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Santos, Nilton de Santana dos. "Fatores endógenos e exógenos que afetam o desempenho de Institutos Federais de Educação, Ciência e Tecnologia: os casos da Bahia e do Espírito Santo." Universidade Catolica de Salvador, 2018. http://ri.ucsal.br:8080/jspui/handle/prefix/412.
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Previous issue date: 2018-01-25<br>Este estudo, com o objetivo de investigar e identificar os fatores endógenos e exógenos que interferem no desempenho educacional e na qualidade do ensino dos Institutos Federais de Educação Ciência e Tecnologia da Bahia e do Espírito Santo, teve o propósito de verificar porque estes institutos pertencentes à mesma rede federal de ensino, vinculados à Secretaria de Educação, Ciência e Tecnologia (SETEC/MEC), demonstraram uma disparidade em relação ao desempenho educacional dos alunos no Exame do Enem/2014, considerando que ambos adotam a mesma política de ensino, defendida pelo MEC, e com dotações orçamentária/financeira equitativas para o desempenho de suas atividades administrativas e didático-pedagógicas. Nesse sentido, foi realizada esta pesquisa, de natureza comparativa, valendo-se, também, da pesquisa exploratória e explicativa, tendo como fonte de dados os relatórios de gestão, além da pesquisa bibliográfica, para inquirir e compreender o processo educacional, desde a colonização até os dias atuais, e as leis que regem a educação brasileira. Através da pesquisa de campo, foram aplicados questionários e entrevistas com os Pró-Reitores de Ensino, Desenvolvimento Institucional, Pesquisa e Extensão, o que possibilitou identificar e analisar uma série de dificuldades relacionadas com os fatores endógenos e exógenos que afetam o desempenho institucional, como: a questão do processo seletivo, estágios, recursos financeiros para as bolsas, alto índice de evasão, engajamento dos professores, participação da família no processo ensino-aprendizagem, dentre outros. Esses pontos relatados pelos entrevistados reforçam o dualismo do ensino no Brasil, historicamente implantado, que ainda persiste nos tempos atuais. Os resultados deste estudo indicam que os fatores endógenos e exógenos que repercutem em detrimento da qualidade do ensino podem ser amenizados com políticas educacionais mais efetivas e algumas ações mais eficientes do próprio MEC, que pode auxiliar os gestores para a tomada de decisões mais coerentes com a realidade, através de planejamento e avaliação de desempenho mais efetivos.<br>The present research aimed to investigate and identify the endogenous and exogenous factors of influence in the educational performance and the quality of the teaching of the Federal Education Institutes of Science and Technology of Bahia and Espírito Santo was designed to understand why these institutes belonging to the same federal education network, and under the guidance and supervision of the (SETEC / MEC), demonstrated disparity in student’s performance during the Enem / 2014 Examination, despite the fact that both have the same teaching policies, implemented by the MEC, and with equitable budgetary / financial allocations for the implementation of its administrative and didactic-pedagogical activities. In this sense, this research was carried out in a comparative nature, using exploratory and explanatory investigation as data source management reports, as well as bibliographical research, to inquire and understand the educational process, from colonization to present day, as well as the set of guidance and rules by which the Brazilian educational system is designed and organized.
A field inquiry with questionnaires and interviews targeting Pro-Rectors of Teaching, Institutional Development, Research and Extension made it possible to identify and analyze a series of endogenous and exogenous factors that affect institutional performance such as: screening and enrolling process; internships; financial resource for scholarships; high dropout rate; teacher engagement; family participation in the teaching-learning process; among others. These points reported by the interviewees reinforce the dualism of teaching in Brazil, historically implanted, that still persists in the present times. The results of this study indicate that the endogenous and exogenous factors that affect the quality of teaching can be mitigated by more effective educational policies and some more efficient actions of the MEC itself, which can help managers make decisions that are more coherent with reality through a more effective planning and evaluation of performance.
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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 authorties in this professional development activity: the voice of leadership, the voice of the collective, the voice of external influences, and the voice of the individual participant. As a professional development activity, this studyindicates that, for the participating teachers, self-directed professional development created conditions conducive to change. Although the voices of professional development authority are incomplete and contradictory, this study provides a view of the landscape of teacher change and growth that is shaped by professional development guidelines concerning function, governance, cultural milieu, leadership, and reflection. These conclusions suggest ways for researchers, administrators, teacher leaders and teachers.to enhance professional development.<br>174 leaves ; 29 cm.
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Blood, Kenneth J. "Professional Development of Novice Athletic Training Faculty." University of Findlay / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1624362340743421.
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Henderson, Dylan. "Interactive learning and regional development : new departures in regional policy in Wales." Thesis, Cardiff University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364470.
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Brown, Julie Miller. "Professional Development| The Teacher's Perspective." Thesis, Southern Illinois University at Edwardsville, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572656.
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<p>The purpose of this study was to explore teacher experiences, attitudes, feelings, and beliefs regarding professional development in order to plan professional development in the future. Eighteen teachers, the elementary school improvement coordinator, and elementary principal were interviewed or participated in a focus group, in a semi-structured environment using a set of questions to gather data. Financial records for professional development expenditures, teacher credentials, agendas from professional development activities, school calendars, and grants were reviewed to get a better understanding of past professional development in the district. This research indicates that teachers: (a) are unsure whether professional development improves teacher quality and/or student achievement (b) have had a lot of diverse professional development experiences; (c) like professional development that is interactive, easily implemented, and applicable; (d) feel more time needs to be allocated for professional development; (e) do not feel they are involved in the planning process of professional development; and, (f) that there's a lack accountability, sustainability, and focus related to professional development. Implications can be generalized for all teachers, but more specifically, from this research for this individual district. </p>
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Smith, Prudence M. "Professional development : teachers' learning in reading recovery." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/298.
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With the national spotlight firmly focused on Australian students attaining benchmark standards in literacy and numeracy and on the capacity of teachers to facilitate student achievement in literacy, questions of effective teacher development have emerged. This study investigated how professional development, which is consistent with the principles of effective practice, builds capacity in teachers. By examining the development of teachers' understandings in the Reading Recovery professional development program, key aspects of teacher development were identified and some suggestions given regarding the preparation and support of literacy teachers generally.
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Sharp, Sara J. "Standardized Professional Development Content Validation for Educators." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646183.
