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Dissertations / Theses on the topic 'Professional practices'
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Vazquez, María Inés, Fernando Borgia, and Andrea Tejera. "Professional practices in complex scenaries." Pontificia Universidad Católica del Perú, 2018. http://repositorio.pucp.edu.pe/index/handle/123456789/123974.
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This study focuses on the thoughts provided by students in their last year of a Bachelor degree at a university institution of Uruguay. The research is part of the professional skills that these young people put into action within the framework of the workshops of applied research offered during the last year of their career, in which they perform a diagnostic approach and a proposal for improving a practice center.The study lasted a total of eight months, during which various techniques were applied (online survey, focus groups, interviews and document analysis), aimed at students and key informants whose contributions allowed comparing points of view and supplementing information. It was sought at all times to articulate specific records of each experience with other global contributions from the multicase methodology in order to analyze the processes of change management. The document closes resuming the study objectives that seek to generate critical reflection on the professional practices put into action presenting the main findings achieved, in dialogue with theoretical contributions that guided the process of analysis.<br>Este estudio hace foco en las reflexiones aportadas por estudiantes que cursan su último año de Licenciatura en una institución universitaria de Uruguay. La investigación se enmarca en las competencias profesionales que estos jóvenes ponen en acción en los talleres de investigación aplicada que se ofrecen durante el último año de la carrera, en los que realizan una aproximación diagnóstica y una propuesta de mejora en un centro de práctica.El estudio tuvo una duración total de ocho meses, durante los cuales fueron aplicadas diversas técnicas (encuesta en línea, grupos de discusión, entrevistas y análisis documental), dirigidas a estudiantes y también a informantes clave, cuyos aportes permitieron comparar puntos de vista y complementar información. En todo momento, se procuró articular registros específicos de cada experiencia con otros aportes globales desde la metodología multicasos, con el propósito de analizar los procesos de gestión del cambio. El documento cierra retomando los objetivos del estudio que procuran generar reflexión crítica sobre las prácticas profesionales puestas en acción, presentando los principales hallazgos alcanzados, en diálogo con aportes teóricos que orientaron el proceso de análisis.
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Behrman, Gina L. "A Q study of investor relations professionals' beliefs concerning professional practices." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1265084.
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This Q study revealed the beliefs about professional practices by investor relations professionals at publicly traded corporations in Illinois, Indiana, Michigan, and Ohio. Participants completed a fifty-four statement Q sort that included five areas of investor relations: tactics, shareholder relations, analyst/media relations, laws and regulations, and internal relations.The data from the completed Q sorts was then entered into the PQMethod software and two factors of investor relations professionals were identified: The Investor Relationship Professionals and the Technical Investor Professionals.The Investor Relationship Professionals believed that communication and good relationships were the most important aspects of their profession. The Technical Investor Professionals believed that the technical aspect of their position, including the laws and regulations surrounding their profession, should be the focus of their professional practice.The characteristics of the two factors that emerged can be directly attributed to the scandals at Enron and WorldCom. The focus on open communications and credibility are associated with the push to rebuild investors' trust and confidence in publicly traded corporations. The focuson laws and regulations are associated with the strict enforcement of the new SEC regulations that have emerged in the last three years. Thus, illustrating that the recent events have impacted the practices of investor relations professionals.<br>Department of Journalism
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O'Brien, Peter C. "Calculating the professional: Standards and the government of professional practice." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/115837/1/Peter_O%27Brien_Thesis.pdf.
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This thesis-by-publication problematised professional standards for teachers in Australia. Professional standards were found to regulate and activate teachers' professional conduct—opening it to unknowns—by articulating forms of knowledge from education, business, popular psychology, and 'self-help'; and by deploying techniques from frameworks of performance development to 'apps' for smart devices. Yet professional standards were found to be a double-edged sword: standards-based performance risks standardising professionals; activating professional autonomy risks unrelenting and pointless activity; and 'improper' choices in relation to standardised norms risks sanction and illiberal intervention. Always attenuating such calculated endeavours are teachers' personal-professional aspirations and goals.
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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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Cheng, Mong-Chue. "Critical thinking in the professional practices of midwives." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10019839/.
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Hedgpeth, Pamela S. "Professional development practices for developing principal instructional leadership /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988668.
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Michael, Maureen K. "Precarious practices : artists, work and knowing-in-practice." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/21879.
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This study presents a new perspective on work practice in conceptual art. Using ethnographic evidence from five visual artists, the study used a combined visual arts and practice orientated perspective to explore the materiality of their everyday work and the sociomaterial practices shaping it. Close scrutiny is given to the forms of expertise embedded in this through concepts of knowing-in-practice and epistemic objects. Emerging from the findings is clearer understanding of how an arts-based methodology might enhance knowledge about artists’ knowing-in-practice. Popular representations of contemporary artists often ignore the realities of precarious work. This is reflected in the professional education of artists with its concentration on studio-based activities and emphasis on the production and products of artmaking. This study reconfigures and reconceptualises the work of artists as assemblages of sociomaterial practices that include, but are not limited to artmaking – so providing a different representation of the work of artists as a continuous collaboration of mundane materials. The study identified seven sociomaterial practices, defined as movement-driven; studio-making; looking; pedagogic; self-promotion; peer support; and pause. As these practices are subject to ever-changing materialities, they are constantly reassembled. Analysis revealed hidden interiors of underemployment and income generation to be significant factors embedded in the mundane materialities of everyday work, revealing resilience and adaptability as key forms of expertise necessary for the assembling of practices. Further, the arts-based methodology of ‘integrated imagework’ created ways of visually analysing the materially-mediated, socially situated nature of knowing in practice, and demonstrated how relational concepts relating to knowing-in-practice might be better analysed. Findings indicate how the professional education of artists – particularly the way the workplace of the studio is understood – could be re-envisioned to support the fluidity of contemporary artistic practices. The studio itself is a form of knowledge – ever changing – forming and being formed by the practices of artists. Adopting this view of studio-based education would be a radical departure from current studio-based pedagogies in contemporary art education. Further, resilience – the capacity to sustain practices that are emergent and constantly unfolding – becomes a form of expertise central to the professional education of artists.
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Thomas, Jeanne. "Nurse Preceptor Self-Efficacy| Best Practices for Professional Development." Thesis, University of Hartford, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3669397.
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<p> Nurses assume preceptor responsibilities in addition to usual nursing duties and most have minimal pedagogical preparation for the role. However, preceptors influence the competence of new staff through their instruction. The development of self-efficacy is vital to patient outcomes and safety. Using Bandura's (1997) framework of self-efficacy, ten proficient preceptors participated in an action research study that included individual interviews and focus groups related to the research question: What do proficient nurse preceptors report about the development of their preceptor self-efficacy for the purpose of recommending ongoing professional development and best practices within a hospital setting? </p><p> Preceptors identified thirteen best practices for ongoing professional development within their hospital. These practices include areas of Instruction, Preceptor Support and Professionalism. The largest number of findings were within Instruction. Preceptors are the first teachers of new hires within hospitals. Effective instruction was predicated upon the existence of role support and inculcation of professionalism within the preceptor culture. </p><p> Recommendations for practice include adoption of these best practices into ongoing professional development curricula. A monthly preceptor forum, to facilitate preceptor networking and sharing, is recommended. Future research might examine teaching strategies utilized by preceptors and the timing of these strategies when engaged in precepting. A comparative study using a self-efficacy tool for assessment could be conducted to ascertain whether the preceptor forum was building self-efficacy among the preceptors in comparison to another non-participating group of preceptors.</p>
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Jones, Joanne H. "The Relationship Between Professional Learning Communities and Instructional Practices." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/37493.
