Rozprawy doktorskie: „Professionnal integration”

1

Bonnet, Lise. "Orientation professionnelle des personnes placées sous main de justice : analyse sur les effets psychologiques d’une intervention à l’accompagnement au projet en contexte carcéral". Thesis, Rennes 2, 2022. http://www.theses.fr/2022REN20011.

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L’objectif général de la thèse vise à examiner les effets d’une pratique de conseil en orientation professionnelle auprès de personnes placées sous main de justice. L’emploi est reconnu comme un levier du processus de désistance, mais les sortants de détention peinent à y accéder. Des dispositifs d’orientation sont déployés en prison afin de favoriser l’insertion professionnelle à l’issue de la peine. Au-delà de la recherche de solutions concrètes, les pratiques actuelles de conseil en orientation ont pour finalité de développer l’autonomie, la construction de soi et la capacité à construire sa vie. Ces perspectives renvoient à l’ambition de favoriser le changement de trajectoire des personnes incarcérées. Une étude est menée auprès de 32 hommes, inscrits sur un dispositif d’orientation, durant leur incarcération. Les changements sont évalués à partir de deux types de données : d’une part, les caractéristiques initiales liées aux parcours et aux connaissances relatives au projet, et d’autre part, les auto-présentations pré et post-bilan sur des dimensions psychologiques liées aux perceptions de soi, soit le sentiment d’efficacité personnelle, l’autodétermination, les attributions causales, l’estime de soi et l’image de soi. Initialement, les présentations de soi des participants ne semblaient pas fonctionnelles pour accéder à l’emploi ou à la formation. Les résultats suggèrent que l’intervention amène à une posture plus réaliste et plus adaptative en vue de la réinsertion future. Au terme de la recherche, des perspectives sont émises afin d’accompagner plus efficacement l’insertion professionnelle de la population carcérale
This study examines the impact of a vocational guidance program on incarcerated individuals. Access to employment is recognized as a lever in the desistance process. However, people leaving detention have difficulty finding employment. Guidance programs are deployed in detention centers in order to define and implement professional projects. Beyond the search for concrete solutions, current guidance practices aim to develop autonomy, self-construction and the ability to rebuild one's life. Ambition is used to help shift the incarcerated people’s trajectory. A study was conducted with 32 men who were enrolled in a guidance program during their incarceration. The findings are evaluated on the basis of two types of data: first, background and knowledge related to the goals of the project, and second, the pre- and post-test results that measured psychological dimensions related to self-perceptions, i.e., the feeling of self-efficacy, self-determination, causal attributions, self-esteem and self-image. Before the program, participants' self-presentations did not appear to be functional for accessing employment or training. The results suggest that the intervention leads to a more realistic and adaptive self-presentation for future reintegration. Prospects are put forward to more effectively support the professional integration of the prison population

2

Soderquist, Geraldine Lee. "Teacher professional development in technology integration". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2402.

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The purpose of this project was to design, create, and produce a web site for teachers that instructs them on the creating, developing and sharing of Web Quests. Web Quests utilize the wealth of information on the internet to provide a means of moving the teacher away from lecturer and toward facilitator.

3

Chaker, Rawad. "La contribution de l'usage des TIC à l'insertion socio-professionnelle du jeune libanais : enquête sur leurs pratiques et discours d'acteurs du monde de l'entreprise et de l'éducation". Thesis, Cergy-Pontoise, 2011. http://www.theses.fr/2011CERG0501/document.

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Les jeunes du Liban, comme partout ailleurs, connaissent des difficultés lorsqu'il s'agit dechercher un travail. Le contexte est cependant spécifique, puisque le pays connait desproblèmes économiques, auxquels il faut ajouter les conflits politiques locaux et une situationcommunautaire et confessionnelle complexes. Dans le même temps, les technologies del'information et de la communication (TIC) apparaissent dans des discours et des projetsmultiples comme sources de nouvelles opportunités pour l'individu. Par les nouveaux usageset modes de socialisation qu'elles induisent et les compétences qu'elles délivrent, ellestransforment l'organisation de l'activité professionnelle et domestique sous différentes dimensions, ainsi que les besoins en capital humain du marché de l'emploi. Les objectifs posés sont alors de savoir dans quelle mesure l'usage des TIC pourrait avoir un impact positif sur l'insertion socio-professionnelle du jeune libanais. Pour répondre à cette question, cet ouvrage propose une méthodologie d'enquête et d'analyse basée sur le paradigme des économies de la grandeur tiré des travaux de Boltanski, Thévenot, et Chiapello. Il analyse les discours d'acteurs concernés par la problématique de l'insertion professionnelle et sociale dans notre contexte précis, ainsi que les pratiques technologiques du public étudié
The youth of Lebanon, as elsewhere, are experiencing difficulties when seeking a job.However,the context is specific, since the country is experiencing economic problems, which must beadded the local political conflicts and a community and religious complex situation. At thesame time, information technology and communication (ICT) appear in speeches and multipleprojects as sources of new opportunities for the individual. For new uses and modes ofsocialization and skills they induce, they transform the professional and domestic activityorganization in different dimensions, as well as the human capital needs of the labormarket. The objectives raised then are research to what extent the use of ICT could have apositive impact on the socio-professional integration of young Lebanese. To answer thisquestion, this thesis provides a survey methodology and analysis based on the paradigm ofeconomies of scale issued from the work of Boltanski, Thévenot, and Chiapello. It analyzes thediscourses of actors concerned by the issue of professional and social integration in ourspecific context, and technology practices of the considered public

4

Shelig, Adel. "La relation entre l'enseignement supérieur et la mobilité sociale dans la communauté rurale en Libye (cas de la municipalité Haraba)". Thesis, Le Mans, 2019. http://www.theses.fr/2019LEMA3001/document.