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<p> Educators in a low socioeconomic urban school district have been concerned with the quality of professional development (PD) training provided by the district. This issue affects students, parents, and teachers. Guided by the educational philosophy of inquiry and community, which hold that empowering teachers with validated PD could improve teacher pedagogy and perhaps academic outcomes, this project study examined (a) what benefits a standardized professional development content validation program for the 21st century can provide and, (b) what standardized professional development content validation for the 21st century looks like. A sequential exploratory mixed-methods design was used on a purposive sample of 8 teachers, who participated in semistructured, open-ended interviews. A quantitative questionnaire collected perceptions of teachers at the school. Interview data were analyzed via an inductive analysis approach, and survey data were analyzed via descriptive statistics. The findings of this sequential mixed methods research revealed that the content of PD activities often lacked structured validation for teachers to master important skills in their content area, new skills were undiscovered, and their pedagogy was underdeveloped. The outcome was a 3-day workshop designed to provide PD content validation for educators in 1 district in Washington State. Positive social change implications include teachers who can engage students in an informed, confident, professional manner, and increased teacher satisfaction at the research site as well as in other rural schools. Implementing this workshop will provide useful knowledge for policymakers, educators, and other researchers who are looking for a clearer definition of PD content for the 21st century.</p>
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Shayshon, Bruria. "The professional development of teacher-leaders." Thesis, University of Salford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365959.
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Osborne, M. B. "The professional development of teachers : issues in development and control." Thesis, University of East Anglia, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357994.
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Kjelgaard, Peggy Anne. "Patterns of Vision, Action, and Effects in Professional Development as Experienced in the Texas Centers for Professional Development and Technology." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278553/.
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In 1992, the state of Texas awarded a number of inducement grants to collaboratives of universities, schools, and service centers to develop field-based professional development schools (PDSs) and provide preservice and inservice teachers with extensive professional development. This study investigated the design and effects of the professional development models in these Texas Centers for Professional Development and Technology (CPDTs). This study used qualitative data collection and analysis procedures. Raw data were collected in the form of individual interviews, focus group interviews, documentation, and fieldnotes. Forty-six interviews were completed involving a total of 83 respondents representing all partnering entities: university representatives, school representatives, education service center representatives, and policymakers. Documentation included annual and quarterly reports, grant applications, and program approval requests. Fieldnotes included observational data from site visits. Data analysis was an iterative process using a constant comparative analysis of coded categories emerging fromtranscribed data. This comparison examined: the vision of professional development as perceived by the respondents, the enactment of professional development as experienced by the respondents, and the effects that the CPDT initiative had on professional development as perceived by the respondents. This study revealed 18 themes that were common across all eight Texas CPDTs. The themes revealed patterns of vision which included: developing a common ground, breaking barriers, evolving visions, and partnership tradeoffs. Patterns of enactment included formal and informal professional development opportunities. Patterns of effects included: empowerment of teachers, updating of university faculty on public school issues, better prepared classroom-ready interns, and more attention for K-12 students. Another pattern of effect included the distraction of "technology toys" and the difficulty keeping pace with new technologies. The study provided strong evidence that relationship building processes are crucial for building a sustained learning situation for a community of learners. The themes also provided information regarding the demands of institutionalizing and reculturing required to sustain the Professional Development School model.
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Ehrich, Lisa Catherine. "Principals' experience of professional development and their response to teachers' professional development : a phenomenological study." Thesis, Queensland University of Technology, 1997.
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That professional development is one of the most challenging and important activities facing principals and their staff, has been highlighted in the policy and professional development literature. The central purpose of this study was to explore the nature of professional development from the unique experiences of principals. It was felt there was a need to understand professional development outside the confines of theoretical constructs and overarching frameworks. A phenomenological methodology, therefore, guided the study and allowed the principals' experiences to speak for themselves.
Data were collected by semi-structured interviews with eight primary school principals in Queensland who were asked to describe experiences of two phenomena. Firstly,
they were asked to describe experiences of professional development for themselves. Secondly there were asked to describe experiences which demonstrated their responsiveness to teachers' professional development. Following the work of Giorgi (1985a, 1985b), a phenomenological psychological approach was used to analyse the data.
The two investigations yielded 17 essential themes, and each of these themes was supported strongly in the professional development literature. In addition, three
significant findings were raised for further comment. These related to the mismatch between current policy directions for professional development and the reality of
principals' experiences; the principals' conceptualisation of professional development as a planned and unplanned activity; and principals as curriculum leaders.
The study concluded by providing recommendations for further research to be conducted in the area of professional development and recommendations for the
continual promotion of professional development for principals.
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Cox, Lillian Sharon. "Teacher empowerment change and Reading Recovery professional development training /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137691.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2004.<br>Reading Recovery has registered trademark symbol after the "y" in Recovery in title. Typescript. Vita. Includes bibliographical references (leaves 131-144). Also available on the Internet.
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Szesztay, Margit. "Professional development through research : a case study." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341339.
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Graham-Johnson, Judith. "Incorporating equity dynamics in professional development| Building Educator Cultural and Professional Competency." Thesis, Fielding Graduate University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629593.
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<p> Since the statement of then -Secretary of Education Paige on the "soft bigotry of low expectations," the necessity of holding "high expectations" appears to be generally accepted as an important factor in student achievement. Secretary Paige asserted that not all teachers hold high expectations of their students, yet the possibility of such thinking is not typically acknowledged among educators. Instead there appears to be a presumption that all teachers do hold high expectations for their students and there is no evidence that this assumption is ever questioned. The assumption that high expectations are universally held negates belief that expectations should be part of the professional conversations in which educators engage and precludes the topic from being included in the professional development programs in which school staffs are engaged. </p><p> My review of literature includes learning from the other social sciences on beliefs, cultural assumptions, and expectations. This dissertation examines the development of negative stereotypes and manifestations of those stereotypes in the educational experiences, past and present of African Americans, as representatives of those segments of the population who have historically been under-served by education. </p><p> The results of the survey conducted as part of this study indicate that expectations are rarely included in professional development programs. Additionally, the results demonstrate a lack of consistency among districts in approaching similar challenges. Finally, a model developed to increase the effectiveness of professional development is proposed.</p>
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Hobbs, Lisa Rose. "Australasian paramedic attitudes and perceptions about continuing professional development." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/134081/1/Lisa%20Rose%20Hobbs%20Thesis_Redacted.pdf.