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This case study examined the implementation of the Professional Learning Communities (PLCs) at a high school that was labeled as a turnaround school (overall academic achievement proficiency below 55%) in 2006-2007. The foundation of PLCs is built on a shared vision and mission. The PLC principles of learning for all students, a collaborative culture, and a focus on results were the components most identified in the literature review, which helped shape the design of the methodology. Under the leadership of a new principal and with the implementation and focus on PLCs, Ocean Breeze High Schoolâ s (OBHS) academic achievement proficiency grew from 48.6% to 87.5% within a three-year period. Based on this phenomenal progress, this case study investigated the relationship between PLC characteristics and instructional practices at this school. The data sources included fourteen interviews with eleven teachers and three administrators, observations of two PLC meetings, fourteen classroom observations, and a document review.
The data from the interviews were transcribed and themes were matched to reflect common perceptions from teachers and administrators on PLC practices. PLC meetings were observed to identify collaborative interactions between team members. A document review included any documents or artifacts that the school has used to implement PLC principles or similar practices. Classroom observations were conducted to compare if instructional practices correlate with interview responses, PLC meetings, and the documents reviewed.
This study found that there is a relationship between PLCs and instructional practices. The findings included: (a) teachers ensure that all students learn by developing common instructional guides that support the state curriculum; (b) teachers meet to discuss the curriculum, pedagogical strategies, and assessments in PLC meetings; and (c) teachers and administrators analyze data to make instructional decisions to enhance teaching and learning.<br>Ed. D.
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Burns, Benjamin R. "Professional burnout in school psychology : impact of changing practices /." Connect to online version, 2010. http://minds.wisconsin.edu/handle/1793/38657.
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Musikul, Kusalin. "Professional development for primary science teaching in Thailand knowledge, orientations, and practices of professional developers and professional development participants /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4667.
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Thesis (Ph.D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 23, 2009) Vita. Includes bibliographical references.
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Padgett, Stephen Mark. "Negotiating quality : everyday practices and nursing self regulation /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7306.
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Kennedy, Jamie L. "Learning In Professional Orchestras." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/397593.
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This dissertation presents, discusses, and advances findings and contributions from an investigation into how professional orchestral musicians learn as they engage in their work together. Understanding the processes, demands, and consequences of orchestral work is important for informing the practices of professional and aspiring orchestral musicians, orchestral organisations, and educational institutions. Musicians’ well-being and the longevity of their working lives are of particular concern for this community. Learning and development are identified as important factors in understanding individuals’ vocational practices and how they work together. It follows that the conceptual framework of this investigation focuses on microgenetic learning and ontogenetic development to elaborate how intersubjectivity arises as musicians engage together in and learn through orchestral practices. Intersubjectivity refers here to the shared understandings of self and activity that arise from interaction with others, changing and developing with continued participation. From a sociocultural perspective, learning refers to microgenetic changes in individuals’ understanding and practice, while development lies within ontogenetic changes in their knowledge and abilities. As individuals engage together in activities, their learning and developmental processes contribute to a gradually emerging intersubjectivity, that is, shared understandings of what they know, can do, and value. To address the concerns raised regarding musicians’ ongoing practices, this investigation aims to describe and explain what intersubjectivity and engagement look like in orchestral performance. It also aims to comprehend how learning and development occur within this engagement.
To investigate learning and development in orchestral performance, an ethnographic inquiry was conducted to generate an account of how a small sample population of orchestral musicians engaged with and experienced their working environment. The study involved observations and interactions with 6 members of an Australian professional symphony orchestra over a 12-month period. The participants’ selection targeted a range of ages, gender, instrument type, and level of seniority in the orchestra.
Within the findings, five processes of engagement were identified through which intersubjectivity was constituted. These comprise (a) awareness, (b) communication, (c) evaluation of performance, (d) acting like a professional orchestral musician, and (e) the formation of playing intentions. These processes are advanced to contribute to a metaprocess of rehearsal, that is, the personal and interpersonal process of progressively reconstituting musical performance towards a shared ideal. New descriptions and evidence of how the musicians in this study engaged in orchestral performance are contributed, including descriptions and explanations of how trust and humour facilitated communication about performance.
Through these processes of engagement, the participants’ daily interactions in orchestral performance became sites of microgenetic learning processes in three distinct ways. First, the temporal conditions of rehearsals and performances imposed a nonlinear but directional pattern on how performance knowledge changed. Second, spatial awareness was a highly important organising factor in the musicians’ knowledge of performance within the orchestra. It is proposed here that the sensory ethnography term “emplacement” might be useful for describing the connections between musicians’ activity, perceptions, and environments. Third, these temporal and spatial aspects of the musicians’ knowledge combined as they co-created a performance environment together, within which they progressively advanced their performance practices.
Patterns and possibilities in the musicians’ ontogenetic development were identified through how they presented and construed their personal histories relating to performance. They selected past instances of microgenetic learning to illuminate and explain their current abilities, attitudes, and approaches to orchestral performance. The musicians were also capable of presenting positive or negative narratives of their development, frequently corresponding with their level of satisfaction with current environments or appraisals of performance. Positive developmental narratives used experiences of injury, difficulties in gaining membership in the orchestra, and the stresses associated with surveillance and critique to explain a growing ability to cope with challenges and to perform effectively with colleagues. Conversely, negative developmental narratives explained these experiences as being injurious to their ability to meet challenges or to perform at their best. It is advanced that how musicians engage with positive and negative developmental narratives may impact on their perception of their ability to sustain their working practices into the future.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School Educ & Professional St<br>Arts, Education and Law<br>Full Text
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Richmond, Pam, and n/a. "The more things change : enhancing the capacity of teachers to change their classroom practice." University of Canberra. Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20061107.130304.
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The major issue of this thesis is that for effective change in teachers'
classroom practice to occur, multiple actions are required at different
levels of participation, from federal and state education jurisdictions
through to school communities and individual classroom teachers. The
thesis supposition is that practical action factors in schools and the
community can be found which meet the needs of the change.
The history of attempts to achieve educational change through changed
classroom practice is littered with a range of different approaches, usually
one-off events. They have sometimes succeeded. Stakeholders, including
parents, social pressure groups and particularly governments have
increasing expectations of what it is that teachers can achieve in terms of
their students' learning outcomes. The degree to which actual teaching
practices are changed at the classroom level will depend on the degree to
which teachers are able to manage and implement change. However,
studies in the area of curriculum change reveal that the gap between
policy and practice remains an ongoing concern.
This thesis draws upon theory and applied research findings from the
traditions of educational change, health education, models of change,
evaluation and social science research methods. The purpose of this
thesis is to identify and make comparisons in the practical action factors
which enhance the capacity of teachers to change their classroom practice.
These are investigated through a multiple case study consideration of the
school context, the professional development inputs, and the classroom
programs. The patterns of effective practical action in the research study
would support the thesis supposition.
A multiple case study-theory building approach was used to analyse the
data from twelve school sites selected from the School Development in
Health Education (SDHE) Project. Data analysis employed the technique
of matrix displays, with several rounds of analysis in order to generate
some significant factors related to teacher change. The results were
considered for endorsement by an expert panel from the field in order to
enhance confidence in the validity and the reliability of the research
study.
Results from first round of analysis in the multiple case study showed
school team commitment, teachers' attitude to professional development
and community cooperation to be important factors in educational
change. The second round of analysis highlighted the importance of
placing the teacher at the centre of change when planning professional
development. Finally, the third round presents a summary of the factors
emerging from the analyses in five major focus areas: professional
development; principal leadership; school organisation and culture;
school team; and system support. The importance of the relationships
among these factors was recognised in their impact on teachers' abilities to
make educational changes in their classrooms.