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Cette étude se concentre principalement sur le rôle de l'enseignement supérieur dans la mobilité sociale. Les enquêtes qualitatives et quantitatives ont été réalisées dans la municipalité de Haraba en Libye auprès des jeunes de 18 à 32 ans. Ils ont été interrogés notamment sur leurs parents et grands-parents afin de mesurer les grandes lignes de la mobilité sociale dans une zone rurale de Libye située dans l'ouest du pays. L'étude s'est surtout focalisée sur les grands changements sociaux-professionnels dans la société libyenne et sur le rôle de l’éducation depuis l’indépendance du pays
This study focuses mainly on research into the role of higher education in social mobility for the benefit of the third generation, compared to the two previous generations. The qualitative and quantitative survey was carried out with 18 to 32 year-olds from the municipality of Haraba situated in a rural area of Western Libya. Indeed, the study focused on the occupational variations that have taken place in Libyan society, particularly in the study area, by comparing the educational levels and occupational diversity of three generations successively

5

Yielder, Jill. "Professional Expertise: A Model for Integration and Change". Thesis, University of Auckland, 2001. http://hdl.handle.net/2292/2340.

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The nature of professional expertise has been widely debated in the literature. However it has been examined primarily from a dichotomy of perspectives - either from an experiential or a cognitive focus, without the attempt to integrate these, and other aspects of expertise, into an integrated and coherent model. This research is structured in two sections. The first part incorporates a philosophical discussion, which advances an integrated model of professional expertise. The second part uses a case study focused on the field of medical imaging to illustrate and refine the model. Ten professionals identified as experts in the various sub-specialties within medical imaging were guided through a sustained period of interviews and logging of critical incidents in order to elicit in-depth data in relation to the process of expertise. Findings showed that while expertise is situated in the context of practice, it incorporates several dimensions working together in an integrated, seamless fashion through the medium of the individual practitioner. The proposed model integrates five main aspects, namely: knowledge base; cognitive processes; internal integrative processes; interpersonal relationships; and professional practice. That is, it is a synthesis of a particular knowledge base, the cognitive processes, personality and internal processes of the practitioner. It manifests through, and builds on, interpersonal relationships with clients and other professionals, and is expressed through the actual doing of professional practice. It is through the reflexive examination of practice and management of change that professionals may transform these five integrated aspects into the qualitative state of expertise. One of the implications of these findings for higher education are that institutions providing professional education need to value all the dimensions of expertise and their effective integration in order to promote the learning required to advance professionals towards this level of practice.

6

Garrett, Stephen Thomas. "Professional development for the integration of biotechnology education". Queensland University of Technology, 2009. http://eprints.qut.edu.au/25966/.

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Views on the nature and relevance of science education have changed significantly over recent decades. This has serious implications for the way in which science is taught in secondary schools, particularly with respect to teaching emerging topics such as biotechnology, which have a socio-scientific dimension and also require novel laboratory skills. It is apparent in current literature that there is a lack of adequate teacher professional development opportunities in biotechnology education and that a significant need exists for researchers to develop a carefully crafted and well supported professional development design which will positively impact on the way in which teachers engage with contemporary science. This study used a retrospective case study methodology to document the recent evolution of modern biotechnology education as part of the changing nature of science education; examine the adoption and implementation processes for biotechnology education by three secondary schools; and to propose an evidence based biotechnology professional development model for science educators. Data were gathered from documents, one-on-one interviews and focus group discussions. Analysis of these data has led to the proposal of a biotechnology professional development model which considers all of the key components of science professional development that are outlined in the literature, as well as the additional components which were articulated by the educators studied. This research is timely and pertinent to the needs of contemporary science education because of its recognition of the need for a professional development model in biotechnology education that recognizes and addresses the content knowledge, practical skills, pedagogical knowledge and curriculum management components.

7

Dunlap, Craig G. "Effective Technology Integration: A Plan for Professional Development". Cedarville University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1033055123.

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Jablonski, Jan O. D. "Employment Status and Professional Integration of IMGs in Ontario". Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/20685.

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This study investigated international medical graduates (IMGs), registered between January 1, 2007 and April 14, 2011, at the Access Centre for Internationally Educated Health Professionals in Ontario. By way of logistic regression in a cross-sectional design, it was found that permanent residents who were recent immigrants had lesser chances of being employed full-time at registration (baseline). By way of survival analysis in a cohort design, it was found that younger IMGs who have been in Canada less than 5 years and who have taken the Medical Council of Canada Evaluating Exam (MCCEE) have the greatest chances of securing residency positions in Canada or the US, whereas IMGs from Eastern Europe, South Asia and Africa have lesser chances. It was revealed that registered IMGs are a vulnerable population, and certain groups may be disadvantaged due to underlying characteristics. These groups can be targeted for specific interventions.

9

Hedberg, Henry E. "Technology integration professional development for teachers strategies for action /". [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/HHedberg2008.pdf.

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Курганська, Мирослава. "Professional language mobility as a future specialist integration condition". Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7240.

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Park, Melanie Lynn. "Middle School Teachers' Professional Development Needs for ICT Literacy Integration". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2751.

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This qualitative case study explored U.S. middle school teachers' professional development needs in Information, Communication, and Technology (ICT) literacy integration. Past literature has suggested that teachers should improve classroom practices that promote ICT literacy, but few studies have addressed educators' specific training needs. This study was designed to identify the unique professional development needs of academic teachers in a Midwestern middle school using focus groups and interviews to explore teacher perceptions of current technology usage as well as the barriers and/or facilitators of ICT literacy integration. The conceptual framework was based on Knowles's theory of adult learning, which suggested that adult learners are motivated when they understand the real applications of new information. Methodological triangulation was obtained using 3 teacher focus groups and 2 interviews with 17 academic teachers, 1 administrator, and 1 resource teacher. Transcription documents from the focus groups and interviews were color-coded to identify emerging themes. The findings revealed that the participants believed that their students currently use technology to access information, but rarely evaluate the validity of digital information. To address this deficit, a professional development plan was created with the goal of increasing teachers' ICT literacy integration skills in the area of information evaluation. This plan was designed to improve methodological practices and lead to better classroom instruction, creating positive social change by making educators better-equipped to meet the needs of their students. The local community will also benefit as students leave school better prepared to meet the demands of a technological workforce.