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This study utilised constructivist grounded theory to explore the attitudes, engagement and perception of current Australasian paramedics in relation to CPD. The study found paramedics have not significantly modified their engagement in CPD/LLL despite professional registration. There is, however some confusion surrounding what constitutes CPD. Furthermore, education appears to be a new form of hierarchical stigmatisation within the paramedic culture. The study facilitated the creation of a framework of paramedic CPD, which includes CPD models; PDP; reflective practices; and LLL. The framework acknowledges professional, industrial, social, personal, political, organisational and economic factors which influence or change paramedic engagement in CPD.
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DiBiase, Deborah. "Formative Assessment Professional Development| Impact on Teacher Practice." Thesis, Johnson & Wales University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621976.
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<p> With increasing demands on student achievement as set forth by the No Child Left Behind Act (NCLB) (2001), teachers are the catalyst for improving their students' performance (Marzano, 2000). Existing studies on the use of formative assessment as a process by which teachers elicit information of their students' progress and use that information to inform their instruction have shown promising results in student achievement gains (Wiliam & Thompson, 2007). Extensive teacher professional development is needed, however, to instill a change in teacher practice needed to successfully employ formative assessment resulting in improved student achievement (Trumbull & Lash, 2013; Wiley & Heritage, 2010).</p><p> The purpose of this study was to determine the relationship between <i> Linking Learning and Assessment</i> professional development (including online training modules and communities of practice) as well as other forms of professional development on formative assessment and resulting self-perceived teacher practice, and what aspects of the professional development teachers found meaningful in improving their practice.</p><p> This study utilized a mixed-methods design. A questionnaire was administered to middle level educators (<i>N</i>=82) throughout the state followed by a focus group interview (<i>N</i>=5). Quantitative data analysis consisted of descriptive statistics, correlations, Anova, and <i>t</i>-tests. Qualitative data were obtained through open-ended questions and the focus group. Content analysis was conducted to analyze the qualitative data obtained through the focus group interview and the open-ended questions on the questionnaire. </p><p> A major finding of this study is that most teachers are in the early stages of implementing the formative assessment process and have begun to realize the power of formative assessment. Those who have had ongoing and intensive training have begun to see meaningful changes in their practice. Professional development found to be most meaningful to teachers includes: collaboration, active learning opportunities and coherence. In addition, teachers expressed the need for professional development to be differentiated to meet their individual needs.</p><p> The results of this study may serve to inform teachers, administrators, districts and state departments of education when developing and implementing professional development in general as well as professional development on formative assessment.</p>
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Gregory, Michael. "The education, training and personal development needs of sole-practitioner management consultants." Thesis, University of Bristol, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319018.
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Vete, Vili. "Professional development and training needs of school principals in Tonga." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1990. https://ro.ecu.edu.au/theses/1116.
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The main aims of this study were to investigate and identify the perceived professional development needs of the school principals in Tonga in relation to the current situation. The inquiry was designed to provide a description of the understanding and perceptions which the principals and educators held concerning: I. The familiarity of principals and educators with the professional development issues and provisions made for the professional development of school principals . 2. The perceived professional development and training needs of school principals. 3. The extent to which the current provisions offered for professional development of school principals meet the needs of the principals. Data sources included senior personnel from the Tonga Government, Tonga Ministry of Education, representatives of various school systems, ten primary school principals and ten secondary school principals; and documents relating to the work of principals in schools. Interviews and questionnaire techniques were used for data collection. The Interview data were analyses using Helder's (1958) attributional analysis methods and Morris, Fitz-Gibbon's (1978) content analysis methods. The questionnaire data were coded, collated and analysed using the SAS PC+ WRITE computer package. The findings were similar In many ways to the findings of certain. Australian studies, namely, Chapman's (1986) study of Victorian primary school principals, Harvey's (1987) study of the newly appointed principals In Western Australia. Hyde’s (1988) study of the principals In remote area schools In Western Australia. The study found that the needs for professional development among the school principals in Tonga were related to knowledge and skills in four broad areas, namely: I. Management of the Human Resources at the School Level 2. Management of the Curriculum 3. Management of the School's Physical Resources 4. Leadership and Entrepreneurial ship of Human Resources both Internally and within the School's External Environment From these, and In consideration of the current changes In the Tonga education system these findings confirmed that professional development is context bound and a complicated process which occurs In different contexts and for different purposes. In this regard one, emphasis in the determination of professional development needs of principals appears, to be shifting from a central level to the people most directly involved in that process, the principals themselves. The evidence from this study suggested that, for the issues of professional development of principals to be addressed properly, there must be a move away from the notion of principals and educators as master implementers of policies and programmes to a broader perception wherein leadership Is a primary focus.
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Devlin, Linda. "Higher education partnerships for continuing professional development in education." Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288432.
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Ashton, Jill. "Continuing education : study of the professional development of therapists." Thesis, University of Essex, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306088.
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Sparrow, Robert Leonard. "The professional development of beginning teachers of primary mathematics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1372.
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Recent documents have recommended a style of teaching for primary classrooms that favours a constructivist viewpoint of learning. The actuality of mathematics classrooms is different from this vision. Newly trained teachers while exposed to, and expounding, a constructivist philosophy are, in many cases, implementing a more traditional, teacher-centred approach to classroom practice. The purpose of this study was twofold: to investigate factors which influence the pedagogical practices and beliefs of beginning teachers of mathematics in primary classrooms and secondly to evaluate a professional development support model for beginning primary mathematics teachers. A model for professional development and support of beginning teachers of primary mathematics was designed from critical characteristics of effective teacher support obtained from the literature. The model was designed via the use of a 'fellow worker' to help beginning teachers implement constructivist ways of teaching mathematics in their classrooms. It was implemented over a period of the first year of teaching for the five participants. The research took the form of an interpretative, qualitative study. The main methods of data collection were interviews, observation, researcher and participant journals, case methods meetings, repertory grids, RADIATE categories, pre and post questionnaires and characterisation scales. Data were analysed using techniques of qualitative analysis recommended by Eisner (1991) and Miles and Huberman (1994). Analysis incorporated the use of the NUD*IST computer program. Findings suggest that the professional development, support model was successful in helping beginning teachers implement and sustain a more constructivist philosophy in mathematics teaching. It appeared to provide an effective framework lo meet the individual needs of teachers within specific contexts. It was an effective alternative to the isolation and 'sink-or-swim' attitude of the first year of teaching felt by the participants. Beginning teachers used reflection in their teaching and generally began to implement less teacher-directed, traditional methods of teaching after emerging from a foreshortened ‘survival’ period. The major influences acting on pedagogical practices were the children in the classrooms of the beginning teachers. Other factors such as limited pedagogical knowledge, traditional ways of behaving as a teacher, beliefs about mathematics, mathematics teaching and learning, and time also influenced classroom practice in primary mathematics. The major finding of the research is that, with personal and context-specific support, beginning teachers can start to implement pedagogical practices in primary mathematics consistent with recent recommendations. This thesis recommends that the support must come from both the general system and the school levels and must address the needs or the individual teachers rather than mass induction methods. Distinction and separation must be made between beginning teacher support and the assessment of the beginning teacher’s competence. General methods involving a ‘sink-or-swim’ philosophy and beginning teacher isolation should be abandoned. At the conclusion of this thesis, recommendations for further study and research are provided.