The thesis has found that the professional decision-making and practice
of teachers is value added by the actions of other players - professional
development providers, school principals and education systems.
Teachers' capacity to change is enhanced by appropriate school-based
professional development, flexible school organisation, and the
opportunity to work collaboratively in school teams.
From the patterns emerging from the strong and weak clusters of cases
the thesis is able to make conclusions about teachers' professional practice,
professional development approaches, principal leadership, school
organisation, education systems and the nature of change. This thesis
shows that educational change requires multiple actions at different
levels of participation. Finally, the thesis offers recommendations to the
different players in the field: education systems, principals and
professional development providers.
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Brunkowski, Carol A. Fisher Robert L. "The effects of self-selected professional development on instructional practices." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196659.
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Thesis (Ed. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed May 18, 2006. Dissertation Committee: Robert Fisher (chair), Deborah Curtis, S. Rex Morrow. Includes bibliographical references (leaves 180-201) and abstract. Also available in print.
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Nussbaumer, Doris. "Induction of professional teachers and their constructivist practices with ICTs." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116126.
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This study, through the lens of Activity Theory, focused on the induction and constructivist teaching practices of experienced teachers who were recently hired in a technologically advantaged middle school. Activity Theory was used not only to examine the induction practices but also to focus on constructivist practices with technology. Data sources consisted of using various instruments three of which were used for surveys, 11 interviews were employed to assess goals, and 18 classroom observations were carried out regarding constructivist practices. Findings through Cultural-Historical Activity Theory (CHAT) analysis revealed under-realized forms of mediation to achieve effective use of ICTs (objective) and the perceptions of collaboration among the teaching staff, specifically with respect to relationships between rules and the division of labor. In effect, this study presents a challenge for CHAT analysis to elaborate the construct of contradictions to include "latent contradictions" which is essential to an expansive learning cycle.
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Sinsollier, Pierre. "Description and analysis of wine processing practices. Professional Internship Report." Master's thesis, ISA, 2019. http://hdl.handle.net/10400.5/19584.
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Vinifera Euromaster European Master in Viticulture and Oenology - Instituto Superior de Agronomia / EMaVE<br>The Vinifera European Master of Science in Viticulture and Enology program offers the possibility to conduct a professional internship coupled with a scientific dissertation as a final thesis. In the frame of this professional thesis, I was offered to work at Clos Apalta, world renown winery located in the Colchagua valley in central Chile. My role of Assistant Enologist in charge of the night shift encompassed a large spectrum of activities which, besides a managerial dimension, covered various enological manipulations.
Ensuring a permanent monitoring of the evolution of each vat and barrel is decisive, and along the course of fermentation, adjustments need to be made, starting by the preparation and inoculation of commercial yeasts. Nutrition additions are to be synchronized with cycles of cap management practices and in case of barrel fermentation, with cycles of micro-oxygenation. Regular tasting of the fermenting wines is also necessary, as it allows to detect eventual organoleptic deviation, such as the appearance of reductive aroma, volatile acidity, or volatile phenols in ageing wines. Along with the analysis of various wine-making processes employed at the winery, a few enological issues that were encountered, and their subsequent preventive or curative treatment, are also described in this report.
Clos Apalta produces solely premium biodynamic wines, with a focus on extraction, from the cultivars Carménère, Cabernet Sauvignon, Merlot and Petit Verdot. Working there represented an exceptional opportunity to learn about the caution, precision and intensity involved in the production of premium red wines aiming for long ageing potential, with the extensive use of French oak, vats and barrels, throughout wine's production. This professional thesis is a report of the observations and analysis I have performed while working at Clos Apalta, along with scientific literature reviews in order to compare the winery practices to current scientific knowledge<br>N/A
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Mortier, Megan E. "Exploring the Effects of Professional Development on Teachers Discourse Practices." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404405414.
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Papaemaneul, Vicki Dumois. "Supervision in School Psychology: Assessing the Relationship with Professional Practices." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002798.
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Webster, Tammy Tanner. "Successful Ethical Decision-Making Practices from the Professional Accountants' Perspective." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3733.
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Unethical behavior includes all decisions and actions counterproductive to an organization's mission and can cause irrevocable damage to the organization's professional reputation. The Securities and Exchange Commission reported 807 ethical violations in 2015. This study was underpinned by the ethical leadership theory, which emphasizes leadership decision making based on fair and just practices, for all involved parties. The purpose of this qualitative multiple-case study was to explore the ethical decision-making best practices that not-for-profit accounting managers in the Washington, DC, metropolitan area needed to strengthen the ethical decision-making process in their organizations. Data were collected through semistructured interviews from 5 participants who were accounting leaders of not-for-profit organizations. The analysis of data involved coding techniques, while member checking ensured confirmability of participant responses. Three themes emerged from the analysis of data as the most effective in fostering an ethical climate within the organizations, notably: the importance of leveraging internal controls, staff education on ethical decision making, and the role of leadership in fostering ethical leadership. The findings from this study may contribute to social change by providing leaders with strategies to reduce the occurrence of fraud within organizations. The beneficiaries of this research may include not-for-profit leaders, accounting professionals, and business practitioners. The goals of these individuals are to aid companies in furthering their missions and ensure organizations remain operational and utilize ethical decision making.
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Kannenberg, Elisabeth S. "The Impact of Common Core Professional Development on Teaching Practices." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/90.
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The adoption of the Common Core State Standards (CCSS) in Mathematics represents a challenge for public educators due to the broad scope of required instructional change. This case study investigated the implementation of a professional development (PD) series across 11 elementary schools, designed to address the problem of insufficient teacher preparation in CCSS pedagogical shifts. Grounded in Vygotsky's social learning theory and constructivism, the training was intended to enhance teacher skills through collaborative, inquiry-based learning. The research questions included in the study examined math teaching practices before and after the implementation of the district training. Through questionnaires and interviews, perceptions of site administrators (n = 17) and math coaches (n = 5) were analyzed via inductive coding and identification of emergent themes to determine the impact of the PD in transforming teacher actions. Findings indicated the PD was effective in preparing teachers to execute math lessons emphasizing conceptual understanding and problem-solving. The resulting project, a program evaluation, was an analysis of the PD where strengths, weaknesses, and recommended improvements were identified. This project study is significant because educational leaders may benefit from the identification of successes and shortcomings of one district's CCSS launch, and may choose to replicate the effective programmatic elements. The study has the potential to impart positive social change as it offers solutions to minimize the achievement gap in the area of mathematics, enabling all students to be better prepared to meet the challenges of the 21st century.
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Grande, Marcia J. "Comparison of Principals' Leadership Practices by Methods of Professional Development." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1007.
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Although the roles of instructional leader and lead learner have become central in the work of 21st century principals, their professional development has garnered little attention. This quantitative, non-experimental, comparative survey study investigated differences in the self-reported leadership behaviors of principals who identified themselves as using either supported or unsupported professional development. Brain based learning, constructivist learning, and adult learning theories, together with professional development standards, created the conceptual framework for this study. Participants were obtained through a purposive national sampling of 7,000 of 230,600 U.S. principals, delimited to leaders in their school for 2 years or more. The voluntary, anonymous online survey yielded 186 usable surveys. The Principals Instructional Management Rating Scale was used to measure leadership behaviors. The t-test of means was used to compare the means of responses from supported and unsupported principals for each leadership domain. Supported principals' means of responses were higher for Domain 1 (defining the school's mission). The difference in means, however was not statistically significant when subjected to the Bonferroni correction adjustment for potential family wise errors. Research suggests the strongest link between student achievement and leadership practices is Domain 1 leadership behaviors, thus warranting further investigation of the use of principals' professional learning communities and trained mentors/coaches. Implications for positive social change include further understanding of the importance of high quality professional development for school leaders to support their work in defining the school's mission.
