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Rozprawy doktorskie na temat „Educational and professional”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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1

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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McClintock-Comeaux, Patrick. "Building professionals: The intersection of professional learning communities and trust." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539791823.

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The purpose of this study was to quantify individual Professional Learning Communities' (PLCs) consistency with the indicators of PLCs. In addition, the level of trust in the groups was also measured. The correlation between these two sets of data was then, explored to determine the degree to which trust plays a role in PLCs.;The study was conducted in three elementary schools in a suburban school district, called Glennville for the purposes of this study, located in the northeastern United States. Teachers were administered an on-line survey consisting of questions from the Professional Learn

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Taunyane, Tladi Petros. "An educational law perspective on educator professionalism / Tladi Petros Taunyane." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1215.

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This research study deals mainly with the educator professionalisation in the post democratic South Africa, paying attention to the role of a professional council in promoting educator professionalism. The status and image of teaching in this country seem to have been viewed From the racial and cultural differences of communities previously. The democratic dispensation brought an end to this unfair racial and cultural discrimination in the education system through the establishment of a non-racial professional council for educators (i.e. SACE). The research aims are to determine: - The charact

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Watkins, Amy L. "Facilitating Sustainable Professional Development Programs| A Phenomenological Study of the Use of Online Professional Development." Thesis, Manhattanville College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13865370.

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<p> This study focused on the motivation of K-12 teachers to participate in district online professional development and to sustain the knowledge or skills learned. This study identified how teachers in a suburban school district, located in the Hudson Valley region of New York state, evaluated the online professional development they received and the extent to which their learning continued beyond the initial training. Through a phenomenological study, data indicated several factors motivated teachers to participate in online professional development; the primary motivator was the relevance o

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Smith, Saress Ellerbe. "The use of micro-blogging for teacher professional development support and personalized professional development." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141721.

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<p> The purpose of this qualitative study was to look at how teachers use micro-blogging, in this case Twitter (www.twitter.com), for their own personalized professional learning and how effective Twitter is as a professional development (PD) tool. In order to measure the effectiveness of the tool, the researcher first gleaned nine essential characteristics of effective PD from the literature. This list was validated by experts in the PD community. The significance of this study was to reveal how participants actually used Twitter for PD, what their perspectives on the tool were, and how effe

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Foley, Virginia P. "Professional Development." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/5996.

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Dam, Roadley-Battin Nikolaj. "Educational VR : An exploration of educational VR for professional users." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144071.

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This thesis explores Virtual Reality (VR) as a digital medium for teaching in a professional context. In collaboration with ABB, a pioneering technology leader, the thesis questions whether VR could be the future medium for training ABB service personnel. The research discusses how you can design for VR, by drawing parallels to traditional mediums; Moreover, the research covers insights into the ABB education and VR explorations. Three experience prototypes were designed as the final concept. These experience prototypes aim to highlight educational use cases through VR, covering collaborativ

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Hutchinson, W. B. D. "Action research, educational change and professional development." Thesis, University of Cambridge, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381565.

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Holkner, Bernard 1953. "Developing computer communications for professional collaboration." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8468.

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Vukoja, Helena Daniela Maria. "The development of the educational psychologist's role in post-16 education." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32071.

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The introduction of Education Health and Care plans proposed in the Children and Families Act (2014) extended the statutory support for children from up to 19 years of age, to 25 years of age. This has in turn extended the role of educational psychologists to work with young people/adults to the age of 25, and some (Atkinson, Dunsmuir, Lang & Wright, 2015) have argued that this is one of the most significant developments of the profession. This research, therefore, seeks to understand how current educational psychologists see their role and how it may change when working with post-16 education

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Simpson, Yvonne. "The potential impact of the HE Educational White Paper 2011 on higher education and professional construction education : professional quantity surveying education in England." Thesis, University of Greenwich, 2014. http://gala.gre.ac.uk/18096/.

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This thesis aims to investigate the effect of the Government’s Higher Education White Paper 2011 on the provision of vocational undergraduate degree provision within the UK. In particular the provision of quantity surveying education in the English Higher Education sector will be used as an exemplar. The intention of the study is to glean the potential impact and effects on professionally focused education in the 21st Century. There were two prongs to this study, one reflecting the experience of Australian quantity surveying provision to give some hindsight, the other reviewing the on-going de

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Stewart, Benjamin L. "Cultivating a Personal Learning Network that Leads to Professional Change." Thesis, Northcentral University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746019.