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Kale, Ugur. "Online communication patterns in a teacher professional development program." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3277966.
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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Technology, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3813. Adviser: Thomas Brush. Title from dissertation home page (viewed Apr. 30, 2008).
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Pettet, Kent Lloyd. "Educator perceptions of the optimal professional development experience." Thesis, Indiana State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604444.
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<p>The purpose of this quantitative study was to examine the educator’s perception of the optimal professional development experience. Research studies have concluded that the biggest indicator to predict student achievement is teacher effectiveness (Aaronson, Barrow, & Sander, 2007; Marzano, 2003; Sanders & Horn, 1998; Wong 2001). Guskey (2000) stated, “Never before in the history of education has greater importance been attached to the professional development of educators” (p. 3). School districts continue to face reduced budgets and continue to expend resources on professional development. In addition, states such as Indiana have recently changed their evaluation system to encourage more professional development at the school and district level. A survey was created to analyze educator perceptions of professional development in five Midwest states: Indiana, Illinois, Michigan, Ohio, and Kentucky. The survey collected basic teacher demographic data: gender (male/female), licensure (elementary K–5, secondary 6–12), years of experience (0–5, 6–10, 11–15, 16–20, and 20 or more), and position type (teacher/principal). The survey consisted of 35 questions that focused on educator perceptions of professional development. In all, 396 educators from 18 school districts across five Midwest states responded to the survey instrument. A statistical analysis of the responses provided composite mean scores and standard deviations. A factorial ANOVA was used to test the first hypothesis. An independent samples t-test was used to test the second, fourth, and fifth hypotheses. A one-way ANOVA was used to test the third hypothesis. There was a significant difference between position type (teacher/principal) and licensure (elementary K–5, secondary 6–12) on their perceptions of professional development. Principals responded with a higher perception of professional development than teachers. Elementary licensure, K–5th grade teachers, also responded with a higher perception of professional development. There was no significant difference between gender (male/female) and years of experience (0–5, 6–10, 11–15, 16–20, and 20 or more). Educators responded that their perception of the most effective forms of professional development were having more time to work with colleagues (86.6%), using a professional learning community model (85.7%), and attending conferences and workshops (84.9%). In addition, educators had a higher perception of the effectiveness of professional development at the school level versus the district level. </p>
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Young, George R. II. "Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7991.
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The purpose of this exploratory case study was to understand the individual and organizational training needs of a military training organization (MTO), which trains battle staffs to inform professional development program design. The study findings might lead to an improved trainer professional development program design, which fully supports the organization’s and trainers’ efforts to deliver effective adult training. The exploratory questions used in this study were: (a) in what ways do participants in MTO perceive trainer and professional development experiences throughout their military and professional careers; (b) what are participants’ perceptions of training needs in MTO; (c) what are participants’ ideas for developing and implementing a trainer professional development program to meet these needs. The theoretical frameworks for this research were based on Knowles’s adult learning principles (2015), Lawler and King’s (2002) Adult Learning Model for Faculty Development, and the U.S. military’s Instructional Systems Design (ISD or ADDIE) model.
The data in this study were documents and artifacts, semi-structured interviews, and a researcher reflection journal. The exploratory case study revealed six major themes: (a) trainer experiences, (b) professional development experiences, (c) organizational issues, (d) training issues, (e) organizational solutions, and (f) professional development approaches and activities. MTO participants’ revealed perceptions of organizational issues related to leadership, mission and purpose, standards, personnel, and resistance to change which affected training performance. They also identified training performance issues in material development, delivery, and evaluation due to knowledge and skills deficiencies in instructional design and adult learning principles. MTO participants suggested various professional development approaches and activities for the organizational and training issues needs identified. The study’s results suggested the professional development recommendations and implications might inform changes to MTO’s existing professional development program and generate organizational inertia to further explore and address the organizational and training issues identified. The results also add to the body of literature on adult training, professional development, and training needs analysis.
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Allan, Myrna. "Is professional development a solitary or a collegial experience?" Connect to thesis, 2003. http://repository.unimelb.edu.au/10187/1114.
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There exists a consensus about the importance, but little else, of the ongoing professional education of teachers. The professional development of teachers is often seen by teachers to be a purely private matter serving self-improvement and/or career advancement. Equally often it is assumed to be essentially collegial concerned with improved school responses to redefined social expectations. Little is known about how, at the intersection of personal interactions and social necessities, truth is constructed by teachers about the significance of professional development exercises. This ontological research investigated the influence of the community of practice in signifying professional development of teachers' professional identity formation. It is a proximal influence that has been largely neglected in the literature on professional development. The case studies conducted here of science teachers in a rural secondary school initially assumed that certain types of autonomy and collegiality, together with differing workplace conditions have a more positive influence on teachers' professional development than others. The use of teacher portfolios in professional development reporting was investigated as institutional scaffolding for facilitating the sharing of insights from often remote professional development experiences, and as a means of improving communication within the science department.Positioning theory, as a tool in discursive psychology, was used to analyse professional development experiences as narrated by four colleagues in conversations with the author.
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O’Brien, Robert Patrick, and res cand@acu edu au. "Assessing the Characteristics of Effective Professional Learning and Training Programs: Perceptions of teachers, principals and training personnel within Catholic Education in Melbourne." Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp54.29082005.