12

Nisimblat, Heller Antge. "Integration genom språk och museipedagogik : Integration through language and museum education". Thesis, Stockholm University, Department of Education in Humanities and Social Sciences, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-38513.

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The purpose of this thesis is to analyze how museums, seen as heterotopic places where time and space act simultaneously, can, with the help of museum educators and guides, integrate the foreign citizens in Sweden. The analysis is done with the help of three institutions: The Vasa Museum, the Royal Armory and The Great Synagogue in Stockholm.

The author of the thesis argues that recruiting trained personnel with foreign roots by museums would help significantly in the creation of a sense of collective identity and belonging among those citizens who are just adapting to the country. Through the use of Swedish, in conjunction with their mother tongue, as well as analogies, an important contribution can be attained in their integration.

In this work, concepts such as the accent, are treated in a categorical manner, as the author, with the assistance of other researchers, concluded that the accent should not influence the perception of the intellectual and work capability of a professional museum educator/guide.

History represents another key element in this thesis, as it discusses the way to find a new narrative form to channel history and refer to it, thus sharing historical roots with these new immigrants in Sweden.

13

Gustafsson, Josefin, i Fridah Nilsson. "Att gå vilse och finna nya vägar. En kvalitativ uppsats om upplevelser av psykoterapiintegration - under utbildningen och i yrkeslivet". Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-42950.

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Donovan, Samantha Jane. "Professional development supporting the integration of dance in the primary classroom". Queensland University of Technology, 2007. http://eprints.qut.edu.au/16389/.

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In 2002, the Queensland Schools Curriculum Council launched the Years 1-10 Arts Syllabus as one of the eight Key Learning Areas. This syllabus requires primary teachers to provide arts learning programs in the areas of Dance, Drama, Media, Music and Visual Arts. This syllabus was a landmark for arts education in Queensland as it became a mandate for primary teachers to teach each strand of the arts. This move is one of many recent changes in arts education evident across the globe reflecting a common move towards a broad arts education in schools. In alignment with the mandatory requirement of the Years 1-10 Arts Syllabus, primary teachers are now required to teach Dance, a subject which most have had little to no training or professional development in. This thesis will explore the research question, 'Which strategies used in professional development build competence and confidence in primary teachers to integrate dance in the primary classroom?' Through a series of school-based professional development workshops conducted at two Gold Coast primary schools, the research project utilized an action research approach (Kemmis, 1988) to investigate the effectiveness of this professional development approach. After collating and analyzing the data gathered from these two research sites, a number of key themes emerged around the initial resistance factors to dance professional development and the integration of dance learning in the classroom as well as the impact and influence of this professional development on teachers' competence and confidence. The research identified a range of professional development strategies including learning experiences, structures, resources and conditions that have impacted on the effectiveness of this professional development. Some of these strategies are dance specific while others are more generic and have broader implications for the development and facilitation of professional development of Queensland primary teachers.

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Simmons, Marcy Thurmond. "Teachers' Perceptions of the Influence of Professional Development on Music Integration". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1938.

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International Baccalaureate (IB) schools are focused on a school-wide approach to developing inquiring students who are motivated to succeed. The problem explored in this case study was based on a local IB elementary school's response to a reform model to integrate music into other content areas. The curriculum lacked an interdisciplinary approach to music education even though teachers had participated in some professional development (PD) to help them integrate music into content areas. The purpose of this study was to investigate the perceptions of elementary teachers regarding the influence of professional development on music integration at the IB elementary school. Maslow's theory of human motivation was the conceptual framework. The research questions focused on participants' perceptions of music integration, curriculum, and PD. A case study design was used to capture the perceptions of 10 Kindergarten and 1st grade teacher participants through a questionnaire, individual interviews, and a focus group. Emergent themes were identified from the data, and findings were validated through triangulation and member checking. The key results were that teachers' desire to implement music integration increased after PD and they recognized the benefits of fostering the whole child and encouraging creative thinkers associated with using music integration as an instructional practice. A PD project that included customized curriculum content was developed to assist teachers with the integration of music to enhance school curriculum. Positive social change might be realized as teachers become more prepared, confident, and consistent in music integration and are able to enhance students' creative thinking and foster development of the whole child in the classroom.

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Garrett, Jo Ann. "Arts integration professional development: Teacher perspective and transfer to instructional practice". ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/779.

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Limited data connect teacher training in arts integration (AI) to evidence that students benefit from arts integrated instruction. As teachers are challenged to facilitate instruction for a wide continuum of learning needs, and students are challenged to demonstrate learning through high-stakes testing, more data are needed on how teachers learn and transfer AI strategies to classroom practice. Teachers (N = 38) from five elementary schools learned multi-modal AI strategies via the Intensive Development through the Arts (IDEA) model. Interview data in this concurrent mixed methods study illustrated the IDEA experience as a positive influence on (a) the learning environment, (b) teacher practice, and (c) addressing student diversities. Classroom observations, with the use of an observation rubric, documented the transfer of AI strategies to classroom practice. A Likert-type survey assessed teacher beliefs of self-efficacy in the practice of AI strategies. Findings revealed that sustained collaboration with artist/educators and student modeling were significant components of the IDEA model, and that Acting Right (c) provided the foundation necessary for successfully implementing AI strategies. Results indicated no significant correlations between IDEA level, years teaching experience, and teacher beliefs of self-efficacy. The significance of this study is the connection of teacher AI training to teacher practice, and effective teacher practice to increased student achievement.

17

Strand, Anton. "Continuous Integration Pipelines to Assess Programming Assignments : Test Like a Professional". Thesis, Linnéuniversitetet, Institutionen för datavetenskap och medieteknik (DM), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96713.

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Examiners of programming assignments in higher education and people in the software industry both need to test and review code. However, the assessing techniques used are often quite different. The IT industry often uses agile work methods like continuous integration and automated tests, while examiners either do manual assessments or rely on code grading tools. The students will most likely become developers and work using agile processes. Therefore, there are possible benefits of universities trying to imitate the work processes of the software industry. The purpose of this study was to develop a workflow for programming assignments inspired by continuous integration, Scrum, and GitLab flow. The workflow was developed based on the requirements of Linnaeus University and tested on one of their programming assignments. It showed that a simplified agile work process is suitable for programming assignments since the demonstration fulfilled all of the predefined requirements. However, examiners might miss some of the workflow’s benefits if the programming assignment can not be tested automatically since it will require more manual work while grading.

