
for hardware and software purchase and resource
management in order to provide teachers with the tools
needed to integrate computer use effectively. Such
planning would need to include provision for professional
development.
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Taylor, Melba L. "A Qualitative Study of Four University Teaching and Learning Centers: Activities, Funding, and Evaluation of Professional Development for Faculty." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2981.
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The purpose of this study was to investigate the activities, funding, accountability, and evaluation of selected teaching and learning centers relative to the professional development of faculty in four-year public institutions of higher education. Using a qualitative research design, in-depth interviews were conducted with directors of four teaching and learning centers. In accordance with the concept of purposeful sampling, the centers chosen for study were located in Virginia, Tennessee, and North Carolina. The following research questions were investigated: (1) What is the primary mission or purpose of teaching and learning centers relative to faculty development? (2) What types of activities are offered for professional development of faculty? (3) How is the center funded? (4) How are the center activities evaluated? Conclusions reached in this study included: (a) a variety of opportunities for professional development must be given to meet individual faculty member's needs; (b) topics offered by these centers included teaching and presentation techniques as well as special interest and discipline related topics; (c) a variety of programs should be offered to faculty; (d) all four centers studied were funded by institutional funds; (e) center directors produced annual reports following no guidelines or specifications from their supervisors; (f) research and publication are still the primary avenues for promotion; and (g) center directors should continue to teach at least one course to keep abreast of the trials and tribulations of faculty. Based on the findings of this study, six recommendations are offered: (a) teaching and learning centers should be assessed by moth internal and external evaluators; (b) formative evaluation procedures as well as summative should be used in the evaluation of faculty; (c) evaluations should be shared cutside the organization; (d) centers should assist faculty only on a voluntary basis; (e) directors off teaching and centers should previously have been full-time findings faculty; and (f) the reward structures of universities need to be changed to include a stronger emphasis upon classroom teaching.
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Davila, Giovanna Adelia. "A Graduate Course on Inclusion: Four Elementary/General Music Educators' Perceived Attitudes and Applications in the Classroom." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4959.
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The purpose of this study was to examine four elementary/general music educators (EGME) enrolled in a music and special education graduate course, on their attitudes toward teaching children with disabilities and how they applied knowledge gained from the course in their classrooms. Data collection began on the first class session, February 9th, 2013, and ended on May 30th, 2013, after the final interview. Data included (a) my field notes of the two class sessions and journal entries throughout the study, (b) documents including e-mail correspondence between the participants and myself, participants' school district's state report cards, and the participants' survey data, (c) participants' gallery walk assignments, (d) participants' journals, and (e) participants' interview transcripts.
In this qualitative study, data analysis began while collecting data. I read and reread each document and assigned codes to phrases or sections of the data, with the codes coming directly from the text under review. Individual themes included Dylan's confirmation of what he knew, Ashley's willingness to ask for advice, Veronica's need to build rapport and her recently developed awareness of children with disabilities, and how Ginger's perspective on teaching children with disabilities over her teaching career had evolved and her use of an individual approach to behavior management. Themes represented in more than one participants' data included Ashley's and Ginger's theme of continuing to grow; Dylan's, Veronica's, and Ginger's theme on their worries and concerns for their students with disabilities; and all four EGMEs had the theme beneficial/enlightening to their teaching based on the knowledge gained from the graduate course.
All four participants indicated that they gained more knowledge about children with disabilities in this specific music education graduate course than they did during their undergraduate studies. Each participant had specific goals and objectives when enrolling in the graduate course that aligned with past research, confirming that music educators want to learn more about practical strategies in the classroom, to acquire more information on managing behaviors--especially with children with emotional/behavioral disorder, and to work more effectively with paraprofessionals in the classroom. All four participants thought they left the graduate course with more tools in their toolbox, and Ginger and Veronica reported that they felt affirmed in their current teaching strategies.
This study demonstrates how four EGMEs had positive attitudes toward teaching children with disabilities and how the graduate course gave them specific strategies and skills to help improve their music instruction for children with disabilities. Recommendations included: (a) more research on professional development for music educators, (b) more professional development on inclusion for music educators, (c) more training for preservice music educators on teaching children with disabilities, and (d) follow-up research studies.