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<p> Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about teaching and learning and the practicalities teachers face in the classroom. The purpose of this qualitative multiple case study was to describe how ideas, materials, and social interactions form a PLN through online, informal pedagogical dialogues among English language educators as it relates to professional learning. The five participants of

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Kashubara, Pete Zachary II. "Too Big to Fail| Principal Professional Development?Perceptions of Secondary Principals." Thesis, The University of North Carolina at Greensboro, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10639801.

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<p> The purpose of this study was to examine how high school principals in a large urban district in the Southeastern United States view their professional development by gathering data on the essentials of professional development that support principals in carrying out their expanding roles, promoting the professional growth and efficacy of principals, and fostering the overall success of the schools they lead. Principal perceptions of professional development directly affect the extent to which they engage in and garner knowledge and skills from professional development activities. This sem

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McGarity, Tammy Marie. "Frontline Nurse Leader Professional Development." Thesis, Grand Canyon University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13810559.

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<p> Frontline nurse leaders are expected to lead staff while managing the work systems and processes on their units in addition to ensuring high quality and safe patient care is being delivered. It is not known if frontline nurse leaders who have been oriented with only onthe-job-training are competent and if a professional development program will improve their competencies and confidence. This project used a quantitative quasi-experimental design. The basic design elements for this project were the PCC curriculum and completion of the survey pre-and post-attendance. This project was conducte

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Tupponce, John Thomas. "An Intervention Model| Principal Professional Learning Communities (PPLC)." Thesis, University of Pennsylvania, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978796.

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<p> The high expectations of the standards movement, the many budgetary constraints, and the societal challenges of living in cities are some of the complexities principals in urban districts face when trying to serve the needs of children in their schools. This research explores an intervention model of principal professional learning communities (PPLCs) that bridges the gap between the districts’ goals and priorities and the ways schools are addressing them. Nine principals using the PPLC model experienced collaboration, support, and collective accountability with their peers. Furtherm

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Coffin, George Augustus. "The impact of district conditions on principals' experientially acquired professional learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0017/NQ27625.pdf.

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Kohl, Kathleen Theresa. "Teachers' Perceptions of Becoming a Professional Learning Community." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/64.

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Professional learning communities (PLCs) have become popular in schools to help improve student achievement. One local middle school implemented a PLC community, yet experienced problems with sustaining the concept and moving forward. The purpose of this quantitative study was to examine the current state of the PLC at the middle school under study, how it functioned, and possible areas for improvement. The theoretical framework revolved around constructivist learning and the dimensions of a quality PLC: collaboration, shared mission, values, vision, and goals. Research questions addressed tea

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18

Edwards, Tracy R. "Examining the impact of online professional development on teacher practice." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721802.

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<p>The purpose of the research was to explore the experiences of a group of 3 ELA teachers as they participated in online professional development using a social learning network. Utilizing case study methodology, the researcher examined how an online social learning network could be used to impact instructional practices amongst ELA teachers participating in hybrid professional development during implementation of a writing curriculum. Employing social constructivism as the dominant framework for analysis, the researcher explored the extent to which professional development delivered online c

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Jasso, Laura K. "Teacher Perceptions of Effective Instructional Coaching in Professional Development Support." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10976245.

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<p> Many school districts are utilizing instructional coaches to support teachers as they implement their professional learning in the classroom. This study examined teachers’ perceptions of effective instructional coaching practices to gain insight about which aspects of instructional coaching teachers find most supportive in implementing change in the classroom. Adult learning theory, andragogy, was used as the theoretical framework guiding this study. Survey data from the Perceptions of Coaching Survey (PCS) was collected from 116 teachers across six states. These teachers were engage

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Feffer, James F. "Teacher Learning Within Professional Learning Communities." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/166.

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Professional Learning Community (PLC) structures require focused sessions of teacher collaboration as part of developing effective instructional practices leading to improved student performance outcomes. The PLC structured collaboration model has been implemented in schools across the country, however the current body of research regarding PLC structures has been focused on student performance and rather than the teacher learning processes that occur within the model. Teachers must learn throughout the PLC model, as they collaborate, plan instruction, create assessments, analyze data, and adj

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Webb, Betsy M. "Clashing Codes: How Unwritten Codes Collide with Professional and Personal Codes in Educational Settings." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/WebbB2008.pdf.

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Ásmundsdóttir, Elín Ebba. "Icelandic occupational therapists' attitudes toward educational and professional issues." FIU Digital Commons, 1998. http://digitalcommons.fiu.edu/etd/1328.