18

Browning, Sandra T. "Correlated Science And Mathematics: A New Model Of Professional Development For Teachers". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82385.

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Poore, Daphne Marie. "Professional Development for the Use of iPads in Instruction". ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1508.

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Elementary teachers at a school in the southeastern United States received iPads and iPad training to improve teaching and learning in the content subject areas. Despite the iPad training provided by district technology personnel, teachers expressed a need for more content-specific training. Teachers need adequate and appropriate professional development to assist in preparing integrated computer-based technology instruction to increase student academic achievement. The purpose of this qualitative bounded case study was to explore the descriptions of 10 purposely selected 4th and 5th grade teachers who used iPads in content subjects and 1 instructional technology facilitator who provided district iPad training regarding the district's iPad professional development and implementation in instruction. The theoretical support for this study was the technological pedagogical content knowledge framework that provided an interaction among technology, pedagogy, and content knowledge. Data were collected from face-to-face interviews and lesson plans. Inductive analysis was used with hand coding to discover themes. Teachers recognized the need for ongoing professional development and collaboration with colleagues to create content-specific iPad integrated lessons. Based on these findings, a project was designed to provide teachers with a 3-day professional development to include modeled lessons, collaboration with colleagues, a shared Google Drive folder, and a schedule for ongoing professional development. These endeavors may promote positive social change by providing ongoing content-specific iPad professional development for elementary teachers that could improve computer-based technology instruction and student learning in content subject areas.

20

Osborn, Teri L. "HOW TECHNOLOGY PROFESSIONAL DEVELOPMENT GUIDES INSTRUCTIONAL PRACTICE". CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/307.

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Technology integration for today’s classroom has been characterized as insufficient for today’s global society. Teachers need better training programs or professional development specifically focusing on integrating technology into instructional practice. This study examined the technology professional development experiences with regard to educational technology integration to determine how much exposure and level of perceived quality of Technology Professional Development (TPD) received by teachers, the characteristics of TPD, integration levels of technology and perceived readiness for technology integration. An online survey instrument was developed and used to collect data from 100 teachers of grades K-12 from all disciplines: science, math, language arts, fine arts, social science, and multi-grade or multi-discipline classes. Items on the survey included five-point Likert scale measures to establish levels of technology integration and TPD participation. Additionally, a researcher-designed interview protocol collected information from 10 volunteer participants that completed the survey to gather more details about technology TPD experiences, teacher technology self-efficacy and integration of technology into the classroom. The survey results were analyzed using SPSS software. A Pearson’s correlation was computed to evaluate the relationship between TPD and Technology Integration. Results show a positive correlation between the two variables (r = .651, p < 0.01). Overall, the data supported the strong correlation between Technology Professional Development and Technology Integration. The qualitative data were analyzed using the ATLAS.ti program that revealed emerging themes regarding professional development experiences, the perceived levels of technology integration, and perceived changes in self-efficacy The results show that technology was being integrated in instruction and learning at moderate levels in the schools. Qualitative responses supported the statistical results. Participants expressed positive feelings regarding progress of technology integration in the classroom. Concerns regarding technology integration barriers such as lack of time for TPD, quality of TPD and access to devices in the classroom were present and will need to be addressed to ensure technology infusion in the classroom and curriculum. According to the data collected and analysis of the results, this study showed that as a whole, technology professional development is providing a positive guide for the integration of technology into today’s classrooms.

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Ritter, David Scott. "Teachers' planning process: TPACK, professional development, and the purposeful integration of technology". Thesis, Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/ritter/RitterD0812.pdf.

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Technology is becoming quite pervasive in society at large. Its integration into secondary schools and its use with curriculum requires a unique knowledge of its purposeful articulation as it relates to curriculum goals and student outcomes. Therefore, this study will focus on how an educator's decision-making process determines how technology will be integrated within the planning process of secondary educators, and how these decisions may be affected by an educators technological pedagogical content knowledge, otherwise known as TPACK. Qualitative analysis was then used to evaluate a Technology Integration Rationale (TIR) that was produced by members of a rural professional development cohort. Qualitative analysis was also conducted on transcribed face-to-face semistructured interviews. The TIR and the interviews involved a cohort representing a rural school district who attended a professional development course that was facilitated by a University in the Rocky Mountain West. The TIR was then scored using a valid rubric to measure an educator's TPACK score. Face-to-face semi-structured interviews were transcribed by hand to gain a sense of an educator's understanding of the TPACK framework as it relates to the purposeful use of technology in lesson decision-making. The study found that ones growing familiarity with the use of a specific technology could affect an educator's self-assessed TPACK score. Once an educator understood how to use a specific technology its familiarity made it transparent or simply just another piece of the curriculum. The study also found that barriers can have a significant effect on an educators' decision making when deciding to use technology, and as a result affects an educator's self-assessed TPACK score. Recommendations for further study include examining how the familiarity or transparent nature of technology can affect curricular decision-making, future professional development regarding the TPACK framework, and educator beliefs or efficacy as it relates to integrating technology.

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Osegowitsch, Thomas. "The relationship between global integration and performance in multinational professional engineering companies". University of Western Australia. Graduate School of Management, 2004. http://theses.library.uwa.edu.au/adt-WU2005.0059.