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The main aim of this thesis centred on what made effective professional development programs. As a particular case study data was collected on those programs sponsored by the Melbourne Catholic Education Office. Teachers from three schools in the North Western Metropolitan Zone of Melbourne, Australia, the principals from the three participating schools and training staff from the Catholic Education Office in Melbourne became the subjects of the study. The data collected from questionnaires was analysed in order to ascertain whether there were any common trends as to what the teachers thought was needed in effective professional development programs. The interviews with the participating principals and training staff were taped and later analysed in order to determine what they believed was the purpose of professional development and whether the programs currently being offered were effective. In addition, a list of characteristics of effective professional development was developed from the relevant research literature. The analysis of the above data was used to develop a model of effective professional development. The design of this model is cyclical. A main characteristic of the model promotes the reflection by both the participants and the training providers on what has occurred during the program and this process of reflection contributes in later development of programs in similar areas. It was also concluded that the needs and expectations from professional development of teachers and principals were different to what has been expected in past research projects. Both the teachers and principals expected that they would not be solely immersed in theory or in activities that may be used in the classroom. Instead they hoped to gain a knowledge of activities that are based on theory and develop an understanding of how these activities may be used and how they will assist in student learning. Hence, the link between the theory and its application was believed by teachers and principals to be of primary importance in professional development in order to maintain high teaching practices and in turn result in improved student learning.
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Woodward, Natasha Sian. "Experiences of personal and professional identities during clinical psychology doctoral training." Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/14778.
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This study explored newly qualified Clinical Psychologists’ (CPs) experiences of personal professional development (PPD) during doctoral training. In particular there was a focus on their experiences of their personal and professional identities. Within literature relevant to PPD in Clinical Psychology training, personal and professional development were largely conceptualised as separate processes. Yet models of reflective practice would suggest that an awareness of the personal self is necessary for effective clinical work. The research questions were ‘How do newly qualified CPs experience their personal and professional identities during doctoral training? and ‘How do they experience the boundary between their personal and professional development?’. To respond to these questions seven newly qualified CPs were interviewed regarding their experiences of their personal and professional identities during training. A qualitative research design was employed and Interpretative Phenomenological Analysis was used to analyse the data. Three superordinate themes were identified within the data: Developing self-acceptance; Enhancing awareness of self and others; Taking risks and managing uncertainty. Within these results there was a strong message of an inextricable link between personal and professional identities. It seemed that participants started from a position of being themselves, and during training negotiated the dilemmas of learning a professional role. In order to do this they would often look to others for how to negotiate this process. Yet this process could create challenges, as bringing one’s personal self into the professional arena was not always seen as acceptable. If participants were able to show personal aspects of themselves this could make them feel vulnerable and, therefore, these processes held an element of uncertainty. Where participants were able to show their personal selves and felt validated, this allowed for developing self-acceptance. The implications for clinical training and the clients with whom CPs work are discussed.
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Dierkes, Tina. "Administrative professionals : their educational preparation and need for professional development training /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1342745691&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Simpson, Catherine. "Academic advisers| Perceptions of training and professional development at community colleges." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558575.
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<p> This qualitative case study utilizing in-depth interviews examined academic advisers' perceptions of training and professional development resources at a Midwestern U.S. community college. In addition, the study examined the availability and accessibility of training and professional development resources at the community college. The study sought to gain a better understanding of influences that shaped academic advisers' perceptions. Four themes emerged from the interviews: Educational Experiences, Adviser Participation, New Advising Resources, and Funding. Findings of the study indicated that perceptions of training and professional development varied. However, there was a consensus among advisers that training and professional development opportunities existed on- and off-campus. However, there were divergent perspectives regarding availability, accessibility, and advisers' ability to participate. The findings also indicated that advisers' ability to participate and obtaining new advising resources were tied to funding. The findings of the study can be used by advising managers, administrators, and policymakers to improve advising practice, better serve a changing student population, and fulfill institutional goals and missions.</p>
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Hale, Patricia. "Manager Training: Professional Development Content for New and Newly Promoted Managers." Ohio University Honors Tutorial College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1461322913.
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Hill, Colin. "The identification and development of training behaviours in professional rugby players." Thesis, Bangor University, 2012. https://research.bangor.ac.uk/portal/en/theses/the-identification-and-development-of-training-behaviours-in-professional-rugby-players(fd053dc9-29f5-4c5c-a7d7-3c60f275aaba).html.
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This thesis was written as a collection of research papers through which the identification, quantification, discrimination and development of training behaviours in professional rugby players were investigated. Qualitative and quantitative research methods were used in this thesis, and confirmatory factor analyses were completed on two measurement tools. Specifically study 1 interviewed six premiership coaches in an attempt to make their implicit knowledge of the selection of young, potential professional, rugby players to professional academies explicit. Open, thematic, axial and selective coding was used to allow themes to emerge from the initial interviews. Trustworthiness of the data was maintained by member checking, parallel coding, and a focus group. Seven themes emerged from the coaches' data; dependability, coping with the training environment, quality of preparation, distractibility, ability to be coached, social skill, and intensity of effort. Study 2 attempted to discriminate between the behaviours of professional and amateur rugby players. Using the seven themes, from study 1, two measurement tools were developed. The players' questionnaire was distributed to 308 rugby players and the second questionnaire to the coaches of those players. Results revealed six different training behaviours were significant in discriminating between amateur and professional players. Two behaviours were agreed by the coaches and the players. Two behaviours the players identified as discriminatory, but the coaches did not. Two behaviours the coaches identified as discriminatory, but players did not. Study 3 attempted to improve the most discriminatory behaviour the coaches identified in a group of professional rugby players. A 12 week intervention took place with three measurement points pre- intervention, at week 6 of the intervention and post-intervention. A second group of professional rugby players acted as a control group. Any implications drawn from these results should be treated with caution as a series of confounding variables potentially disrupted the study.
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Lou, Zhijian 1957. "Assessing needs of educational administrators in their professional development." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63984.
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Armstrong, Ann Cheryl. "Distance education and teacher professional development in the Caribbean : a case study of programme development." Thesis, University of Sheffield, 2003. http://etheses.whiterose.ac.uk/14719/.
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This thesis examines the role of distance education in teacher professional development in the Caribbean. It does so through a case study of the University of Sheffield's collaborations with regional partners to provide courses at Certificate, Diploma and Masters level. The thesis critically reviews the origins and development of this programme in the context of educational policy and practice in Trinidad and Tobago and explores the subsequent 'caribbeanisation' of the programme. The research, which examines the underlying philosophy that has been driving the programme since its inception, is informed by a close reading of Freire and recognition of the importance of understanding and respecting the cultural inheritance and practices of the learners. Though the research is located within the Caribbean, consideration is given to the effects of globalisation on the education systems of small island developing states and how world classifications are constructed in a manner which tie these countries into states of dependency. Particular attention is given in the thesis to the nature of education collaborations within the settings of developing countries and their role in challenging the cultures of silence which envelop the relationship between developed and developing countries. The thesis argues that distance education is primarily about 'education' and less about 'distance' and that the hidden curriculum is as powerful in this context as it is in a traditional face-to-face University environment.
