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Relevant bibliographies by topics / Professionally directed training / Dissertations / Theses

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Dissertations / Theses on the topic 'Professionally directed training'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Ellefson, Bryan A., and University of Lethbridge Faculty of Education. "Teacher-directed professional development." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/54.

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This thesis is an interpretation of the meaning of a professional development project for six high school English teachers in a small, rural jurisdiction. The project design attempts to incorporate guidelines for effective professional development, especially in regard to the way in which authority influences the experience. This study is a case study from a naturalistic inquiry perspective using thnographic techniques. Further, the methodology is educative in the sense that the study was intended to change the situation studied. The analysis attempts to articulate the voices of various author

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2

Ellery, Jane. "Delivering Continuing Education in Health Education using Self-Directed ComputerMediated Instruction: Moving from Intention to Action." Scholar Commons, 2003. https://scholarcommons.usf.edu/etd/1361.

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Using advanced technologies can help increase the availability of educational offerings; however, the steps taken in this direction must be appropriate for the target population and the specific content taught. As such, understanding factors that lead to health educators' intentions and behavior related to computer-mediated instruction for continuing education is an important step in developing and marketing appropriate computer-mediated instruction programs (Hoffman & Novak, 1994). Using the theory of planned behavior (Ajzen, 1988) this study explored the relationships between health educator

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Ellery, Jane. "Delivering continuing education in health education using self-directed computer-mediated instruction [electronic resource] : moving from intention to action / by Jane Ellery." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000052.

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O'Keeffe, Breda Victoria. "The Effects of Fluency Training on Implementation Fidelity of a Reading Intervention Conducted by Paraprofessionals." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/452.

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Improving educational outcomes involves many variables, including identifying effective interventions and ensuring that they are effectively implemented in schools. Within a "response to intervention" model, treatment integrity of academic interventions has become increasingly important. However, recent research has suggested that ensuring treatment integrity by instructional staff may require intensive coaching, including daily or weekly performance feedback. This system may be unsustainable in typical schools because of limited resources for supervision. Some studies have found that treatmen

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Pingo, John Charles. "AN EXAMINATION OF THE EFFECTS OF FEEDBACK AND ACCEPTANCE AND COMMITMENT TRAINING ON DIRECT SUPPORT PROFESSIONAL ACTIVE TREATMENT IMPLEMENTATION, STRESS, AND JOB SATISFACTION." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/210.

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Relational Frame Theory (RFT; Hayes, Barnes-Holmes, and Roche, 2001) describes verbal contingencies as networks of relations between overt and covert stimuli. RFT posits that the ability to form these relational networks is a key component of language and cognition. These relations can become problematic when they result in an individual rigidly responding to verbal contingencies even when environmental contingencies produce more adaptive outcomes. RFT has given rise to an intervention program called Acceptance and Commitment Therapy (ACT; Hayes, Strosahl, & Wilson, 1999) that is designed to h

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Hollingsworth, Amy B. "Q Methodology as a Needs Assessment Tool for Biology Graduate Teaching Assistants Participating in an Instructional Training Program." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1384775755.

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Scarparolo, Gemma. "The effect of a professional development model on teachers' knowledge, beliefs and instructional practices in teaching early reading." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1403.

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The release of several major evidence-based reports and reviews worldwmilcatide in the last 15 years on teaching reading, have reported that one of the most effective ways to teach the necessary decoding skills for beginning readers is to include and teach phonological awareness and phonics in an explicit, direct and systematic manner. To achieve this, researchers and educators have placed an emphasis on the key role that evidence-based professional development plays in providing teachers with the necessary knowledge, understandings and instructional skills to be able to teach these skills eff

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Saint-Luc, Florence. "De la confrontation coopérative interculturelle à l'autoformation coopérative : le cas des formateurs d'enseignants au sein du Mouvement international de l'Ecole Moderne." Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10175/document.

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La crise éducative et économique mondiale génère un besoin de revoir les finalités éducatives et de réformer la pensée. « Les sept savoirs nécessaires pour l’éducation du futur », d’Edgar Morin, visent un humanisme démocratique et scientifique. C’est dans cette optique, et avec ce cadre épistémologique, que nous avons constitué une recherche collaborative internationale sur la formation de formateurs, au sein du mouvement de l’École Moderne. Une confrontation coopérative interculturelle a commencé, dans un premier temps, par une observation participante armée dans 5 pays européens, afin de tra

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9

Govender, Rosaline. "Narratives of self-directed professional development : practices, learning and change of teachers in South African schools." Thesis, 2012. http://hdl.handle.net/10413/9360.

