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Books on the topic 'Professionalization by research'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

1959-, Thomas Janice, and Project Management Institute, eds. Professionalization of project management: Exploring the past to map the future. Project Management Institute, 2004.

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2

Chan, Janet B. L. Learning the craft of policing: Police training, occupational culture & professional practice : final report to the New South Wales Police Service and the Australian Research Council. s.n., 1999.

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3

Reay, Trish, Elizabeth Goodrick, and Bob Hinings. Institutionalization and Professionalization. Edited by Ewan Ferlie, Kathleen Montgomery, and Anne Reff Pedersen. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780198705109.013.1.

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Health care systems are both highly institutionalized and highly professionalized. We suggest that both characteristics should be considered to understand the underlying power dynamics and how organizational change can occur. Although these characteristics have mostly been considered separately, we identify three ways they are being brought together and show how each reveals different underlying power dynamics that in turn suggest different explanations of organizational change. To conclude, we set out three avenues for future research that will continue to advance our knowledge of change in h

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4

Glasman, Joël. What is the Concept of Professionalization Good for? Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190676636.003.0003.

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Drawing on archival material and oral sources from historical research on the Togolese police, this chapter argues that the notion of professionalization, until now a hidden passenger of police studies, is not a useful analytical category to make sense of police organisations. Like many of the notions used in police support and Security Sector Reform projects, it is both teleological and Eurocentric, and as such creates analytical problems. The underlying presupposition is that African police are still not professional enough; and professionalization is often equated with adherence to strict b

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5

History, Reflection, and Narrative: The Professionalization of Composition 1963-1983 (Perspectives on Writing: Theory, Research, Practice). Ablex Publishing, 1999.

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6

Dupuy, Béatrice, and Muriel Grosbois, eds. Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.44.9782490057757.

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In this volume, language learning and professionalization are explored by addressing the existing gap between pressing needs for enhanced soft skills in work environments wherein technology-mediated, multilingual communication is increasingly the norm, and current foreign language teaching and learning offerings in higher education. Considering theoretical, methodological, and pedagogical perspectives for preparing language learners and teachers in/for the 21st century, this volume’s eight chapters underscore that research findings should inform the design of learning experiences so that peopl

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7

Kwame Harrison, Anthony. Introduction to Ethnography. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199371785.003.0001.

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This introductory chapter introduces ethnography as a distinct research and writing tradition. The author begins by historically contextualizing ethnography’s professionalization within the fields of anthropology and sociology. While highlighting the formidable influences of, for example, Bronislaw Malinowski and the Chicago school, the author complicates existing understandings by bringing significant, but less-recognized, influences and contributions to light. The chapter next outlines three principal research methods that most ethnographers utilize—namely, participant-observation, fieldnote

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8

Freeland, Richard M. Academia's Golden Age. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195054644.001.0001.

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This book examines the evolution of American universities during the years following World War II. Emphasizing the importance of change at the campus level, the book combines a general consideration of national trends with a close study of eight diverse universities in Massachusetts. The eight are Harvard, M.I.T., Tufts, Brandeis, Boston University, Boston College, Northeastern and the University of Massachusetts. Broad analytic chapters examine major developments like expansion, the rise of graduate education and research, the professionalization of the faculty, and the decline of general edu

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9

Rios, Jane Adriana Vasconcelos Pacheco, and Luciana de Araújo Pereira. Cenários e Perspectivas da Profissão Docente. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-487-6.

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This publication shares perspectives built on teacher training, educational policies, the profession and other educational settings related to teaching, learning and research. From a collection of texts, it reveals walks through research and pedagogical experiences built in the school's daily life, which is an incarnated and reconfigured scenario in the lives of teachers who appear in publications as authors and/or as collaborators of search. It is an e-book that emerges from the debates held in the Thematic Group gathered at the Colloquium on Teaching and Diversity in Basic Education, organiz

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10

Simon, Josep. Physics Textbooks and Textbook Physics in the Nineteenth and Twentieth Centuries. Edited by Jed Z. Buchwald and Robert Fox. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199696253.013.22.

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This article focuses on physics textbooks and textbook physics in the nineteenth and twentieth centuries, with particular emphasis on developments in France, Germany, Britain, and the United States. It first examines the role that physics textbooks played in the early stages of the professionalization of the history of science before presenting a general overview of the genesis of textbook physics in the nineteenth century. It also looks at major textbooks produced in France and the German states while making some reference to British and American textbooks. Finally, it considers recent schola

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11

Padilla, Guillermo Zermeño. Mexican Historical Writing. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199225996.003.0023.

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This chapter explores Mexican historical writing. One cannot understand the evolution of Mexican historiography after 1940 without taking into consideration the consolidation and political hegemony of the regime established after the Mexican Revolution in the 1930s, most notably in the government of president Lázaro Cárdenas. In addition to the international and domestic economic, political, and cultural factors, it was the convergence of exiled Spanish republican intellectuals and intellectuals of the Mexican Revolution after 1938, which ultimately sparked the appearance of academic historiog

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12

Haas, Elisabeth. Mentoringprozesse in der Lehrer:innenausbildung. Gelingensbedingungen für Schulpraktika. Verlag Julius Klinkhardt, 2021. http://dx.doi.org/10.35468/5907.

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School mentoring in Austria is structurally anchored in the curricula of the new teacher trai-ning with the establishment/implementation of pedagogical-practical studies. Partner schools of universities of teacher education and universities offer students space for learning experience through practice and opportunity to complete the curricular parts of school in social environ-ment of schools. Mentors accompany and support the professionalization process and enter into a mutual learning and developmental relationship against the background of curricular re-quirement structures as well as subje

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13

Gleason, Philip. Contending with Modernity. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195098280.001.0001.

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How did Catholic colleges and universities deal with the modernization of education and the rise of research universities? In this book, Philip Gleason offers the first comprehensive study of Catholic higher education in the twentieth century, tracing the evolution of responses to an increasingly secular educational system. At the beginning of the century, Catholics accepted modernization in the organizational sphere while resisting it ideologically. Convinced of the truth of their religious and intellectual position, the restructured Catholic colleges grew rapidly after World War I, committed

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14

Scott, Juliette R. Legal Translation Outsourced. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190900014.001.0001.

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This highly interdisciplinary practitioner research explores the outsourced legal translation environment, with a view to optimizing fundamental aspects of procurement—commissioning and performance. The results of a global survey are analysed: participants comprised 84 principals, for the most part from leading law firms and corporations, and 303 legal translation practitioners (41 countries, 6 continents). Concepts from corporate agency theory are used to shed light on market dysfunctions, such as a tortuous chain of supply, while perspectives from genre theory, comparative law, and functiona

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15

Úcar, Xavier, Pere Soler-Masó, and Anna Planas-Lladó, eds. Working with Young People. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190937768.001.0001.

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The book offers a new outlook on social, cultural and educational work with young people. It is the perspective of social pedagogy: a theoretical and practical perspective that has been developing in continental Europe over the last 150 years. Social pedagogy poses a way of acting that places young people at the center of socio-educational work, putting their decisions and actions into value. It aims to accompany them in their life process of personal construction within the framework of the community in which they live. The book is organized into three large blocks of chapters. The introducti

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