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Heisner, Mary J. "Meeting the Professional Development Needs of Early Childhood Teachers with Child Development Associate Training." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/50.
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This study examined the impact of Child Development Associate (CDA) training on the beliefs and self-reported practices of early childhood teachers (N = 126) using a pre-post mixed-methods research design. Preschool teachers who were enrolled in CDA classes (n=76) and a comparison group of teachers (n = 50) completed two surveys of beliefs and self-reported practices: the Teacher Beliefs and Practices Survey: 3- to 5-Year-Olds (TBPS) (Burts, Buchanan, & Benedict, 2001) and the Early Childhood Survey of Beliefs and Practices (ECSBP) (Marcon, 1988, 1999). Repeated measures Multiple Analyses of Variance indicated teachers who had completed CDA training became significantly more developmentally appropriate on measures of beliefs and self-reported practices than a comparison group who did not attend CDA training. The CDA teachers held significantly fewer inappropriate beliefs and reported fewer inappropriate practices after training than the comparison group. Results suggest that the TBPS was a more sensitive measure than the ECSBP of beliefs and self-reported practices for these early childhood teachers, most of whom had no formal education. The decrease in developmentally inappropriate beliefs and self-reported practices on the TBPS subscales illustrates the importance of measuring not only increases in appropriate beliefs and self-reported practices but also decreases in inappropriate beliefs and self-reported practices. The Constant Comparative Method was used to organize and analyze the observation and interview data of the four case study participants. Three themes emerged which describe the effect of CDA training on the beliefs and self-reported practices of these teachers: Reflection on current practices describes the teacher who seemed to be actively considering how the material presented in the CDA training fit with her implicitly held beliefs and current practices. Confirmation of developmentally appropriate practices describes the teacher whose existing developmentally appropriate beliefs were reinforced by the training. Superficial changes describes two teachers who gained ideas for activities in the training but revealed no change in beliefs. This study suggests that CDA training decreases the developmentally inappropriateness of beliefs and self-reported practices of early childhood teachers. A change that past research suggests will ultimately impact classroom quality. Influences such as concurrent training, program requirements, and implicitly held beliefs may moderate the extent to which new concepts are accepted and existing practices are changed.
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El-Akwah, Essam Abdel-Raheem Afifi. "Distance education for professional development in Egypt : problems, paradoxes and possibilities." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274303.
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Lampoh, Abdullah Awang. "Professional development of senior staff of secondary schools in Brunei Darussalam." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/506ac74c-7e8d-4fff-9788-3c4c8b935a1d.
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Stachler, Wendi Marie Mizer. "Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm." Thesis, North Dakota State University, 2012. https://hdl.handle.net/10365/26644.
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The purpose of this study was to determine the sustainability of professional development--teacher utilization of the Science-in-CTE pedagogical model and science-enhanced CTE lessons--one year following the Science-in-CTE Pilot Study. This study included 27 teachers (15 experimental CTE and 12 science) who participated in the Pilot Study in 2009-2010. This study was a partial replication of the Math-in-CTE Follow-up Study and data were collected using a mixed methods approach. Quantitative data were obtained from online questionnaires and qualitative data were collected from personal and telephone interviews. Data found that a majority of the CTE and science teachers voluntarily incorporated portions of the seven-element pedagogical model and 15 science-enhanced lessons into their curricula one year later. Findings suggest that collaborative professional development is an effective method of integrating science content into CTE curricula to enhance student CTE course achievement without reducing the intent of the CTE program.
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Newman, Stephen John. "Teacher education and professional development : the work of Donald A Schön reconsidered". Thesis, University of Sheffield, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245530.
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Southwood, Sue. "Towards a collaborative approach to teacher professional development : a journey of negotiation." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1004649.
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The research presented in this thesis is a case study, based on ethnographic principles, located in the interpretive paradigm of qualitative research. The focus is specifically on the development of a collaborative approach ro teacher professional development: an approach that recognises and celebrates teachers themselves as resources for their own and other teachers' professional development. The study was carried out over a period of four years with a group of twelve teachers who had recognised the need and expressed the desire to develop their teaching. The research evolved in two main phases. The initial phase was based on the implementation and evaluation of a project designed to encourage a collaborative approach to teacher development based on mutual peer support. This led to a second phase, the main focus of the research, aimed at gaining a greater understanding of the teachers' situation and situating their practice in the wider context generated by this understanding. Conversations with the teachers led to the identification of dimensions and tensions characterising their experience. The research presented here, represents an attempt to understand, interpret and make recommendations relating to the professional development of teachers. The understanding is linked to the teachers' educational biographies and experience of the culture in which they are situated. The interpretation is based on what may be viewed as a dynamic ongoing construction of meaning - a journey of negotiation. The text, described as a narrative collage, a tapestry of voices interwoven by threads of negotiation, represents a collaborative accomplishment. The teachers' words have been interpretively framed and these constructions validated in an interpersonal construction of social reality. The reader is invited to engage in an act of complicity, to collude with the text in the construction and negotiation of shared meaning, possibly finding resonance with their own situations. Reflections on the teachers' experience reveal journeys which resonate with that of the society in which the school is located - 'a case in transition' - situated between an environment characterised by constrained cooperation and an environment characterised by freer collaboration. The overall tension may be viewed metaphorically as a 'Tug o' War'. On one end of the rope is a cultural legacy of authority, isolation, social division and conservatism, while on the other end there is a pull towards greater autonomy and interaction, to adapt rather than conserve and to work together in mutual collegial support: a struggle between cooperating with what is and collaborating towards what could be. The main contention of this thesis is that we ought strongly to support and encourage collaborative approaches to professional development based on mutual peer support. We need to look towards a future of open professionalism where the teachers are regarded as key persons in the process. The attainment of such an ideal needs to be seen as part of systemic changes in management, policies and structure geared towards greater inclusivity and democratic practice; it necessitates a coherent approach that is based on relationships of mutual respect and appreciation.
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Holland, Karin. "Behavior Management Training Issues in Kentucky Classrooms." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/312.