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This study investigates the link between global integration -- defined as the intra-firm cross-border transfer of operational resources -- and performance in multinational professional engineering companies. Using a combination of qualitative and quantitative techniques, we find some support for a positive association. We review two bodies of scholarship germane to our topic: the global integration - performance literature and the multinationality - performance literature. The inclusion of the latter is justified since the espoused performance benefits of multinationality are predominantly realised through global integration. Based upon an evaluation of these two bodies of scholarship and qualitative insights, we propose a positive relationship between global integration and performance as well as a mediating relationship, with global integration acting as a mediator between multinationality and performance. Hypothesis testing is performed in Partial Least Squares, a structural equation modelling technique ideally suited for small samples. Results reveal a significant positive association between global integration and MNC profitability. A separate research model testing the relationship between global integration and the alternative dependent, MNC growth, is rejected. Further analysis of the profitability-based research model provides support for the mediational hypothesis: the relationship between multinationality and profitability is fully mediated, suggesting no gains from multinationality per se. Supplementary tests reveal that the profitability effects of global integration are enhanced when it is strongly motivated by the desire to take advantage of specialised skills within the MNC; no such claim of moderation can be made when global integration is strongly motivated by a desire to improve staff utilisation on a global basis. The relationship between global integration and profitability is also unaffected by the origins (headquarters vs. subsidiaries) of the intra-firm operational resource transfers that constitute global integration.

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Carlson, Tara L. "A balancing act, counsellors' integration of professional experiences in their personal journeys". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62705.pdf.

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Ramage, David Edward Haslam Elizabeth L. "Digital stories for professional learning : reflection and technology integration in the classroom /". Philadelphia, Pa. : Drexel University, 2007. http://hdl.handle.net/1860/1564.

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Kriegmeier, Jochen Ralph. "Professional Service Firms : Koordination im Spannungsfeld von globaler Integration und lokaler Differenzierung /". [S.l. : s.n.], 2003. http://www.gbv.de/dms/zbw/373230885.pdf.

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Boykin, Kendra M. "Professional development practices in literacy and technology integration at socioeconomically different schools". W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539618665.

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Socioeconomically disadvantaged and African American students consistently perform lower on literacy assessments that measure reading and writing achievement than their dominant culture peers. The changing nature of literacy itself is making this literacy problem even more challenging. Competencies for interacting in digital contexts, identified as new literacies, are necessary to effectively read, write, and communicate using the Internet and other information and communication technologies [ICTs]. According to extant literature, African Americans and socioeconomically disadvantaged students are more likely than their dominant culture peers to use digital technologies to build traditional literacy (Au, 2006; Harwood & Asal, 2007).;Teachers have an important role in providing all students with the technological experiences that will allow them to be literate in the 21st century (IRA, 2009). The changing nature of literacy underscores the importance of professional development for literacy and technology integration (Karchmer, 2001; Watts-Taffe & Gwinn, 2007). The purpose of this study was to understand how and why teachers may engage students from a socioeconomically disadvantaged school with a predominately African American student population in different digital technological literacy experiences than students from a more socioeconomically advantaged school with a large percentage of African American students. The study focused especially on the roles professional development may play in creating students' inequitable experiences with new literacies.;Examined through the lens of Kincheloe and McLaren's (2005) reconceptualized critical theory: hegemony and ideology, this research study discovered educational practices, including professional development about literacy and technology integration, that have possible roles in reproducing inequalities in education.

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Ncube, Emmah. "Influence of Leadership Styles on Expatriate Nurses' Professional Integration in the UAE". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4394.

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Transnational nurse migration has evoked a growing interest in the phenomenon of professional integration of expatriate nurses into their host societies. Despite research connecting employee and organizational outcomes such as job satisfaction and organizational citizenship behavior to the quality of leadership styles, there remains a lack of research linking professional integration of expatriate nurses to nurse leadership styles in the United Arab Emirates (UAE). The purpose of this grounded theory study was to develop a theory that would explain how nurse leadership styles and behaviors impacted the professional integration of expatriate nurses into the multicultural work environment of the UAE. The research questions addressed the perceptions of the expatriate nurses on effective leadership styles and behaviors of nurse leaders in a culturally diverse work environment, the lived experiences of the expatriate nurses, and the impact of the organizational culture on the process of integration. Data were collected through in-depth semi-structured interviews with 10 expatriate nurses, demographic surveys, documents review, and researcher memos. Data were analyzed using the constant comparative method and initial, focused, axial, and theoretical coding. Results indicated that nurse leadership styles and the conditions surrounding the integration process influenced the success of the expatriate nurses' adaptation, integration, and assimilation into the host society. Implications for social change include the preparation of nurses while in their home country on what to expect in the host country, and development of leadership training programs to prepare nurse leaders for leading in a culturally diverse work environment.

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Cheng, Pamela L. "Professional Learning Community (PLC)| Technology Integration at a Title I Elementary School". Thesis, San Jose State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599687.

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Calls for educational technology integration over more than thirty years have taken on new urgency in an era of computerized assessments for accountability. As Internet Communication Technology (ICT) becomes more widely available, the digital divide is evolving into a digital use divide, characterized by differences between students’ productive uses of technology to create and communicate compared with passive uses for entertainment or skills practice. A growing body of research points to the important interplay among teachers’ frames of reference, school-level context, and alignment of supports in creating conditions for technology innovation. Meanwhile Professional Learning Communities (PLCs) hold potential as leverage points for affecting teacher beliefs and practices regarding technology use. This study analyzes interactions among a group of teacher leaders participating in a tech PLC at a school on the verge of becoming a technology-focused school. Analysis of the group’s natural discourse points to important elements of teacher talk and shared resources that contribute to aligning the group’s goals and practices when innovating with technology. It also illustrates how alignment between meso-level and micro-level context factors help to facilitate teachers’ ability to innovate in ways that have the potential to address the digital use divide.

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Rahbari, Mojgan. "The marginalized integration accounts of foreign-trained professional migrants in Canada : an analysis of structural and institutional barriers to integration". Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/c932906c-9c13-4484-9815-e1eec990c873.

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Prestwich, Jeanne Sperry. "Teacher Definitions of Integration in Primary Grades". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3738.