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Ziegler, Cindy. "Middle School Mathematics Teachers' Perspectives on Instructional Practices." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3650.
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In a local middle school, students were not meeting standards on the state mathematics tests. The purpose of this qualitative study was to explore mathematics teachers' perspectives on effective mathematics instruction vis-Ã -vis the principles of the National Council of Teachers of Mathematics (NCTM). Within this framework, the 6 principles in the creation of quality mathematics programs included equity, curriculum, teaching, learning, assessment, and technology. Seven teachers from around the country participated; all met the criteria of a graduate degree in education, at least 5 years of experience teaching adolescent learners, and at least 3 years teaching mathematics. Participants were surveyed about their perspectives using a modified Delphi method. In Round 1, they listed practices that they believed were helpful in all NCTM content standards. In Round 2, they ranked all of the practices and provided rationales. In Round 3, they viewed Round 2 rankings/rationale and then rated the practices a last time. Qualitative content analysis was used to analyze Round 1; descriptive analysis was used to analyze ranking data from Rounds 2 and 3. The results revealed the most effective instructional practices for middle school mathematics in each of the NCTM content standards. With that information, a training plan was developed to give local mathematics teachers a tool with which to analyze their instructional practices and then integrate the effective ones based on the modified Delphi study results to improve their students' achievement. Implications for positive social change include providing the local site with a research-based teacher training plan to improve mathematics instruction and potentially improve student achievement.
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Osborn, Teri L. "HOW TECHNOLOGY PROFESSIONAL DEVELOPMENT GUIDES INSTRUCTIONAL PRACTICE." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/307.
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Technology integration for today’s classroom has been characterized as insufficient for today’s global society. Teachers need better training programs or professional development specifically focusing on integrating technology into instructional practice. This study examined the technology professional development experiences with regard to educational technology integration to determine how much exposure and level of perceived quality of Technology Professional Development (TPD) received by teachers, the characteristics of TPD, integration levels of technology and perceived readiness for technology integration.
An online survey instrument was developed and used to collect data from 100 teachers of grades K-12 from all disciplines: science, math, language arts, fine arts, social science, and multi-grade or multi-discipline classes. Items on the survey included five-point Likert scale measures to establish levels of technology integration and TPD participation. Additionally, a researcher-designed interview protocol collected information from 10 volunteer participants that completed the survey to gather more details about technology TPD experiences, teacher technology self-efficacy and integration of technology into the classroom. The survey results were analyzed using SPSS software. A Pearson’s correlation was computed to evaluate the relationship between TPD and Technology Integration. Results show a positive correlation between the two variables (r = .651, p < 0.01). Overall, the data supported the strong correlation between Technology Professional Development and Technology Integration.
The qualitative data were analyzed using the ATLAS.ti program that revealed emerging themes regarding professional development experiences, the perceived levels of technology integration, and perceived changes in self-efficacy The results show that technology was being integrated in instruction and learning at moderate levels in the schools. Qualitative responses supported the statistical results. Participants expressed positive feelings regarding progress of technology integration in the classroom. Concerns regarding technology integration barriers such as lack of time for TPD, quality of TPD and access to devices in the classroom were present and will need to be addressed to ensure technology infusion in the classroom and curriculum. According to the data collected and analysis of the results, this study showed that as a whole, technology professional development is providing a positive guide for the integration of technology into today’s classrooms.
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Lopez, Alana D. "The relationship between continuing professional development and demographic characteristics, professional practices, and employment conditions of school psychologists." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001933.
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Ravindran, Neeraja. "PARENT AND PROFESSIONAL PERSPECTIVES ABOUT AUTISM SPECTRUM DISORDERS IN SOUTH INDIA: BELIEFS, PRACTICES, AND PARENT-PROFESSIONAL RELATIONSHIPS." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2836.
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The purpose of this qualitative study was to examine the experience of parents and professionals living in a large metropolitan city in South India who were raising and/or working with a child with an autism spectrum disorder. The study explored the unique perspectives of parents and professionals regarding their beliefs and practices about autism, as well as the nature of the parent-professional relationship. Nineteen parents (all mothers) and 21 professionals were interviewed in person at four schools, an early intervention program, a hospital clinic, and a physician’s office. Themes were developed using qualitative software, and reliability was established through multiple coders and member checks. The meaning of health, illness, and disability vary greatly across cultures and across time. Bronfenbrenner’s ecological model provided the conceptual paradigm to examine how broad cultural beliefs in the macrosystem, local services in the exosystem, parent- professional relationships in the mesosystem, and practices at home and school in the child’s microsystem worked together to explain autism spectrum disorders for this group of participants at this point in history. Four major themes emerged from the study that related to parents’ and professionals’ beliefs about causes of autism, expectations from treatments and services, nature of parent-professional partnerships in managing a child’s autism, and the current ‘state of things’ with regard to autism in one South Indian city. Across the themes, parents and professionals embraced two seemingly contradictory yet perfectly compatible cultural beliefs: a modern, scientific approach and a traditional Indian viewpoint. The treatments offered to children were similar to Western practices, with the addition of traditional Indian practices (e.g., yoga, Ayurvedic medicine, Siddha). Parents were mostly happy and comfortable with their interactions with the professionals. Parents valued collaboration and respect but also acknowledged that the relationship was vertical in nature, with professionals having more authority. Professionals’ assessment of their relationship with parents was influenced by their overall views about the families—positive or negative—which in turn was influenced by what they believed caused the child’s autism (e.g., genetics/scientific causes vs. cold parenting and departure from traditional family structure). Services for children with autism in India are rapidly expanding, though the vast majority of those affected are not diagnosed or treated.
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Parr, Elizabeth. "The development of professionals' perceptions and practices in a community-oriented primary school." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/the-development-of-professionals-perceptions-and-practices-in-a-communityoriented-primary-school(efb7d997-55a0-42ae-8ebf-e0560f14dda8).html.
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To deal with the challenge of deprivation and its impact on learning, there is a long history of schools attempting to respond by working beyond the school gates. Despite a wealth of how-to-do-it guides and advocacy texts for this approach, there is little detailed research into how community-oriented schools are understood and enacted by various core educational professionals, particularly those working in primary schools. Given the centrality of educational professionals' practice in this policy arena, this study aimed to respond to such a gap. This study focused on an in-depth analysis and reflection on the ways in which community-oriented schooling was understood by professionals and what has influenced their thinking, as well as their ensuing action in one particular primary school. The overarching research question was: what are professionals' perceptions and practices of a community-oriented approach in the context of a primary school located in a socio-economically disadvantaged community? This required a research design that allowed a sample of eight school staff to be analysed using a case study design. Within this, a suite of research methods was applied, including interviews, observations and analysis of key school documentation to explore multi-level factors that impact on professionals. Finally, a synthesising tool was developed to examine the interrelationships between the factors. The findings state that the way individual professionals respond to the proximal and distal factors is not linear or straightforward to understand. Instead the data suggested a dynamic complexity where a spectrum of factors intersected for individuals in distinct ways. Such findings point to the use of an ecological approach to help explain the various perceptions and practices of community-oriented schooling. This study suggests that policy development and enactment of community-oriented schooling cannot be generalised in any unilateral way but instead needs to be understood within localised settings.
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Shareef, Kulsam. "Mentoring relationships for collaborative professional development practices in maldivian primary schools." The University of Waikato, 2008. http://hdl.handle.net/10289/2424.