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The entire population of Icelandic occupational therapists were surveyed concerning characteristics and attitudes toward professionalism and educational goals. There were 87 questionnaires sent out and 80 (92%) were returned and used for analysis. This data will have a positive impact upon the development of the first Icelandic occupational therapy curriculum. Icelandic occupational therapists, in general, value academic skills over technical skills, are active in their association, willing to take on duties for the advancement of the profession and are interested in conducting research. The a

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Žmėjauskienė, Ivanna. "Translation of educational professional language from english into Lithuanian." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080926_174928-78887.

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Nowadays when Lithuania is a member of the European Union the English language penetrates into all spheres of our life and serves as a precondition for the upsurge of translation from/into English and Lithuanian. Translation in the realm of different professional discourses causes a number of problems. The aim of the research is to specify the peculiarities of translating educational discourses from English into Lithuanian. The paper presents a brief theoretical overview on the issues of the translation. It analyses not only the definitions and the main characteristics of the educational disco

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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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Donnelly, Jilian K. "Understanding Educational Choice Processes of Retired Professional Hockey Players." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/260106.

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Educational Administration<br>Ed.D.<br>The purpose of this qualitative study was to investigate the processes and influences that underlie the choice of retired elite athletes to further their education and assume the adult learner role. In the current study, focus was applied specifically to professional ice hockey players who were in a period of retirement from active play. Elite athletes often retire at a time when most other professions are just beginning or reaching a level of stability. Research suggests that many retired elite athletes experience a difficult transition to an early retir

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Gerdeman, Anthony Michael 1968. "Understanding the oral examination process in professional certification examinations." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282619.

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The subjective nature of oral examinations often lead to reliability estimates that are lower than other types of examinations (i.e., written examinations). The potentially biasing individual attributes of examiners (i.e., experience) are of particular concern since the oral examination process depends specifically upon the quality of their assessments. In addition, traditional reliability estimation procedures are not always possible for some oral exams due to the utilization of incomplete measurement designs (i.e., one examiner per candidate) resulting from the inherent high costs and compli

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Sanders, Sandra L. "Teacher Attitudes Toward the Professional Evaluation Process." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etd/2785.

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This study identified teacher attitudes toward the professional evaluation process as preparation for moving from the current traditional process toward a more authentic process. The descriptive study utilized survey methodology. The Teacher Evaluation Survey, developed by the researcher, was administered along with a demographic data sheet to a stratified random sample of 475 public school teachers in the Sullivan County Tennessee school system. A 60% return rate was obtained. Analysis of the data, collected to answer the five research questions and ten hypothe

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Schluntz, Michele. "Developing Collective Teacher Efficacy through Job-embedded Professional Development in Elementary Teachers." Thesis, Northern Illinois University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829679.

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<p>ABSTRACT DEVELOPING COLLECTIVE TEACHER EFFICACY THROUGH JOB-EMBEDDED PROFESSIONAL DEVELOPMENT IN ELEMENTARY TEACHERS Michele Schluntz, Ed.D. Department of Curriculum and Instruction Northern Illinois University, 2018 Elizabeth Wilkins, Director The purpose of this mixed-method study was to explore the outcomes of a Job-Embedded Professional Development (JEPD) approach on Collective Teacher Efficacy (CTE). Teachers volunteered to participate in one of three literacy teams designed for the study. At the opening of the study, teachers completed the Collective Teacher Efficacy Belief Scale (C

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Hanson, Bradley A. "The Impact of Professional Development on Early Implementation of a 1|1 Laptop Initiative." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3728020.

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<p> As school leaders continue to attempt to integrate technology into today’s classrooms, 1:1 laptop initiatives are becoming increasingly more prevalent and certainly more affordable than ever before. School leaders must be able to justify the expenditure by the direct impact the integration of the laptops make on classroom instruction and learning. Preparing and supporting teachers to teach and facilitate learning with these new technological tools is a necessity that cannot be overlooked in ensuring the success of 1:1 laptop initiatives. This study examined the impact of various p

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Sutton, Duncan L. "Alumni perceptions of the role of field education in professional preparation." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706871.

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<p> The purpose of this study was to gain an understanding of alumni’s perceptions of the impact and effectiveness of field education on their professional/career preparations for full-time ministry. The theoretical framework for this study, David Kolb’s (1984) Experiential Learning Cycle, identified the key elements upon which an effective field education program might be structured and provided a framework through which to analyze alumni’s perceptions of the career/professional preparation they received. </p><p> This qualitative interview study explored the experiences o

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Fisher, Anne-Claire. "Exceptionality and Parent-Professional Conflict: Causes, Prevention and Resolution." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195793.