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One obstacle that challenges the implementation of effective curriculum integration practices is the confusion caused by the existence of numerous definitions of this construct in the literature. This concern is further compounded by the potential disconnect between the varied definitions proposed by scholars and classroom teachers' acceptance and use of curriculum integration. The purpose of this study was to analyze K-3 grade teachers' self-reported definitions of curriculum integration. Teachers responded to an Internet survey in which they provided their personal definition of curriculum integration, described integrated teaching examples from their own classroom, and rated six teaching scenarios for quality of integration. Results suggest that teachers may not share the wide variety of definitions of integration described in the literature. Teachers in this study seemed to generally share one definition of integration, as measured by their explanation of the term integration and by the teaching examples they provided. In addition, the majority of the teachers' definitions aligned with their teaching examples, suggesting that the teachers both define and practice integration in similar ways. Finally, when teachers ranked teaching scenarios written to illustrate different levels of quality of curriculum integration, the majority of the teachers again appeared to agree on a shared definition. There were no statistical differences based on grade level, years of experience and education level. In addition to presentation of results, implications for future research and practice are discussed.

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Evans, Mark. "The integration of rapid prototyping within industrial design practice". Thesis, Loughborough University, 2002. https://dspace.lboro.ac.uk/2134/5155.

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Three-dimensional appearance models represent an essential outcome of industrial design practice, facilitating the origination, evaluation and specification of exterior form. As manufacturers face increasing pressure to reduce time scales for new product development, the production of such models using conventional fabrication techniques must be appraised. As a means of economically translating digital geometry into one-off components, rapid prototyping has the potential to contribute towards a reduction in lead times for the production of appearance models. The objective of this research is to propose a methodological approach for the effective integration of rapid prototyping within industrial design practice. The field and practice of industrial design is defined, the technology of rapid prototyping discussed, and their integration proposed through a draft computer-aided industrial design/rapid prototyping (CAID/RP) methodological approach. This is exposed to practitioner feedback, modified, and employed as a revised CAID/RP methodological approach during the industrial design of a nylon line trimmer. The product outcome is used to compare and contrast the production of an appearance model via rapid prototyping, an appearance prototype via rapid prototyping, and an appearance model via conventional fabrication techniques. Two issues arise from the use of the revised CAID/RP methodological approach: the production of stl files and the lack of physical interaction with product form. In addition, the emergence of rapid prototype sketch modelling systems following the line trimmer case study provides an opportunity for further enhancement. A strategy for the resolution of these issues is proposed, and their effectiveness evaluated through additional case studies. The resulting CAID/RP methodological approach is subject to validation through practitioner interviews and a normalised rating/weighting method. The positive feedback acknowledges the significance of the CAID/RP methodological approach through a reduction in product development lead times and enhancement of professional practice. The project makes a contribution to new knowledge and understanding in the area of professional practice through the definition and validation of operational paradigmatic change.

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Yemothy, Nicole Elizabeth. "Improving Educational Technology Integration in the Classroom". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/902.

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Teachers' ability to integrate technology is a topic of growing concern given the importance of technology and 21st century skills readiness in both academics and the global society of 2014. This study investigated the technology integration barriers that educators faced, the training the educators received, and support needs of educators at a large, prominent, 30-year old international school located in Central America offering grades Pre-K 3 to 12. The social learning theory of Bandura, the constructivist theories of Piaget and Dewey, and the technology constructionism of Papert provided the theoretical framework. The research questions focused on understanding technology integration by assessing key aspects of the teachers' technology proficiency and needs. A nonexperimental quantitative cross-sectional study design was used to examine the educational technology integration practices and deficiencies at the focus school. A Likert-style instrument, comprised of parts from 3 existing instruments, was completed electronically by 62 purposefully sampled certified teachers at the focus school. Descriptive statistics identified technology integration levels, training factors, and support needs of focus school educators. Correlational analyses failed to reveal any significant relationships between technology integration levels of the focus school teachers and the variables of interest: self-perceived barriers to technology integration, self-perceived confidence using technology, and participation in onsite professional development. In light of the survey findings, a 3-phase technology integration improvement plan was designed. The study yields social change for the focus school by improving their technology integration practices based on empirical evidence.

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Brilhart, Daniel L. "Teacher conceptualization of teaching integrating the personal and the professional /". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186666429.

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Gaither, Carol Carson Bannon Susan H. "Professional development as a means to increasing teachers' self-efficacy for technology integration". Auburn, Ala., 2005. http://repo.lib.auburn.edu/EtdRoot/2005/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/GAITHER_CAROL_57.pdf.

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Gettman, Samuel Lincoln. "A Quantitative Study of the Impact of Professional Development on Teacher Technology Integration". Thesis, University of Phoenix, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13806034.

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School districts have spent millions on technology tools and trainings. Yet, half of teachers still feel unprepared to utilize technology in the classroom. The primary barrier to technology has shifted to teacher belief—composed of teaching philosophy, technology skills, and experience with technology. Technology-based professional development must integrate a theoretical framework which directly addresses the role of technology in order to fully support teacher technology integration. Moreover, technology-based professional development requires new models to counteract the focus on skills acquisition. The researcher used the TPACK (Technological, Pedagogical, and Content Knowledge) framework— conceptualizing instruction as a blending of technology, pedagogy, and content- to support participants in evaluating their own practice. Additionally, the researcher investigated supplemental supports for professional development, modeling and mentoring, on technology integration. The researcher used the Technology Integration Assessment Rubric (TIAR), based on the TPACK framework, to measure changes in technology integration. Comparison of pretest and posttest TIAR scores found TPACK-based professional development raised TIAR scores by 0.37 (SE = 0.051, p < 0.001). Analysis of the mean posttest TIAR scores for the supplemental supports showed mentoring (M = 2.47), modeling (M = 2.29), and modeling and mentoring (M = 2.27) scored higher than the control group (M = 2.17), but were not statistically significant. Based on the results, the researcher asserts the need for theory-based support for technology integration and school districts to incorporate TPACK into the core principles guiding instructional technology departments. Further research is needed regarding the evolution of diverse models for professional development.

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Tsang, Lai-yuen Lance, i 曾麗婉. "Perceptions of students, parents and professionals towards supportive remedial services and integration". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959854.

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Tsang, Lai-yuen Lance. "Perceptions of students, parents and professionals towards supportive remedial services and integration". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18887259.

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Pine-Thomas, Joy Anne. "Educator's Technology Integration Barriers and Student Technology Preparedness as 21st Century Professionals". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3465.