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Classroom discipline is often a primary concern of teachers. Little is known, however, about the extent of teachers' knowledge, training, and skills with behavior management issues. This study was conducted to examine teachers' training with specific behavioral strategies, their personal level of proficiency in resolving these problems, and to determine if teachers consider the function of aberrant behaviors when deciding upon treatment interventions. A survey was developed to address these issues. The survey was distributed to teachers in four south-central Kentucky counties and two western Kentucky counties. Of the 350 surveys distributed, 209 were returned for a 59.7% return rate. There were 177 regular education teachers and 32 special education teachers included in the sample. Results of this study indicated a relatively high percentage of students exhibited problematic behaviors to the point that an intervention was necessary to resolve the problem. The highest percentage of teachers received training in behavior management strategies through a workshop/in-service. The majority of teachers reported they received training in a variety of behavioral methods, with the training perceived as only moderately helpful. When asked to rate their skills in resolving specific behavior problems, teachers reported their skills to be at a moderate level. The majority of special education teachers had heard of the term functional assessment although less than half received any training in this procedure. Most of the regular education teachers indicated no knowledge of functional assessment. Most teachers did not consider the function of the problematic behaviors when deciding upon treatment interventions. The results revealed a strong need for improved training in classroom management strategies. Future research is needed to determine more effective strategies to train teachers in classroom management.
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Buxton, Robert D., and Dennis E. Wells. "Surface Warfare Officer training: A study of undergraduate education and professional development." Thesis, San Diego State University, 1989. http://hdl.handle.net/10945/42108.
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The purpose of this study is to provide a comparison of Senior and Junior Naval Officers views on Surface Warfare Officer training in the United States Navy and to what degree the pre-commissioning sources are preparing the newly commissioned officers for follow-on Surface Warfare Officer training. The cross section of views are those of senior officers and junior officers stationed throughout the United States Surface Forces. This study will provide insight on pre-training and post-training data which will serve as a collection of views on perceived value, satisfaction, and effectiveness of the Surface Warfare Officer Program.
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Smith, Kara N. "Online Teacher Professional Development: The Importance of Training to Deliver PD Online." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1949.
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Thesis advisor: Joseph Pedulla<br>The most recent reauthorization of the Elementary and Secondary Education Act, the No Child Left Behind Act, focuses on the continued importance of teacher professional development. There are a great deal of challenges involved with delivering high-quality teacher professional development to all teachers, however, such as time, geography, and available resources. Online professional development is emerging in the literature as a viable alternative to traditional face-to-face online professional development. With the recent emergence of such a trend, however, very little research had been conducted on the quality of the individuals providing the online PD to teachers. The aim of this study was to examine one online facilitator-training program which was designed to train facilitators in the skills and best practices associated with delivering high quality PD to teachers across eight states. Using survey data collected over a two-year period, this dissertation explored the relationship between facilitator trainee ratings of training workshop quality and teacher outcomes of interest through a set of five regression equations. While only three of the relationships were found to be statistically significant, all provided valuable insight nonetheless. Specifically, the significant contributions include; a better insight into the relationship between training facilitators to deliver PD specifically in an online format and teacher perception of course quality, a series of tools to measure this relationship with other facilitator training programs in the future and, a contribution to the sparse literature currently available on this topic<br>Thesis (PhD) — Boston College, 2010<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Research, Measurement, and Evaluation
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Tenney, Gary L. "Development of an instrument of psychosocial adjustment of professional counselors-in-training." Thesis, Northern Arizona University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3606841.
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<p> The purpose of this study was to explore the psychosocial adjustment of professional counselors-in-training. The current study entailed the creation of a measure of psychosocial adjustment. The total sample consisted of 390 participants. The majority of the participants were female (90.9%). Additionally, all of the participants were sample from CACREP master's counseling programs across the US. This study employed multivariate correlational methods. Specifically, exploratory factor analysis (EFA) was utilized to explore for a latent factor structure underlying the measure. Data were collected via online questionnaires. The psychosocial adjustment measure, called Psychosocial Adjustment of Counselors-in-Training Scale (PACTS), demonstrated strong psychometric properties with a clear factor structure and high internal consistency (>.70). The latent factors discovered from the EFA were, (1) stress management, (2) interpersonal skills, (3) family support, (4) healthy lifestyle, and (5) graduate program support. Additionally, the PACTS factors were examined to see if self-presentation bias had an influence on participants' responses through adapting the Marlow-Crowne Social Desirability Scale Form X1. There was a low degree of self-presentation bias in relation with the five factors and the full scale score. Implications and recommendations for future research, applications, and theory are discussed as well as limitations of the study. Replications with other counseling trainees would be useful to confirm the factor structure and the overall measure.</p>
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Chase, Nicole Marie. "A cognitive development approach to professional ethics training for counselor education students." W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1539618273.
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The study examined the effects of integrating a cognitive-developmental approach with professional ethics training on the moral and conceptual development, self-presentation styles, and ethical decision-making skills of graduate counseling students. The sample was comprised of students who enrolled in counseling courses at the College of William and Mary. The ethics intervention group was compared to two groups; one group who received the traditionally taught ethics course, and one group who had not taken the ethics course at William and Mary. Instruments used included the Defining Issues Test (DIT), Paragraph Completion Method (PCM), and Concern For Appropriateness scale (CFA). Students were also administered an adapted format of the Moral Judgment Interview that depicted ethical dilemmas in counseling. The intervention methodologies used included the components of Deliberate Psychological Education (DPE), moral discussions, and a Conceptual Matching Model approach.;The results failed to support expectations that students in the intervention group would obtain significantly higher DIT and PCM post-test scores than the other two groups. A significant inverse relationship was only found between CFA and PCM pre-test scores. Stages 3-3 /4 levels of reasoning were largely used in responding to ethical dilemmas. A qualitative analysis of interview and journal responses indicated that the intervention course did impact students' personal and professional growth.
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Pete, Elizabeth. "Online Training Impact on Adjunct Faculty Compliance and Satisfaction With Professional Development." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2041.
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The problem addressed by this project study was low levels of adjunct faculty compliance and satisfaction with the professional development program at a local college. The purpose of the study was to determine if an alternative delivery method would yield higher levels of compliance and satisfaction than would a traditional professional development workshop. The guiding research question was whether an alternative delivery method would yield higher levels of compliance and satisfaction than a traditional professional development workshop. The theoretical base included andragogy, self-directed learning, and connectivism. Using an experimental design, the project examined archival data concerning compliance and satisfaction for 69 adjunct faculty members who had been randomly assigned to an online (experimental group; n = 39) or on-campus (control group; n = 30) professional development workshop. A chi-square analysis showed that compliance levels were significantly higher for participants in the online professional development workshop compared to those who participated in an on-campus workshop. An analysis of variance found that the overall satisfaction level was higher for participants in the online workshop compared to those who participated in the on-campus workshop. The project resulting from the study was a policy recommendation report. Online professional development can positively influence social change by increasing adjunct faculty participation and facilitating the creation and maintenance of networks of health educators. Additionally, direct and indirect costs currently associated with traditional professional development may be reduced through the use of online professional development.