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Plata, Ramirez Jose Miguel. "Language switching: a qualitative clinical study of four second language learners' composing processes." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2962.
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Recent research about L2 writing indicates that L2 writers are likely to instruct themselves on how and what to do during the writing process, using both languages to do so. This constant switch between their L1 and their L2 during their L2 composing process is known as "language-switching" (L-S). In this qualitative clinical study my goals were mainly three: a) to describe and understand the purposes for which participants would potentially language-switch to their L1s, b) to depict the perceptions and understandings these four participants have about their personal L2 composing process and the use of their L1s, and c) to describe the tensions they experienced during the L2 writing tasks in the study. The participants in this study were four students in an American university who completed two L2 writing tasks using a think-aloud technique, in which students verbalized all their thoughts while they wrote. Data collected in this study included interview transcripts, think aloud protocols, reflection sessions, videotapes, students' written texts and observations. The Atlas TI computer software assisted a constant comparative method which implied a continuous comparison of all the data sources (Merriam, 2009). I matched language-switching instances with the participants' behaviors and assigned codes referring the writers' actual activities, behaviors and perceptions.
Findings suggest that the L2 composing process is a bilingual event in which L-S has a natural occurrence. The use of the writer's L1 during the L2 writing process is closely related to the writer's L2 proficiency, and the degree of proficiency can be related to the situational context (FL vs. SL) where the L2 is learned and used. Findings revealed that Generating L2 Content was the most recurring purpose for L-S during L2 writing, followed by Controlling the Process of Writing and Revising. It also revealed that participants transfer their L1 skills to the L2 writing process and that the writing expertise they bring to the L2 composing process may influence the L-S purpose frequency. One contribution of this study is the participants' perceptions about their L-S habits. Most were aware of the benefits that L-S brought to their L2 writing process. Their L1s helped them organize ideas, write better texts and understand the tasks given. This study also revealed that time frame, prompts, lack of L2 proficiency and think-aloud protocols can influence the participants' L2 writing process negatively.
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Rahim, Aisha. "Highly skilled international labour migration : a qualitative study of migrant Pakistani professionals in London's big four accounting firms." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/27838/.
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Current Migration Studies literature in Europe can broadly be divided into two major strands. First is dominated by studies on the East-West migration of working class or asylum seeking, postcolonial ethnic groups and problems associated with their subsequent integration/assimilation into the host society. The second, more recent, strand of migration research is that of highly skilled professional migrants, usually hypermobile white men moving across highly-developed countries (for example within the EU), or from developed to less developed countries. This thesis aims to fill a major gap in the existing migration studies literature by focussing on a group of highly skilled Pakistani professionals. Based on a combination of participant observation and in-depth interviews with thirteen Pakistani male accountants and their partners in London, this thesis will explore their personal and professional lives in detail. In particular, it aims to compare this group with a) other highly skilled migrants in Europe and b) working class Pakistani immigrants who have dominated the migration stream to the UK. In terms of their social background, this group is strikingly different to the latter due to its urban, middle class origins where all men and most women possess tertiary level degrees. They do not follow the typical migration channel of chain migration to the UK and do not tend to live in ethnic clusters as other Pakistani migrants. Marital status sets them apart from European migrants of similar professional background. The thesis shows that experience of working in the one of the biggest accounting firms in the UK is overall positive for many participants but the overemphasis on social skills over technical expertise in the firm’s appraisal system is a major problem since the centrality of drinking in after-work socialisation meant they could not fully participate in such bonding activities. This thesis also captures the life experiences of migrant spouses in terms of marriage, migration, children and “incorporation” into husband’s work. Last, the thesis explores the future aspirations of the participants which mainly include a long term plan of acquiring British nationality as the means to a more lucrative job in the Middle-East. The Middle-East as a permanent destination was considered perfect due to its booming economy, proximity to Pakistan (still viewed as “homeland”) and most importantly Islamic culture which was seen fundamental in upbringing of their children. However, some women were apprehensive of such a move due to the restrictions on women in some Middle-Eastern countries.