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Millions of dollars have been spent to acquire educational computing tools, and many education, government, and business leaders believe that investing in these computing tools will improve teaching and learning. The purpose of this quantitative study was to determine whether charter school educators face technological barriers hindering them from incorporating technology into their classrooms. If they experienced self-efficacy issues integrating technology in their classrooms and if they believed their students were technologically prepared as 21st century professionals. A 5-point Likert scale survey, validated by a pilot study, was completed by 61 charter high school teachers. Their responses were analyzed, scores from the individual mean responses were used to calculate the total mean; and a parametric t test used to determine if the null or alternative hypothesis could be rejected. The theoretical foundation for this study was Cubans' and Brickners' first- and second-order barriers to change. In one charter school stratum, teachers experienced barriers integrating technology into their classes, while teachers in the other charter school strata did not. There was statistical significance in teachers' beliefs about their skills integrating technology into their classes and their students being technologically prepared as 21st century professionals. The results of this research could lead to positive social change by providing valuable information to help charter school administrators identify teachers who are experiencing barriers and how they can improve teacher's professional development integrating technology into their classrooms.

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Arfa, Katie J. "Exercise and Clinical Practice| Integration Issues and Knowledge in Mental Health Professionals". Thesis, Alliant International University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10634172.

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Decades of research attest to the psychological benefits of exercise, documenting improved psychological functioning for specific disorders as well as biological systems. Notable trends include reduction of psychological symptoms (e.g., anxiety, depression), increases in self-esteem, facilitation of neurogenesis, enhancement of cognitive functioning, and improvements in stress response. The majority of these studies call for increased utilization of exercise interventions within clinical practice. However, decades of exercise research and the two existing studies on practice habits suggest that exercise continues to be widely underutilized. The data suggest that clinicians believe exercise is beneficial; they report high confidence and rates of utilization in exercise interventions; however, they also report low levels of education in exercise psychology. It was hypothesized that one possible cause for this persistent research-practice gap may be mental health professionals' (MHPs) misperceptions of their own competence, namely the Dunning-Kruger phenomenon. Methods: An original, electronic survey was disseminated to MHPs via email, social media posting, and snowball sampling. Eighty-three clinicians completed the survey, which collected data on beliefs and practice habits; perceptions of confidence and competence; and research knowledge. Results: Findings supported previous observations, documenting high levels of confidence amongst MHPs despite low levels of exercise education. Knowledge of research was poor; data suggest that the Dunning-Kruger phenomenon is a factor in the ongoing research-practice gap within exercise psychology. Conclusions: This is the first study to measure fact-based competence of MHPs and offer an explanation for the longstanding underutilization of exercise. Findings suggest that clinicians may be at risk for overestimating their own abilities in areas that are less familiar. Further research is needed regarding MHPs’ exercise-related competence in order to elucidate the complex nature of factors examined here.

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au, mike mouritz@dpi wa gov, i Mike Mouritz. "Sustainable urban water systems : policy and professional praxis". Murdoch University, 1996. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051109.95558.

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The provision of water, wastewater and stormwater infrastructure is an essential ingredient of cities. However, questions are being raised about the type and form of urban infrastructure, for economic and environmental reasons. Traditionally these techologies have offered linear solutions, drawing increasing volumes of water into cities and discharging waste at ever increasing levels, causing escalating stress on the environment. In addition the costs of water infrastructure provision and replacement, both in the developing and developed world, is becoming prohibitive. In response, a new paradigm has been called for and new solutions are emerging that have been labelled as Integrated Urban Water Management (IUWM). This concept can be considered to consist of both technical and philosophical dimensions, and represents a new form of professional praxis. However, the adoption of these techniques and concepts is constrained by the inertia of the existing urban water systems. It is therefore argued that the introduction of any change must occur across a number of dimensions of the technoeconomic system of the city. These dimensions-artefacts and technical systems (i.e. the technology and knowledge systems), professional praxis and socio-political context (i.e. institutions, culture and politics) and biophysical realities and world views (i.e. the environment and underlying values) - provide a framework for analysis of the change process - both how it is occurring and how it needs to occur. This framework is used to illustrate the link between environment values and the process of technological innovation, and points to the need for the emerging values and innovations to be institutionalised into the professional praxis and socio-political context of society. Specifically, it is argued that a new form of transdisciplinary professional praxis is emerging and needs to be cultivated. A broad review of the literature, an evaluation of selected emerging technologies and three case studies are used to illustrate and argue this position. These examples show the potential economic, social and environmental benefits of IUWM and provide some insight into the potential which this approach has to influence the form and structure of the city and at the same time highlighting the institutional arrangements required to manage urban water systems.

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Pepe, Theresa Marie. "Teacher Perceptions and Attitudes of Classroom Technology Integration Related to iPad Training". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1913.

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While professional development on the use of technology in the classroom aids educators to implement new teaching strategies, little is known about teachers' concerns with professional development specifically for adopting mobile technologies like iPads in their classrooms. The purpose of this study was to discover teachers' attitudes and perceptions toward teacher training for integration of the iPad into their classroom instruction. Using a case study approach and the concerns-based adoption model as a framework, this study examined teachers' concerns about their training for using the iPads in the classroom. Participants were 7 teachers from a small, suburban, Catholic K-8 school who rated their lowest and highest concerns about using iPads in the classroom. Data sources included the Stages of Concern Questionnaire, Levels of Use observation rubric, and one-on-one interviews. Data analysis included open and axial coding for identification of themes and patterns. Results indicated teachers had little concern with gaining extra training on classroom time and organization and with conflicts between their interests and teaching responsibilities when integrating iPads. Results also indicated they had high levels of concern regarding developing working relationships with fellow faculty members to maximize the benefits of iPad training, as well as about receiving additional iPad training. Finally, results indicated teachers' concerns with acquiring more iPads for students, as well as acquiring greater network connectivity within the school. These results will aid administrators and designers with making positive changes to professional development that both improve and increase teachers' successful integration of mobile technology in their classrooms.

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Leung, Kin Ping. "Effects of Professional Development on Teachers' Integration of ICT in Teaching in Hong Kong". Queensland University of Technology, 2004. http://eprints.qut.edu.au/16079/.