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This thesis explores how mentoring was perceived and experienced as a professional development strategy for two teachers in a Maldivian primary school. It reports on how the mentoring relationship between the two teachers and the researcher evolved over the period of the data collection process. The research also explores the two teachers perceptions of the existing professional development activities. Further, report on the existing barriers which restricted establishing continuous professional developmental opportunities in the primary schools of Maldives. Data collection was through action research using concept maps for formative assessment purposes. The concept map was planned as an intervention at mentoring sessions to incorporate new pedagogy to create student-centred learning opportunities. The intervention was evaluated intensively through observation and feedback in the mentoring process. The researcher had dual roles in this action research. One role was that of researcher: collecting data on the progression of the mentoring relationship and the pedagogical changes by the participants. The second was that of mentor: coaching and assisting the two teachers to reflect on the planning and executing of the intervention in their respective classrooms. Through the action research process, data was collected on changes that the two teachers brought to their teaching. Data was also gathered on the mentoring relationship that evolved in the data collection process. In addition, semi-structured interviews were conducted to investigate the two teachers‟ willingness to engage in their own learning. The semi-structured interviews also explored the two teachers‟ perception on mentoring to establish a culture of learning in the school. The study indicated that one-off professional development sessions and a system of in-school clinical supervision to be the main professional development activities for the schools. Further the findings indicated that these activities did not meet the teachers‟ learning needs. ii Findings also indicated that the participants favoured the learning opportunities mentoring process created. The study further established both participants as keen learners, and willing participants in planning and re-planning the intervention in the mentoring process for the action research. The findings also report that the collaborative work atmosphere in the mentoring relationship assisted the two teachers to eliminate the fears associated with introducing new pedagogy. In conclusion, the study reports on barriers that may restrict creating effective mentoring relationships in primary schools of Maldives. The barriers identified were associated time for mentoring, mismatch of mentoring partners, poor collaborative relationships and mentor knowledge and experience. In addition recommends exploring how the supervisors‟ current role of evaluator can be changed to mentor role and the possibilities of group mentoring. Further study is recommended to explore how long term mentoring relationships can be developed considering the time constraints in Maldivian two session primary schools.
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Brutsman, Jane Mary. "District-level professional development the impact on beginning teacher implementation practices /." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1216741961&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Orr, Thomas Kevin. "Models of professional writing practices within the field of computer science." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1019483.
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Twenty-five computer scientists representing thirteen language groups at a highly respected university in Japan were surveyed and interviewed to identify the English writing products and processes characteristic of their professional work. Twenty-two major genres were identified and grouped according to purpose. Fourteen significant contextual factors that affected writing production and, ultimately, success in the field of computer science were also identified. Several models were proposed to provide an overview of the writing practices and products potentially illustrative of writing in the computer science field.In the second research phase, two detailed case studies were conducted involving one native and one non-native speaker of English to identify how English language proficiency affected professional practice. Efficiency was a major concern for both subjects but employed different strategies to make their work as efficient and productive as possible.The native speaker, for example, employed skillful use of the computer to gather, create, and store data that could be efficiently "chunked" and assembled into papers, either for publication or for obtaining valuable feedback from other professionals. The subject also thought a great deal about the expectations of his readers as well as the referees and editors who judged the quality of his work. He also revised his work extensively and recruited other professionals locally and abroad to assist him in refining his texts.The non-native speaker employed many of the same computer strategies for gathering and managing information; however, the added difficulty of functioning professionally in English severely limited his work pace and left too little time before deadlines to revise or solicit the amount of feedback he desired from his peers. His most effective strategy was co-authoring papers with native speakers of English who could handle most of the final editing and revising.In the final chapter, results of the surveys, interviews, and case studies were illustrated graphically in an algorithmic flowchart of professional writing practice, and educational applications for writing instruction as well as recommendations for additional research were also suggested<br>Department of English
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Alhammadi, Muteb. "Outstanding schools in Saudi Arabia : leadership practices, culture and professional development." Thesis, University of Reading, 2018. http://centaur.reading.ac.uk/77932/.
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As Saudi Arabia strives to position itself strategically in global markets in response to globalization, education has become one of the most important tools to achieve this aim. While demands for reform in Western countries have fostered new notions of school excellence, equivalent concepts have to date received little attention in Saudi Arabia. This study aims to fill this gap by exploring the nature of outstanding schools in Saudi Arabia, and thus claims to be an original and important contribution to the understanding of this phenomenon. A qualitative case-study approach was used drawing on data from three high schools in Saudi Arabia, each having been rated outstanding by the city’s local authority. Principals, Deputies and Social Instructors from the three schools were interviewed (n=9), while group interviews were conducted with the majority of teachers from each school (n=68); 25 out of 26 teachers from school 1; 20 out of 24 teachers from school 2 and 23 out of 28 from school 3. In addition, the daily work of Principals in each school was observed and relevant documents were collected. The resulting data were thematically analysed using a framework based on the inter-related concepts of leadership practices, culture and professional development The findings reveal that leadership practices in these outstanding schools included a number of common features, such as establishing school vision, restructuring the organisation, leadership distribution, effective communication, strategic planning and quality assurance. Cultural aspects revealed the effect of both macro-level cultures: global and national cultures on these schools, as well as micro-scale effects. Professional development was perceived to be important, and both leaders and teachers engaged in training opportunities. While these results cannot be generalised, it is hoped that they will be important to inform practitioners, policy makers and researchers about the nature of outstanding schools in Saudi Arabia.
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Watson, Steven. "The impact of professional development on mathematics teachers' beliefs and practices." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/27744/.
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This thesis describes the analysis of the implementation of a professional development programme for secondary mathematics teachers in England. The research used a mixed methods multiple case study design with three secondary schools. The aim of the study was to understand mathematics teachers' professional learning in the context of this professional development programme. However, through analytic generalisation, i.e. generalising to theory, these findings may have broader application to understanding teachers' professional learning. Social learning theory was used as a framework for explaining professional learning, within this are two components, observational learning and self-efficacy. Teachers learn to teach through observing behaviours and models of teaching; they implement the approaches that they are confident will be effective in their classroom - that they are self-efficacious about. I show how this explains the prevalence of traditional teacher-centred teaching in secondary mathematics and how, through observing models of alternate approaches in PD, and through developing self-efficacy in that approach, teachers can implement new approaches in their teaching. In this research, I show that the PD designed to support teachers in teaching to develop students' problem solving skills had an effect on teachers' practices: their teaching became more student-centred. It also had a positive effect on teacher self-efficacy in the suggested approach. In the qualitative analysis of multiple individual cases, I explore how observational learning processes work, in the context of the PD, and the mechanisms by which teacher self-efficacy is developed. However, a contextual analysis demonstrates that the extent to which the ideas in the PD are implemented and sustained are influenced by context at a national level and within the school. High-stakes accountability and lack of integration of PD initiatives into school strategic plans lead to PD efforts not being sustained. The main contribution of this thesis is in bringing a new theoretical approach to the field of mathematics teachers' professional development and professional learning, that of social learning theory: one that has the potential to improve the design and evaluation of professional development and teacher education in the future.
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Bezerra, Daniele Barbosa. "Joaquim Nogueira: professional course, pedagogical practices and educational projects - (1904-1934)." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15443.