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Boudreaux, Kyle. "The Current State of Professional Development for Higher Education Faculty: An Examination of Four-Year, State Supported Universities in Texas." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538647/.
Full textAbstract:
This mixed methods study examined professional development for higher education faculty members at four-year, state supported universities in Texas and the perceptions of professional development leaders at these institutions. The quantitative data was generated through an electronic survey aligned to the second iteration of the technology acceptance model while the qualitative data was generated through semi structured interviews with those that participated with the survey. Univariate analysis was performed on the survey data and the qualitative data was categorized using pattern coding. Limitations and future recommendations were also discussed.
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McElfresh, Dwight L. "A comparison of staff acceptance of the Baldrige school improvement model and the types of staff development among four school districts in Ohio." Ashland University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1260970923.
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Kahloul, Anouar. "Contribution à l'étude du pouvoir de la profession comptable dans la normalisation internationale." Phd thesis, Université Paris Dauphine - Paris IX, 2012. http://tel.archives-ouvertes.fr/tel-00823671.
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Cette recherche tente d'évaluer le pouvoir de la profession comptable dans le cadre de la normalisation internationale après la réforme des institutions en 2001. La normalisation comptable internationale, processus technique et politique, se prête à une étude à travers les relations de pouvoir. Une grille d'analyse théorique est construite sur la base du cadre du pouvoir de Lukes (1974, 2005). Elle est ensuite appliquée à l'étude du pouvoir de la profession comptable sur le normalisateur international, en privilégiant la première dimension de ce cadre, l'étude des conflits observables, et la troisième dimension, l'étude des conflits latents. La première dimension est opérationnalisée à travers l'étude du développement d'un projet particulier, la norme IFRS 3 " Regroupements d'entreprises ". Les résultats montrent que l'IASB n'a pas changé sa position sur les questions clés du projet malgré l'opposition des membres de la profession comptable. La troisième dimension est opérationnalisée par l'étude de la composition des principales instances du normalisateur international. L'étude des dispositions des statuts et l'analyse du profil effectif des normalisateurs permettent de mettre en évidence une présence renforcée des membres des grands cabinets d'audit. Les résultats de ces deux études sont enfin comparés, discutés et rapprochés
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Motsa, Elizabeth Matfobhi. "Praxis-based assignments for professional development in the Rhodes University/Swaziland Participatory Course in Environmental Education : the case of assignment four." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003593.
Full textAbstract:
The aim of this study was to find out how praxis is fostered in professional development processes, through the assignment four of the Rhodes University / Swaziland Participatory course in Environmental Education (referred to as the Swaziland course), in the Swaziland context. The research aimed at exploring instances of praxis in assignment four development processes and in implementing the assignment ‘product’ in the field of participants’ practice at their schools. The research is intended to improve practice in professional development in the Swaziland course, and in the SADC region more broadly, although the case study does not assume generalisability. The study employed a naturalistic research methodology, involving the development of an interpretive case study to aid understanding of social phenomena in the natural setting. It is influenced by the belief that knowledge is socially constructed and the assumption that meanings are generated and shared through language. The research methods involved observing interactions in the course processes during tutorials sessions and I compiled a course processes profile. I also analyzed copies of assignment four products of two course participants, and observed them using their assignment ‘products’ in their workplaces. Using this data, I generated two ‘constructions’ of the two course participants’ experiences of praxis-based assignment work in the Swaziland course. I also interviewed two course tutors. Data was analysed with an intention to understand actions and interactions relating to praxis-based assignment work. Two ‘layers’ of data analysis were undertaken, to deepen understanding of the phenomenon studied. Through this research I have learnt that though assignment processes enable praxis basedlearning, there are problems encountered in participants’ field of practice due to power relations and participants articulation of the relationship between theory and practice. These, and other structural factors impinge on reflexive agency in the context of both educational and environmental praxis. The structures in the school system frustrate reflexive agency in environmental teaching and learning, and socio-political and socio-economic structures also constrain environmental praxis, hence false consciousness prevails. Given the above situation I recommend further research into the relationship between environmental and educational praxis in environmental education and further research into reflexive agency in environmental education contexts.