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Owens-Kristenson, Jodi. "Content Area Literacy| Relationship Between Lesson Design and Professional Development." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3565609.
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<p>Despite Minnesota’s investment in professional development in content area literacy, secondary students are not showing expected literacy gains. A lack of literacy proficiency limits future options for students. The purpose of this study was to examine content-area literacy strategy inclusion and its relationship to professional development in the context of complexity theory, efficacy theory, transformational learning theory, structured teaching, and constructivism. A cross-section correlation survey research study was conducted to investigate the relationship of time spent in systematic professional development, type of professional development, rate of strategy inclusion, and confidence in literacy strategy inclusion in lesson design. Convenience sampling was employed to secure secondary teachers (<i>N</i> = 65) in public schools in Minnesota. The Spearman Rho Coefficient calculation was used to analyze these 4 variables; relationships were determined at (<i> p</i> < .05) and (<i>p</i> < .01) confidence levels. According to the results of the study, self-selected professional development is related to the frequency of literacy strategy use and confidence in literacy strategy use. Time in professional development is a critical issue in confidence of literacy strategy use. Recommendations for local districts include providing a menu of self-selected literacy professional development options. This study may impact social change through providing educators improved literacy instruction, resulting in more competent adult readers and informed decision-makers. </p>
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Scheller, Mary Kay Suitor. "Development of a training evaluation sample for use in the professional business setting." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005schellerm.pdf.
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Anderton, Philip. "A new framework for the professional development and performance management of probationary constables." Thesis, University of Hull, 2011. http://hydra.hull.ac.uk/resources/hull:5401.
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Policing, the enforcement of law and the keeping of order within society, is continually and increasingly under the public microscope. There are many varied and conflicting work doctrines, the control of which is partly directed by the chief officers that lead the police forces of England, Wales and Northern Ireland. For the police service, the assessment of the work that is carried out has to be justified before an increasingly large and critical audience. Within England and Wales, a relatively recent change in Government has itself led to a change of focus on policing issues and political examination from hitherto unknown quarters. Whilst policing in an environment of change and increasing political influence, individual police forces and their members are being increasingly held to account, not only for their performance but their actions leading to that performance. This research examines the problematic nature of measuring and developing performance within a police service that not only expects, but demands personal development and individual growth in an occupation seeking to become revered as a profession. The performance of the individual during the two year probation period is closely examined and has been re-designed within this research. It is suggested that during this period the focus of any police officer should be on the needs of the individual within a relevant policing context, not on the performance requirements of the policing environment that officer serves. The concepts of competency, competence, behaviour, skills and performance related tasks are all closely scrutinised and reviewed with a focal aim of increasing the effectiveness of police assessment. The links between these standard setting processes and performance assessment are examined. This will also assist the service members to become proclaimed as the professional police officers they seek to be. This work has remained iterative and qualitative throughout the research. Members of all police forces have been consulted and data is drawn from them all. Within national policing, each of the recommendations that have stemmed from the research have been tested and found to be agreeable. This agreement was drawn from members of the federated ranks (those lower and perhaps more pragmatic in the organisation), members of the Association of Chief Police Officers (ACPO), and the leaders and members of the strategic boards of the organisations concerned. It is recognised that for some, the recommendations are too progressive and could be viewed as 'revolutionary' and a step too far. The findings that emerge from this research involve at a strategic level recommending an additional role for the HMIC (Training) as a clearing house for police training research functions, the analysis of the role of the forthcoming police National Training Organisation. At a tactical level the research outlines a three dimensional model of police assessment to be used within any emerging police assessment/competency framework models as well as outlining how appraisals should embrace the advantages of including European Foundation for Quality Management (EFQM) processes within the structure of police officer assessment. This research recognises the link between organisational competence and the competence of individual employees and make these explicit within the overall umbrella of 'performance management'.
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Mushaandja, Johannes. "Investigating in-service professional development of secondary school principals in Namibia." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8215_1184583969.
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<p>The Namibian education system was affected by a number of changes and challenges. These changes and challenges emanated from new political, financial and socio-economic trends in Namibia and the global village. Due to their strategic positions as educational leaders-cum-managers, principals were expected to lead and manage schools to overcome the challenges and meet increasing expectations of varied stakeholders. However, many secondary school principals especially those in rural areas could not cope with the changes and challenges. Rural secondary school principals did not have what it takes to manage and lead their schools effectively and efficiently. This study investigated the professional development of Namibian secondary school principles with special focus on rural secondary school principals in the Omusati Region, a region in north central of Namibia.</p>
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Laidlaw, Christine. "Therapist metamorphosis : beginner and experienced psychotherapists' journeys of professional therapeutic development." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/d1007912.
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This research aimed to trace the development of psychologists as therapists within a South African context. Two distinct career levels were explored in relation to a competency model, a skills development model, and a developmental phase model of psychotherapists' professional development. Through purposive sampling five intern psychologists and six registered psychologists with at least seven years post-qualification client contact were selected according to the inclusion criteria of the study. Through semi-structured interviews, couched in the social constructionist position, the participants' experiences were thematically analysed. In addition, the researcher's own personal journey of developing as a psychotherapist was reflected upon. The current research study found that a number of aspects fostered the development of psychotherapists. Across the two career levels the life experiences of participants particularly featured events that were personally wounding or placed the participant in the helper role. The theoretical orientation(s) of participants were voiced as influential in their development, yet the ability to adjust their theoretical orientation to clients' needs was of overriding importance. Participants emphasised forming a strong therapeutic relationship with clients as the centrepiece of psychotherapy and depicted the therapeutic process using diverse metaphors. No key differences in use of metaphors emerged between intern and established psychologists. Catalysts for professional growth included personal therapy, "unforgettable cases", group supervision and, in the case of established psychologists, continuing professional development workshops. xiii Shifts in competency were recognised by intern psychologists as they gained more experience, namely, dissolution of naivety, a decrease in anxiety regarding their clinical work, a greater flexibility in the therapeutic process, a decreased sense of inappropriate responsibility for clients' progress, and an ongoing process of negotiating the interface of their personal and professional lives. Established psychologists spoke of having gained more confidence through their years of practice and yet experienced moments of anxiety which they found fostered humility. Limitations of the study and potential future research directions were outlined.