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nÃo hÃ<br>O professor Joaquim da Costa Nogueira dedicou-se à educaÃÃo, em Fortaleza, no perÃodo de 1904-1934. Fundou o Instituto de Humanidades (1904) e o Collegio Nogueira (1918) que ficaram na histÃria da educaÃÃo cearense pela vanguarda de suas experiÃncias pedagÃgicas. Esta pesquisa reconstitui o percurso profissional, os projetos escolares e educacionais fomentados por ele; identifica os teÃricos que o alicerÃaram em sua vida profissional, assim como as leituras que o balizaram na construÃÃo do saber. A somar com a sua atividade de educador apresenta-se, uma outra faceta de Joaquim Nogueira, a de editor de livros. ProprietÃrio da Typhographia Escolar, junto ao seu filho, Josà MendonÃa Nogueira, foram responsÃveis por diversas publicaÃÃes de carÃter didÃtico, alÃm de outros gÃneros, tais como: a Revista Escolar, o Anno Escolar, o Baralho Arithmetico, As LiÃÃes Progressivas das Primeiras Letras, LiÃÃes de Arithmetica, o AnuÃrio Cearense; o jornal, Bandeirante; a Miscellanea, o Indicador Cearense, o periÃdico Bric à Brac. AlÃm disso, identifica-se os personagens coadjuvantes da sua histÃria, em sua Teia de Sociabilidades, que atà entÃo, permanece ignorada pela historiografia. O diÃlogo com autores do porte de Ricoeur, Le Goff, Dosse, Wolff, Veyne, foram fundamentais para a construÃÃo dessa pesquisa. A relevÃncia desta biografia para a histÃria da educaÃÃo deve-se à possibilidade de compreensÃo de suas prÃticas educacionais, alÃm da necessidade de situÃ-lo na sociedade das trÃs primeiras dÃcadas, no CearÃ, a partir dos vÃnculos profissionais com educadores e intelectuais de outros estados e paÃses. Conclui-se que o nome de Joaquim da Costa Nogueira à de extrema relevÃncia para a histÃria da educaÃÃo no Cearà e nÃo pode ser ignorado pelos investigadores da Ãrea.<br>Joaquim da Costa Nogueira was dedicated to education in Fortaleza in the 1904-1934 period. He founded the Institute of Humanities (1904) and the Collegio Nogueira (1918) who were in the history of Cearà education by forefront of their educational experience. This research reconstructs his career, school and educational projects supported by it; identifies theorists that underpinned in your professional life as well as the readings as guidelines in the construction of knowledge. The sum with your educator activity presents itself, another facet of Joaquim Nogueira, the books editor. Owner of Typhographia School, next to his son, Josà MendonÃa Nogueira, were responsible for several didactic publications, as well as other genres, such as the School Magazine, the Anno School, the Deck ArithmÃtico, The Progressive Lessons from the First Letters, Lessons ArithmÃtica, the Cearense Yearbook; the newspaper, Bandeirante; the Miscellanea, the Cearense Indicator, the journal Bric à Brac. In addition, it identifies the supporting characters of his story, in chain of sociability, until then, remain ignored by historiography. Dialogue with size of the authors of Ricoeur, Le Goff, Dosse, Wolff, Veyne, were instrumental in the construction of this research. The relevance of this biography to the history of education is due to the possibility of understanding of their educational practices, and the need to place him in the company of the first three decades, CearÃ, from professional ties with educators and intellectuals from other states and countries. It concludes that the name of Joaquim da Costa Nogueira is extremely important for the history of education in Cearà and can not be ignored by researchers in the field.
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Chatraphorn, Suparp. "Learning efforts and professional teaching practices of vocational home economics educators /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487673114113447.
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McPherson, Jennifer Anne. "Comparing ‘apples with apples’: professional accounting practices in university classroom discourse." Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/12782.
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How are professional accounting practices represented in university classroom discourse and what are the implications of this for theory and practice in professional learning? Professional accounting practices order the world, and are also ordered. In reducing the complexities of social activity to abstract meanings that render it measurable, diverse and complex structures can be compared ‘apples with apples’. This study investigates the relocalization of professional accounting practices in university classroom discourse, working with tools from Legitimation Code Theory, systemic functional linguistics and critical discourse analysis. Findings draw on digital recordings of seminars presented by three lecturers in different subjects of a Master of Accounting program in an Australian metropolitan university. The analysis examines movements between context-independent and more context-dependent meanings in classroom discourse that mark shifts in emphasis from accounting as a system of representation, to accounting as interpersonal exchange. It considers two sets of social relations at play in the professional classroom: those between lecturers and students, and those within professional practice that are relocalized in classroom discourse. The framework developed in this study complements current research within the sociology of education. Discussion connects the analysis with recent explorations of knowledge practices in education within Legitimation Code Theory. It draws on foundational principles of a systemic functional model of language, considering the basis of professional practice and professional learning in interpersonal exchange. Conclusions are oriented towards theory and practice in professional learning, recognizing professional educators as agents of change and mediators of ways of thinking and acting in their field that are potentially transformative.
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Shoyer, Beth G. "Psychotherapist self-care : beliefs, practices, and outcomes /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901280.
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Leonard, Jill T. "Professional Learning Communities as a Professional Development Model Focusing on Instructional Practices Used to Teach Writing in Early Childhood." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2577.
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The purpose of this qualitative case study was to explore the implementation of a Professional Learning Community (PLC) as a professional development model effective in altering teachers‘ perceptions of their knowledge and skill in teaching developmental writing in grades K-3. This research is necessary to examine how offering teachers collaborative support needed for understanding and implementing research-based best practice approaches to teach developmental writing strengthens the quality of instructional practice necessary to meet rigorous standards being imparted from Common Core Standards. Through the development of a PLC, teachers have an opportunity for collaborating within the school building, which provides optimal environment for professional development (Lindeman, 1926; Lumpe, 2007). Analysis taken from the pre and post-survey information included the teachers‘ beliefs and understanding of writing development, current use of instruction time for writing, and questions or concerns teachers have about teaching writing. Weekly PLC meetings using a protocol format offered teachers an opportunity to discuss personal experiences with writing instruction and to share any anchor charts, student work, or anecdotal records exemplifying the strategy of focus. Videotaping and reflective journaling collected during the six PLC sessions were transcribed and coded using predetermined and emerging themes within and across each measure. Presentation materials collected as data documentation of the experience aided in validation of the research. Major themes emerged under the code headed as management with sub-codes of planning and classroom management presenting the strongest focus. Major themes also emerged under the code headed as instruction. The strongest areas of focus under the instruction code included subcoded areas conferencing, minilessons, and teaching strategies.
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Taylor, Tracy. "Gifted Students: Perceptions and Practices of Regular Class Teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1933.
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The purpose of this research was to examine provision of differentiated learning experiences for gifted students in regular classes in Western Australian primary schools. Specifically, it was intended to explore differentiation strategies used with gifted students, issues faced by teachers in their efforts to provide for their gifted students, and teachers’ suggestions on solutions for these issues.
Presently reality in Western Australia is that gifted primary students spend at least 90% of their time at school in regular classes. Therefore, the regular class teacher’s role in implementing appropriate learning opportunities for these students is critical. Relevant literature clearly identifies the need for gifted students to engage in educational experiences commensurate with their abilities, and raises concerns that gifted students are not receiving appropriate differentiation in their educational programs. The lack of local research in this area makes it difficult to reach informed decisions about the appropriateness of current provisions for gifted students in regular classes, or to identify potential issues and solutions for teachers who try to do so.
A state-wide survey of Year 5 teachers provided information about regular class practices for gifted students, and issues for teachers in providing for their gifted students. Responses suggested that little differentiation takes place for gifted students, and that issues for teachers included time, resources, range of students, and knowledge in differentiating curricula effectively. Focus groups discussions with regular class teachers, and interviews with gifted education specialists, provided in-depth information about teachers’ issues, as well as possible solutions to these issues. Analysis of teacher education courses from 35 universities across Australia showed that there is a distinct lack of teacher education in this area, both in undergraduate and post-graduate courses.