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Mumpower, Lee F. "College Teaching in Four States: An Examination of Teaching Methods Received and Needed by New College Teachers." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etd/2953.
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The purpose of the study was to examine what teaching methods new college teachers received and which ones they believed were important. New college faculty were asked questions on teaching methods to determine which, if any, were made available to them before they entered college teaching. The research questions under study were: (1) What type(s) of methodological preparation do/does higher education faculty receive? (2) What methodological preparation would be beneficial to new higher education faculty? (3) How do new higher education faculty learn methodological preparation? (4) What strategies could be developed to assist new higher education faculty in the development of instructional skills? (5) Are there differences between faculty who teach at institutions classified according to the Carnegie Classifications (1987) regarding the importance of methodological preparation and the amount of training received? The conclusions of the study were that new faculty were not prepared for the overall duties of the career as college teacher, except for being knowledgeable in their subject area. New college faculty also indicated a large difference between what they should know prior to beginning their college teaching and what they actually know. There were differences between faculty at two year colleges and at four year colleges, both in what was perceived as important to know and in the amount of training received. The recommendations of the study were that training programs for new college faculty should prepare these faculty in more than content; that as more non-traditional students return to college, faculty need to know more about how adults learn, different student learning styles, and how to increase student motivation; colleges should include training mechanisms for new faculty, such as how to teach, developing mentoring relationships, or creating internships; and orientation programs should be set up for newly hired faculty.
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Erlangsen, Helen Anetta. "The effectiveness of a professional learning community (PLC) intervention to promote the teaching of critical thinking skills among four grade 6 teachers." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2762.
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Thesis (MEd)--Cape Peninsula University of Technology, 2018.<br>Much of today’s classroom learning, particularly in the senior primary phase, focuses on activities whereby learners acquire facts and rules, employing only the lower levels of cognition: knowledge, comprehension and application (Sonn, 2000). In order to bridge the gap between the real and the ideal (Hartley, Bertram & Mattson, 1999) with regards to the development of critical and creative thinking, educators need to be trained and provided with the necessary tools and relevant teaching strategies to better align their teaching to the requirements of the Curriculum and Assessment Policy Statement (CAPS). This research developed quantitative and qualitative instruments to investigate Grade 6 teachers’ understanding of creative and critical thinking before and after a professional learning community (PLC) intervention. The implementation of the PLC involved the Creative Problem Solving (CPS) programme’s generating tools, and was guided by Bourdieu’s social field theory. The aim of the intervention was to consider the shifts and changes that teachers might make in their teaching practices to purposely include the development of creative and critical thinking skills in their pedagogy. A pragmatic paradigm was utilized, focusing on methodological flexibility with the use of an explanatory sequential mixed method approach. Although this small, convenient sample excludes any statistical evidence, it does reflect that given time and support, teachers’ pedagogical habitus (see Feldman & Fataar, 2014) is adaptable. The meaningful, cooperative approach of the PLC and the development of creative and critical thinking skills, through the use of the creative problem solving programme, created the platform for change.
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SCHUCKMAN, CHRISTY M. "The Use of Personal Digital Assistants Across Four Medical Center Colleges at the University of Cincinnati." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1141091676.
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Kurumada, Katharine S. "".....And, If You Have a Class Like That, I'd Like To Sign Up!": Beginning Teachers Navigating the Constraints of Teaching Literacy in a Culturally and Linguistically Diverse, Professional Development School." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/68.