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A large number of due process hearings regarding the delivery of special education services to children with disabilities occur nationally and the number is increasing. Differences of opinion between professionals and parents concerning whether or not a child is disabled, the diagnosis of a disability, and the special services recommended or provided has resulted in parent-professional conflict accompanied by substantial financial and emotional costs to parents, professionals and educational agencies. The purpose of this dissertation is to examine the origins and dynamics of parent-professiona

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Larson, Angela. "Factors affecting educator participation in professional development activities through the use of a microblog." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10162032.

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<p> Examining teacher participation in collaborative microblogging activities may offer insight into creating alternative options for effective professional development. In this sequential explanatory mixed methods study, educators’ opinions of their use of a microblogging tool, Twitter, will be examined to determine what factors affect their participation in professional development activities using the microblogging tool, Twitter. The overall guiding question for this study will be, Why do educators participate in voluntary professional development opportunities, specifically in Twitte

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Peng, Suhao. "Novice Teachers’ Voices on Professional Agency and Professional Identity in Finland and China." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157206.

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Research in novice teachers has been wide and rich because they are experiencing a special period in their career life after spending their childhood in school and freshly graduating from teacher education. At the workplace, novice teachers might be specially treated because they are the newcomers, but they may want to realize some professional ideals. Research in novice teacher’s professional agency and professional identity needs to be enriched. Professional agency can be understood as initiatives taken at the workplace, and professional identity can be a “self” as a professional. Both profe

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Brennan, Amy R. "Reconceptualizing Teacher Professional Development as Professional Learning: A Qualitative Case Study of a School-Supported Self-Directed Professional Learning Model." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1623956218485476.

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Jay, Jason T. "Faculty Orientations in ESL Professional Development." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8148.

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The role of teacher educators is vital to education, but when the population of public-school students shifts, or progress and advances in knowledge of the field or knowledge for teaching emerge, teacher education faces challenges. One such challenge involves a continuing increase in the proportion of second language learners entering primary and secondary schools, English learners (ELs) in this case. In such situations, teacher educators often do not have deep knowledge of second language acquisition or how to integrate attention to ELs within their regular courses. One response to this chall

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Lukomski, Jennifer Adele 1960. "Demographic and professional characteristics associated with school psychologists' ethical beliefs." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282187.

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To date no systematic empirical study has been published that examines the association between the demographic and professional characteristics of school psychologists and their ethical beliefs concerning school psychology practice. In the present study a representative sample of 345 NASP members rated various behavior descriptions of possible school psychology practices with regard to their ethical beliefs of the appropriateness of such practices and their perceptions as to the frequency of occurrence of such practices. The differences between respondents' gender, age, type of work setting, t

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Durbin, Rebecca A. "Teacher Professional Development| The Impact of Delivery Structure, Student Physical Presence, and Technology-Enhanced Instruction." Thesis, Duquesne University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839813.

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<p> In an ever-changing labyrinth of standards, accountability, and standardized testing, educators seek ways to improve instruction. Teachers need learning experiences that help them navigate an environment in which a growing list of student performance standards and standardized tests determine their success in teacher evaluations (Crawford, 2015; Terehoff, 2002). In this same pursuit, many administrators are challenged in their efforts to provide meaningful professional development to support teachers (Terehoff, 2002). The goal of this study is to gain insight into which TPD delivery types

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Wise, Jeffrey T. "Leading Professional Development: Perceptions of Ohio Principals." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490729354601496.

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Copeland, Anthony Eugene. "The professional learning community and its effect on African American students' achievement." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618821.

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The purpose of this correlational study was to quantify the degree to which teachers believe their school adheres to professional learning community (PLC) practices and determine to what extent PLC practices are related to student achievement. The study also attempted to determine to what extent PLCs were related to African American students' achievement and closing the achievement gap.;Schools were the unit of analysis and participants were elementary school teachers from 25 schools in a large diverse school district located in the mid-Atlantic region. They were administered Hord's School Pro

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Stewart, Keith Allen. "Effects of Professional Learning Communities in Alabama Black Belt Schools| Case Study." Thesis, Grand Canyon University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619414.