This study found that teachers are concerned about a range of class management issues, and have limited knowledge about giftedness and teaching gifted students. Recommendations from this research include providing teachers with appropriate professional development regarding gifted students, and direct support to implement differentiation in their regular classes.
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Lawrence, Mike. "Shakespeare's unwritten contract with his audience : a study of his professional practices." Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296554.
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Shakespeare's Unwritten Contract With His Audience, A Study at His Professional Practices proposes that Shakespeare had a manifesto tor the theatre as rigorous as that of Ben Jonson whose writings leave lIS in doubt as to how he saw the function of drama and the dramatist. This thesis concentrates on the plays Shakespeare wrote after he became a member of the Lord Chamberlain's Men in 1594 - when he could exercise more control over his work than his unattached contemporaries. It argues that of equal importance to what Shakespeare wrote are the choices he had, but which he chose not to exercise. Alone of his contempories he wrote no authorial address to his audience or readers; his professional output was unlike any other Elizabethan or Jacobean playwright and so was his use, or avoidance, of common theatrical devices and conventions. This thesis undermines the conventional theory of a 'War of the Theatres' and proposes that there was a much longer and wider literary debate than has hitherto been recognised and that Shakespeare was actively involved in that debate. Further, it argues that Hamlet was his main contribution to this debate and that Hamlet is essentially a play which expresses Shakespeare's manifesto for the theatre. Evidence for the argument is culled from Shakespeare's contemporary rivals, from pre-Elizabethan drama, from my knowledge of stage magic and from such details as the number of neologisms which appeared in the language during the period 1596-1602, when Shakespeare was the sole survivor of the first generation of identifiable London playwrights and was therefore the man against whom new writers, such as Jonson and Marston, had to measure themselves.
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ASZTALOS, RICHARD, and MATHIAS GIERTZ. "Market Orientation in Professional Service Firms : A Framework for Market Oriented Practices." Thesis, KTH, Industriell marknadsföring, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-153775.
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This report combines theoretical and empirical findings to create a holistic framework for market oriented practices within professional service firms. Changes in the business environment of technology consultancy firms, has developed a need to adopt more structured procedures in assessing the market place and in responding, both through external activities as well as through internal optimization. An assumption was made that the market orientation concept was of relevance in addressing this need. A qualitative empirical investigation was conducted at a large professional service firm mainly operating within the construction consulting industry in Sweden. The result provides a conceptual framework for practising market orientation, based largely on empirical findings, which in the conclusion is summarized into a model to visualize the interconnection of the different parts of market orientation. The framework developed is ‘The Market Orientation Model’ which is made up four stages; (1) ‘Assess Current State’ in which the goal is to understand the current state of the firm; current market, current services and current competences. (2) ‘Collect Intelligence’ where the collection of market intelligence, using a set of different processes, about the needs and demands of current, new and internal customers should be gathered. (3) ‘Create Insight’ which is the process of identifying the Market Potential or the Market Demand through processes of organization wide dissemination and analysis of the gathered intelligence. (4a) ‘Create Response Initiative’ where the aim is to create new, or develop existing service offerings to meet the demand or need of the market. (4b) ‘Create Sales Initiative’ which is the initiation of a sales attempt of existing services to new or existing customers. The model creates a summarized picture of what constitutes market orientation and how it can be adapted to an organization. It can be used to create a standardized approach for an entire organization in building a market oriented firm. By continuously following this model in a market oriented firm, greater alignment with market should be achieved.<br>Denna rapport kombinerar teoretiska och empiriska resultat för att skapa ett helhetstäckande ramverk för marknadsorienterad verksamhet inom professionella tjänsteföretag. Förändringar i dessa företags omvärld har utvecklat ett behov av att införa mer strukturerade rutiner för att bedöma marknaden och genom både marknadsinsatser och interna processförbättringar möta dessa förändringar. Ett antagande gjordes att marknadsorientering var ett relevant koncept för att bemöta detta behov. En kvalitativ empirisk studie genomfördes på ett större professionellt tjänsteföretag på den svenska teknikkonsultmarknaden med inriktning mot byggbranschen. Resultatet består av ett konceptuellt ramverk för marknadsorientering, som till stor del bygger på empiriska resultat. Detta sammanfattas i en modell för att visualisera kopplingarna mellan de olika delarna av marknadsorientering. Ramverket benämns som "The Market Orientation Model" som består av fyra steg; (1) "Utvärdera aktuellt läge" där målet är att förstå den nuvarande situationen för företaget, den aktuella marknaden, nuvarande tjänster och nuvarande kompetenser. (2) "Samla information" med målet att samla in marknadsinformation om befintliga, nya och interna kunders tjänstebehov med hjälp av en uppsättning processer. (3) 'Skapa ins ikt’, som är processen för att identifiera marknadens potential eller efterfrågan genom processer för organisatorisk spridning och analys av informationen som erhållits i steg två. (4a) ’Bemötande’ där syftet är att skapa nya, eller utveckla befintliga tjänsteutbud för att möta efterfrågan eller behov på marknaden. (4b) 'Försäljningsinitiativ’ där man skapar en riktad säljinsats av befintliga tjänster till nya eller befintliga kunder. Modellen ger en sammanfattad bild av vad som utgör marknadsorientering och hur den kan anpassas till en organisation. Det kan användas för att skapa ett standardiserat tillvägagångssätt för en organisation att bygga ett marknadsorienterat företag. Genom att följa denna modell inom ett företag bör en bättre anpassning till marknaden uppnås.
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Montane, Gladys. "Faculty Knowledge and Use of Best Practices in Online Professional Continuing Education." ScholarWorks, 2016. http://scholarworks.waldenu.edu/dissertations/1706.
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A recent mandate by the American Registry of Radiologic Technologists requires that U.S. radiologic technologists complete continuous qualification requirements (CQR). This study examined faculty skills and practices at an American university that developed online CQR courses in response to this mandate. It was specifically designed to assess the knowledge and skills of this university's faculty with regard to best practices in an online learning environment, so as to provide the basis for meeting faculty needs in distance education. Dewey's work on constructivism served as the framework guiding this study. A qualitative, intrinsic case study was employed to collect data using semistructured interviews of 11 imaging science faculty. NVivo10 ®� software was used to help analyze the data through a methodical approach of open and axial coding allowing for categorical creation of nodes. Through successive iterations, the nodes were further collapsed and emerged into 6themes: preparation for the online environment; just-in-time learning; knowledge of pedagogical and best practices; platform preparation/technology; interaction with students; and in retrospect, which was defined as the participants' reflections on previous experiences. The results were used to inform a position paper recommending ongoing professional development programs complimented with support services. Implementing the recommendations may position faculty to be more pedagogically appropriate when instructing in the online environment. The study contributes to positive social change by providing faculty with online teaching tools and skills. By positioning faculty with online pedagogical skills that improve instructional currency, practicing radiological technologists and their patients will ultimately benefit through enhanced patient care.
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Lopez, J. "Impact of an online EdD programme on personal development and professional practices." Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3009510/.