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Preparing all teachers to work with culturally and linguistically diverse (CLD) populations is essential in teacher education (Banks, Cochran-Smith, Moll, Richert, Zeichner, LePage, Darling-Hammond, Duffy, & MacDonald, 2005). Simultaneously, current literacy policy serves to dictate how teachers teach literacy; requiring specific curricula and assessments, particularly in urban and low performing school districts (Woodside-Jiron & Gehsmann, 2009). As new teachers enter classrooms, they are forced to negotiate the realities of teaching in urban, diverse schools with what they learned in their preparation programs (Achinstein & Ogawa, 2006). The purpose of this study was to understand the literacy teaching experiences of three beginning teachers, graduates of an alternative teacher preparation program, who teach at the same CLD, Professional Development School. This naturalistic inquiry explored the intersection of these constructs through the questions; (1)What instructional decisions, resources, and strategies do alternatively certified beginning teachers enact when teaching CLD students? and (2) What are the contextual factors that influence beginning teachers’ literacy pedagogy? Luke and Freebody’s (1999) Four Resources Model, critical theory (McLaren, 1995), sociocultural views of literacy (Street, 1995), and constructivism (Savery & Duffy, 2001) served as theoretical lenses. Data collection took place over nine months and included interviews, observations, questionnaires, and teacher debriefs. The data was analyzed using a constant comparative approach (Merriam, 1998) and elements of Grounded Theory methodology (Strauss & Corbin, 1998). These beginning teachers struggled to negotiate the prescriptive literacy mandates from the county and school. The context of the school challenged many of the theories and strategies teachers learned in their preparation program and caused tension between what they espoused about literacy and their enacted practices. Teachers felt that they were not adequately prepared to work with English Language Learners in particular, thus, they chose to adhere closely to the prescriptive curriculum. Decontextualized literacy activities dominated instruction and constrained CLD students’ opportunities for critical literacy learning. These findings suggest that teachers should be better prepared to work with ELLs and educated about the research behind current literacy policies. A Professional Development School model offers opportunities for continued learning in these areas.
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Troy, Brenda. "Elementary school assistant principals' decision making analyzed through four ethical frameworks of justice, critique, care, and the profession." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003155.
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Winfree, Walter R. (Walter Russell) 1947. "The Role of Persons Other Than Professional Development Staff in the Solicitation of Major Gifts From Private Individuals for Senior Colleges and Universities." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331300/.
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The purposes of this study were to determine and describe the roles of persons other than professional development staff in the solicitation of major gifts from private individuals for selected senior colleges and universities as perceived by senior development officers. The activities of four groups of nondevelopment staff, trustees, president/chancellor, private citizens, and nondevelopment staff/faculty, were examined through the four steps of the major gift solicitation process: identification and rating, cultivation, the in person solicitation, and the thank-you process following the gift. The population encompassed all accredited, degree granting four year colleges and universities in the United States which solicit major gifts from private individuals. The sample consisted of the 223 schools which had received one or more gifts of one million dollars or more from private individuals as reported in Giving USA. Philanthronin Digest, or The Chronicle of Higher Education, between January 1, 1985, and December 31, 1987. The research instrument was a mailed questionnaire which was sent to the Chief Development Officer of the 223 schools in the sample. Replies were received from 162 institutions, for a response rate of 72.7%. Examination of the results of this study indicated that the services of nondevelopment personnel were used in the major gift solicitation process at the vast majority of schools in the United States, that over half of the major gift dollars solicited were attributable to the efforts of these individuals, and that the president/chancel lor was the most important advocate for an institution's development program followed by the trustees, private citizens, and finally the nondevelopment staff/faculty. Further examination of the data revealed specific determinants which a senior development officer should, for different nondevelopment groups, weigh more or less heavily when deciding which individual(s) will have the greatest likelihood of being influential with major donor prospects.
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Avdelidou-Fischer, Nikolitsa. "What is the value of women's independent business and professional networks? : a comparative study of four settings in the United Kingdom and Germany." Thesis, Queen Mary, University of London, 2010. http://qmro.qmul.ac.uk/xmlui/handle/123456789/623.
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Perry, Hummons Monica L. "Perceptions and Meanings Constructed by Participants in a Four-year Instructional Coaching Project." Ashland University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1334159119.
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Eastman, Earl M. "Perceptions of graduates of four doctoral programs in adult education concerning ethical decision making." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117125.