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<p> The purpose of this qualitative case study was to explore the effects of professional learning communities (PLCs) in Alabama Black Belt schools. Alabama's Black Belt has many challenges, such as poverty, high concentration of students from low-income households, struggling schools, and repercussions of the No Child Left Behind Act. The researcher identified school-related factors that were beneficial to student achievement. One such factor was PLCs. However, it was not known if PLCs were the reason sustained student achievement was achieved in the Park County School District. Fifteen educa

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Rock, Heidi Marie. "The Effect of Face-to-Face versus Online Pedagogy-Based Professional Development on Student Learning Outcomes." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608386.

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<p> The purpose of this quantitative retrospective causal-comparative study was to determine to what extent the form of professional development (face-to-face or online) or the level of instruction (elementary or high school) has on classroom teaching practices as measured by student learning outcomes. The first research question sought to determine to what extent the form of professional development affects classroom teaching practices as measured by student learning outcomes. The second research questions sought to determine to what extent the level of instruction affects classroom teaching

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Ensor, Tami. "Changing the landscape of professional learning| A practitioner inquiry study of technology integration within literacy." Thesis, University of Missouri - Columbia, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182605.

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<p> Practitioner Inquiry provided the framework for teachers (participants) and the teacher as researcher to work collaboratively engaging in a continuous process of planning lessons, reflecting on practice, systematically collecting data, and problem solving as they integrated technology within literacy curriculum. Three teachers (Trio Group) met weekly to discover how teachers learn about literacy technology integration, how they apply this in their classroom instruction, and how they share their ideas about literacy/technology integration with other teachers. These teachers shared their lea

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Kehn, Eric L. "A Study of Coaching in the Context of School Wide Professional Development." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163301.

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<p> What are the most effective coaching practices in the context of school-wide professional development? Teacher coaching is onsite professional development aimed at working with teachers with what they need most. Although coaching holds much promise, there is little agreement surrounding the role of the coach and what the coach should be doing in the context of school-wide professional development to make the greatest impact on teacher practices. The purpose of this study is to explore practices that contribute to a change in teacher instructional practices relating to four major components

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Ritchlin, June C. "First year teacher perceptions of instructional coaching as a professional development model." Thesis, Dallas Baptist University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256973.

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<p> Job-embedded professional development is fairly new to education. Various forms of job-embedded professional development have become popular in the last ten years. One form of job-embedded professional development is instructional coaching. Instructional coaching is rather new to education, but has become a popular form of professional development in school districts. The current study reviewed various forms of job-embedded professional development, defined job-embedded professional development and instructional coaching, and then concentrated on teacher perspectives of instructional coach

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Braxton-Brown, Greg. "Andragogy and a professional M.B.A. program /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10937687.

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Barton, Alison L. "Professional Workshops on Instructional Methods." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3434.

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Sivhabu, Tendani Emmanuel. "Teachers' experience of professional support in a changing educational setting." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-09272005-134954.

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Patrick, Rachel, and r. patrick@rmit edu au. "New teachers, professional knowledge and educational reform in New Zealand." Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20081022.073150.

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This thesis examines the professional knowledge of new secondary school teachers in New Zealand, their negotiation of multiple discourses encountered in policy and practice, and their processes of professional identity formation. It is also a study of policy reform. In New Zealand, as elsewhere, recent educational and social reforms have brought about major changes to the way education is managed and implemented. These reforms emphasise market ideologies promoting consumer choice and responsibility, while measuring and monitoring quality and effectiveness. At the same time, the reforms attempt

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Bainbridge, Alan. "On becoming an educational professional: the past in the present." Thesis, University of Kent, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.591928.

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The process of becoming a professional in an educational setting is, arguably, unique and may be distinguished from all other professions, as those who decide to take up this role have had substantial previous experience during their own schooling. It is the impact of this earlier experience that forms the basis of this thesis. In particular, it explores how individual subjectivities interact with the objective reality of professional practice in educational settings. Previous research has identified the tensions and complexities within this process and this exploration is expanded here by usi

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Klomp, Jonathan. "Professional Standards for Educational Leaders and a First-Year Principal's Experiences| Understanding of Role and Responsibilities." Thesis, Hofstra University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839149.

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<p> Enacting a vision and surviving as a first-year high school principal in a new suburban school district can be a complex and difficult journey. Secondary-level principals have varied roles, including the improvement of teachers’ practice and student achievement, branding (or rebranding) the school, and acting as community leaders. This retrospective autobiographical research study of an experienced school administrator during the first year of a high school principalship will examine how a principal enacts his vision and educational philosophy while managing the daily operations and

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