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This research study is an exploration of the self-directed professional development of teachers, teaching in public schools in an era of democracy and educational change in South Africa. Amidst an ever-changing educational system, these teachers - Mbeje, Shabeer, Carolina, Shakila and Tasneem - position themselves as self-directed teacher-learners. As self-directed teacher-learners they adopt particular learning practices which enable change within the broader discourses of public schooling. Life-story interviews were used to enter into the public and private spaces of these five teachers whic

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Chen, Yung-Pin, and 陳永彬. "On Relationships between Elementary School Director Training Curriculum and Professional Competence: A Case Study of Taipei City." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/59022567139951416825.

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碩士<br>國立臺北教育大學<br>教育政策與管理研究所<br>97<br>On Relationships between Elementary School Director Training Curriculum and Professional Competence: A Case Study of Taipei City Abstract The purpose of the study is to explore the content and status quo of Taipei City elementary school director training curriculum and professional competence in order to examine their relationships. Practical suggestions for education administrators, school staffs and further researchers are provided as well. The study has been done via literature review and survey. The elementary school director training curriculum has b

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Hall, Nerissa. "An Investigation of the Efficacy of Direct and Indirect AAC Service Provision via Telepractice." 2013. https://scholarworks.umass.edu/open_access_dissertations/743.

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There is a growing population of individuals using Augmentative and Alternative Communication (AAC) in need of evidence-based intervention from highly qualified personnel. However, not all speech pathology programs offer AAC coursework and/or practicum opportunities, and practicing speech-language pathologists (SLPs) report low levels of confidence and expertise in working with individuals using AAC. Therefore, there is a need to develop more innovative pre-professional training programs to better equip the next generation of SLPs with the knowledge and skills necessary to provide high-quality

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Koetsuk, Ketsara. "A case study of the interests and needs of the district director to improve job performance in the Bangkok metropolitan administration." Thesis, 2006. https://vuir.vu.edu.au/1466/.

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This research identifies the professional development needs of fifty District Directors employed by the Bangkok Metropolitan Administration, Bangkok, Thailand, in order to produce an operational strategy for a learning organisation and an improvement in work quality. The population sample consists of the Permanent Secretary, two Deputy Permanent Secretaries, and all fifty District Directors of the Bangkok Metropolitan Administration. The research involves a Proactive Evaluation, in which a needs assessment of a group of fifty District Directors is undertaken. A mixed methods approach, using bo

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Reis, Leonardo José Lousã. "Perfil do gestor desportivo de clubes de futebol : uma proposta de modelo de formação." Master's thesis, 2016. http://hdl.handle.net/10400.5/11991.

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Este estudo tem como objectivo a proposta de um modelo de formação para gestores desportivos em clubes de futebol em Portugal, através do estudo e análise do seu perfil profissional e das insuficiências detectadas na oferta de formação de qualidade na área da gestão desportiva. Para se chegar a estas conclusões, o método de investigação escolhido foi o questionário, que foi colocado a 27 directores desportivos, visto que foi impossível recolher mais amostras. Foi, de resto, por este motivo que o estudo demorou mais tempo a concluir do que o previsto, devido à demora e dificuldade em recolher

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14

Ceza, Nomnqophiso Prudencia. "Challenges faced by staff members in information and communication training at a public university in the Eastern Cape." Diss., 2012. http://hdl.handle.net/10500/8833.

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The introduction of e-learning in teaching and learning has necessitated the training of staff members in Information and Communication Technology (ICT). This study focuses on the challenges that staff members, who are the facilitators of learning, experience when undergoing training in ICT. The research design employed a qualitative methodology which involved focus groups from a public university. Data was collected from the participants through semi-structured interviews. The findings indicate that the challenges that staff members experienced during ICT training are related to a lack of com

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(10730865), Scott Tecumseh Thorne. "TEACHER SUPPORTS USING THE FACILITATOR MODEL FOR DUAL CREDIT IN OPEN ENDED DESIGN THINKING COURSEWORK: UNIVERSITY COLLABORATION AND HIGH SCHOOL IMPLEMENTATION." Thesis, 2021.

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The facilitator model for dual credit offers a way for student to earn directly transcripted credit to colleges and universities, overcoming many barriers faced by other dual credit models. Successful implementation of this model requires high degree of involvement from the cooperating institution. This IRB approved qualitative case study explored the needs of five teacher facilitators in both summer professional development and on-going support throughout the school year when implementing a facilitator model for dual credit with open-ended design coursework. Code-recode and axial coding techn

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