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The professional literature contains little or no documentation of university curriculum in adult education that deals with ethical practice. Nor is there evidence indicating what graduate students learn about ethics in their professional studies.Purposes of this study were to identify: (a) the extent to which university graduates, at the doctoral level, in adult education were aware of ethical dilemmas in their practice; (b) how practitioners determined ethical behavior; (c) the influence of graduate studies on determining ethical situations; (d) self perceptions of preparedness to face ethical dilemmas; and (e) the extent to which adult educators rely on codes of ethics.The study sought to answer the following questions: (a) Are adult education practitioners aware of ethical dilemmas in their practice? (b) How often do they encounter ethical dilemmas in their practice? (c) Do they have a way to determine ethical behavior in their practice? (d) How do they describe the impact of their graduate work on their ability to make ethical decisions? (e) How do they perceive their preparedness to face ethical dilemmas? (f) Do they consider codes of ethics when making decisions?Findings include: (a) over 90% of the respondents indicated they are aware of ethical dilemmas/situations in their work; (b) while all respondents indicated that they faced ethical dilemmas in areas such as program planning, marketing of programs, evaluation of programs, and in the teaching of adults approximately two thirds said they encountered them infrequently; (c) virtually all respondents indicated they had determined what ethical behavior was in their practice and cited personal values and religious beliefs as the two primary sources of information; (d) 83.3% of participants described graduate work as a significant factor in their ability to make ethical decisions; (e) s significant majority (89.0%) of participants indicated they were very well or well prepared to face ethical dilemmas; and (f) less than half indicated they used a code of ethics in their decision making process.Conclusions from the study include: (a) ethical dilemmas are perceived to be pervasive in the practice of adult education, (b) a person's own value system and religious beliefs were the most influential on impacting the way participants approached ethical dilemmas, (c) although professional knowledge obtained in graduate school was deemed influential, it was not deemed more important than one's personal values and beliefs.Recommendations include: (a) further study is needed to probe the specific elements raised on evaluation of students as an area of ethical concern, (b) further study could reveal why practitioners differ with regard to the frequency of encountering dilemmas, (c) if a deeper understanding of the value of graduate school is to be achieved more study is necessary, (d) a clearer understanding of the value of codes of ethics is needed.<br>Department of Educational Leadership
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Desai, Vikram G. "CHANGE IN THE INDIAN ACCOUNTING PROFESSION: THREE STUDIES RELATED TO THE ENTRY OF THE BIG FOUR ACCOUNTING FIRMS IN INDIA." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2097.
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This dissertation focuses on the globalization of audit markets. In particular, this dissertation is studying the entry of the Big Four accounting firms into India post-economic and political reforms of the early 1990s. The dissertation is comprised of three separate, but related studies. Each study appeals to prior research in accounting and related disciplines to examine the entry of the Big Four accounting firms in India. The first study appeals to audit market and economic research on incumbent pricing to examine ways in which local accounting firms in India adapted to the competition introduced by the Big Four accounting firms. The second study is an account of the change in the organizational field of the Indian accounting profession caused by the entry of the multinational accounting firms from 1990 to 2005 from a social constructionist perspective using the model of nonisomorphic change. The third study examines the change in the Indian accounting profession from 1990 to 2005 caused by the entry of the Big Four accounting firms in India from a critical perspective. It appeals to the theories of globalization to examine the change. Taken together, these studies attempt to provide the Big Four accounting firms useful information about the pricing strategies likely to be faced by them from local accounting firms in a new market, provide insights into the multiple roles played by professional associations in the process of radical change in the organizational field, and emphasize that globalization of accounting markets has not been accompanied by a level playing field for the local accounting profession in the globalized markets.<br>Ph.D.<br>Kenneth G. Dixon School of Accounting<br>Business Administration<br>Business Administration PhD
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Carpenter, James D. "Co-curricular involvement of West Virginia four-year state college students and the statistical relationship with post-graduate community and professional involvement, leadership, salary, and job satisfaction." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2270.
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Thesis (Ed. D.)--West Virginia University, 2002.<br>Title from document title page. Document formatted into pages; contains vii, 121 p. Vita. Includes abstract. Includes bibliographical references (p. 96-106).