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A professional doctorate in education degree (EdD) is a degree where students contextualize professional knowledge into a “theoretical academic framework” (Quality Assurance Agency, 2015, p. 8). This study’s context is a 100% online EdD programme in the United Kingdom (UK) comprised of students throughout the world. Because online EdD programmes are relatively new, limited knowledge exists about the online EdD phenomenon from the students’ perspectives. In effect, the student voice about the online EdD is nearly absent in the literature but should be considered. How to fulfil the primary aim of the programme, to interrelate theory and professional practice and evoke social change (Costley, 2014), also has received limited attention. Two main aims of this study are: (1) To investigate the impacts of the online EdD learning experiences and outcomes on the participants’ personal and professional development through a phenomenologically-informed lens; and (2) To advance the student voice about learning experiences in online EdD programmes. This thesis is phenomenologically-informed, which enabled an in-depth investigation and a “Textural-Structural Description” (Moustakas, 1994, p. 121). The methods to collect data were interviews and document collection, which offered response triangulation and further analysis. The study results indicated that the participants experienced emotional and social challenges (e.g., cultural and linguistic disconnections and incremental disorienting dilemmas) that the transnational higher education (TNHE) virtual learning environment (VLE) sometimes exacerbated. Five of the eight participants’ stories contained evidence of each transformative learning stage (explored further in section 4.6) (Mezirow, 1991). The majority of the participants applied new knowledge from the online EdD programme to their professional contexts to effectuate social change, which is discussed in Chapters IV-V. This study draws attention to the online EdD phenomenon and furthers the discourse about the impacts of the online EdD on students’ personal and professional development.
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Trivette, Carol M. "Extending Your PD Reach: Professional Development Strategies That Help Change Classroom Practices." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4433.
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This presentation will describe an evidence-based approach to professional development that will help deliver strong knowledge content and make changes in classroom practices. During this session, participants will discuss strategies they use to extend the impact of their PD on classroom practices; as well as help create and assess new strategies.
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McKenna, Ruairidh. "Designing Daylight: Improved daylight simulation methods in education and professional architecture practices." Thesis, KTH, Ljusdesign, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-280073.
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Tyler, Susan P. "Academic Physicians' Readiness to Change in their Professional Practices: A Qualitative Study." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592170965675572.
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Moore, Neil Gregory. "Changing business management practices : an examination of the English professional football industry." Thesis, University of Liverpool, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533961.
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Wiestling, Troy L. "The Relationship Between Transformational Leadership Practices and Developing a Professional Learning Community." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/88657.
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Educational Administration<br>Ed.D.<br>This quantitative study investigated self-perception of elementary school principals' leadership practices and the impact of these practices on developing and fostering a professional learning community within their schools. Fifty-nine elementary school principals, from school districts located in south central Pennsylvania, participated in this study. Five schools were selected to obtain additional responses from professional staff members working within the schools. Independent variables of principal's gender, highest level of education, and years of administrative experience were requested. Additional information regarding the size/population of the school staff and the size/population of the student body were collected to add to the analysis. The exemplary leadership practices were assessed by using The Leadership Practices Inventory (LPI) by Kouzes & Posner (2003) and consisted of five leadership practices: Challenging the Process, Inspiring a Shared Vision, Enabling Others to Act, Modeling the Way, and Encouraging the Heart. Principals and professional staff members, from the five selected schools, provided perceptions of their schools as learning communities by completing the School Professional Staff as Learning Community (SPSLC) questionnaire, developed by Shirley Hord (1996). The learning community dimensions assessed by the SLSPC are: Principal's Facilitative Leadership, Shared Visions for Improvement, Collective Creativity and Learning, Classroom Observations and Feedback, and School Conditions and Capacities. Descriptive statistics, One-way Analysis of Variance, and Correlation coefficients were tests used to respond to the research questions. The results of my study indicated that the principals perceived they were engaging in transformational leadership practices and that their schools were developing as professional learning communities. The data analysis also showed that a relationship does exist between the transformational leadership practices, of the principals, and the schools developing as professional learning communities.<br>Temple University--Theses
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Boykin, Kendra M. "Professional development practices in literacy and technology integration at socioeconomically different schools." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539618665.
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Socioeconomically disadvantaged and African American students consistently perform lower on literacy assessments that measure reading and writing achievement than their dominant culture peers. The changing nature of literacy itself is making this literacy problem even more challenging. Competencies for interacting in digital contexts, identified as new literacies, are necessary to effectively read, write, and communicate using the Internet and other information and communication technologies [ICTs]. According to extant literature, African Americans and socioeconomically disadvantaged students are more likely than their dominant culture peers to use digital technologies to build traditional literacy (Au, 2006; Harwood & Asal, 2007).;Teachers have an important role in providing all students with the technological experiences that will allow them to be literate in the 21st century (IRA, 2009). The changing nature of literacy underscores the importance of professional development for literacy and technology integration (Karchmer, 2001; Watts-Taffe & Gwinn, 2007). The purpose of this study was to understand how and why teachers may engage students from a socioeconomically disadvantaged school with a predominately African American student population in different digital technological literacy experiences than students from a more socioeconomically advantaged school with a large percentage of African American students. The study focused especially on the roles professional development may play in creating students' inequitable experiences with new literacies.;Examined through the lens of Kincheloe and McLaren's (2005) reconceptualized critical theory: hegemony and ideology, this research study discovered educational practices, including professional development about literacy and technology integration, that have possible roles in reproducing inequalities in education.
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Varajic, Sandra Mujagic. "Elementary Teachers' Perceptions of Practices and Professional Development for Differentiating Mathematics Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4407.
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Teachers and administrators in a Title I elementary school in a southeastern state are concerned that there has been a trend over the past 3 years of declining standardized assessment scores in mathematics for students in Grades 3, 4, and 5. The purpose of this qualitative case study was to explore teachers' perceptions of practices, and professional development (PD) for differentiating mathematics instruction. This study was grounded in the conceptual framework of Vygotsky's zone of proximal development and Tomlinson's differentiated instruction (DI). Purposeful sampling was used to select 8 teachers and 1 mathematics coach, who worked with students in Grades 3, 4, and 5 at the target school. Data were collected through interviews and classrooms observations with participants. Open coding and thematic analysis were used to identify emergent themes from the data. The key findings were that, while some teachers attempted to differentiate mathematics instruction for struggling students, the participants felt they needed more PD related to specific strategies for differentiation and more planning time to collaborate with other educators in order to implement differentiated instruction effectively for all students. In response to these findings, a PD project was created for teachers in Grades 3, 4, and 5 to involve them in construction of a variety of strategies for planning and implementing differentiated instruction in mathematics. Positive social change might occur when teachers feel supported by the district to schedule ongoing opportunities to collaboratively plan and implement effective differentiated mathematics instruction to advance students' mathematics achievement in the local Title I school.
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Blackford, Jennifer Louise. "Increasing Collaboration, Shared Values, and Authentic Teaching Practices Through Technological Professional Development." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5828.
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The purpose of this outcome-based program evaluation project study was to investigate how professional development (PD) influenced the shared values of 25 district teachers regarding instructional technology and their collaboration and instructional practices using instructional technology. Inclusion criteria included (a) participants had to be 18 years or older and (b) participants had to be a certified teacher. Guided by Mishra and Koehler's TPACK theory and Guskey's model for PD evaluation, the research was designed to determine (a) how teachers demonstrate collaboration using instructional technology as a result of PD, (b) what shared values teachers have adopted regarding instructional technology as a result of PD, and (c) how the authentic teaching practices of participants have changed because of the technology PD. Data were collected through Likert surveys, interviews, and classroom observations. Data analysis included descriptive statistics for the quantitative portion, and identification of emerging themes for the qualitative portion. The results reflected ways technology is being implemented into instructional strategies. The implication of this study for social change includes support for including collaboration and shared values in professional development to improve instructional strategies incorporating technology, which can lead to improved learning environments. Teachers and the school can benefit by having the knowledge of how technology and PD provided by the OETT grant enhanced instruction. Social changes that may occur due to the findings of this study include the school gaining a better understanding of the influence of technology in instruction on student learning and identifying tools that potentially increased teacher uses of the technologies purchased as well as teacher application of the knowledge gained in the PD provided through the grant.