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This study produced a theoretically grounded model of professional development suited for supporting teachers in Hong Kong to embed Information and Communication Technologies into the Primary School Curriculum. The model was developed and tested over two years through an intervention based on participatory action research involving school staff and the researcher as a critical friend. The model was tested through the analysis of extensive qualitative and quantitative analysis of teacher behaviours and curricular documents. Teachers' beliefs and practices were found to change significantly during the first year of the project and were further refined during the second year. Leadership, collegial support, physical infrastructure, teacher self-efficacy, and technical knowledge were identified as the most important factors underpinning the successful implementation of the program. The model addresses these factors and has considerable potential to impact on educational practice involving ICT in the Hong Kong context.

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Knight, Dawn K. "A biography of George Taliaferro and his impact on the integration of professional football". Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272767.

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George Taliaferro was a trailblazer. He was the first black quarterback in professional football, the first black quarterback in the National Football League (NFL), and the first black man to be drafted by an NFL team.Taliaferro's story of perseverance revealed the slow and difficult process of integration in high school, at Indiana University, and in his professional football career. The obstacles he faced and the lessons he learned were representative of issues related to the integration of the NFL.A combination of personal narrative and historical investigation was used in this creative project. In addition to Taliaferro's first-hand accounts, depth and perspective were added through interviews and reportage.The biography that resulted, the story of Taliaferro's resolve, became a vehicle for telling a larger story, the integration of the NFL.
Department of Journalism

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Jordan, C. Greer. "Rethinking Inclusion: Case Studies of Identity, Integration, and Power in Professional Knowledge Work Organizations". Cleveland, Ohio : Case Western Reserve University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=case1238548485.

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Thesis (Ph.D.)--Case Western Reserve University, 2009
Title from PDF (viewed on 30 July 2009) Department of Organizational Behavior Includes abstract Includes bibliographical references Available online via the OhioLINK ETD Center

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Jenkin, Angela. "The integration of personal and professional ethical decision making constructs in trainee clinical psychologists". Thesis, University of Hertfordshire, 2018. http://hdl.handle.net/2299/20823.

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Ethical decision-making is an important but challenging aspect of the role of a clinical psychologist. Little research has been conducted concerning how clinical psychologists make ethical decisions, with even less known about how trainees manage the process during professional training. The current study aimed to examine how trainees make ethical decisions, and how this process differs between more and less experienced trainees. Thirty-nine trainee clinical psychologists were recruited from a total of 17 doctoral training programmes in the United Kingdom. The sample recruited was demographically similar to the training population. A cross-sectional design was used to examine differences between first year (n = 19) and third year (n = 20) trainees. An online version of The Defining Issues Test questionnaire (DIT-2, Rest et al., 1999) was used to measure level of sophistication of ethical development, and individual face to face or Skype repertory grid interviews examined the integration of trainees’ personal and professional ethical decision-making construct subsystems. The vast majority of trainees were found to adopt a sophisticated approach to ethical decision-making, with half of all ethical decisions made from within a postconventional schematic approach. However, a small minority operated from within schemata based on maintenance of societal norms or personal interests. A deterioration in sophistication of thinking was demonstrated for more experienced trainees. Less experienced trainees were found to rely comparatively more heavily on their personal construct subsystems than more experienced trainees and vice versa. Increased integration between the subsystems over the course of training was demonstrated. The study demonstrates support for an acculturation process occurring throughout training. Implications of this and ideas for future research are discussed.

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Pieterse, Regan Christopher Ebrahim. "A framework for the integration of skilled / professional self-initiated expatrites into Qatari organisations". Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/3074.

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The main research problem in this study was to identify a framework that can be utilised for the integration of skilled/professional self-initiated expatriates (SIEs) into Qatari organisations. The main research problem gave rise to six sub-problems that were addressed through the following actions: A literature study was conducted to explore what the existing literature revealed about facilitating successful expatriate integration. In particular, the theoretical guidelines for expatriate recruitment and selection, orientation and cross-cultural integration were presented and discussed. Special attention was given to community embeddedness. Semi-structured interviews were conducted with ten members from the sample group. These were undertaken to obtain their views on the expectations that their organisations had of them upon their arrival in Qatar, as well as on what they felt made it easy or difficult for them to adjust. Subsequently, a structured survey questionnaire was developed using the theoretical guidelines from the literature review and the insights gained from the semi-structured interviews. The survey was conducted in Qatar and administered to 102 skilled/professional self-initiated expatriates from diverse backgrounds and three work sectors, namely: healthcare, education and aviation. The final sample size was 94 due to eight questionnaires not being completed properly. The results from the empirical study revealed a gap between theoretical guidelines/ best practices and the recruitment and selection, orientation and cross-cultural integration practices at the respondents’ organisations. The knowledge gained from the existing literature and from the quantitative and qualitative results of the empirical study were combined and developed into a framework for the integration of skilled/professional self-initiated expatriates into Qatari organisations (refer to Table 5.35). Areas that were identified for improvement related to issues such as the need for Qatari organisations to: provide SIEs with more comprehensive information regarding the role that they will play as knowledge workers with regard to the development/training of Qatari nationals; implement a more comprehensive recruitment, selection and orientation process, and implement a more robust set of strategies to enhance the cross-cultural integration of their expatriate workers. Globalisation has fuelled organisations and countries towards building and/or strengthening knowledge-based economies. However in order to build competitive, knowledge-based economies, organisations and countries require skilled/professional workers. Skilled/professional self-initiated expatriates can provide Qatar with a pipeline of knowledge workers to support the growth of their emerging knowledge-based economy. As such, a framework that will enhance the integration of self-initiated expatriates into Qatari organisations is of paramount importance, specifically with regard to fostering performance excellence, satisfaction and community embeddedness within the Qatari work and cultural system.

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Chebbi, Tarek. "Technology professional development for principals : impact on the integration of technology in elementary schools". FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/2122.

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The use of technology in schools is no longer the topic of educational debates, but how to ensure that technology is used effectively continues to be the focal point of discussions. The role of the principal in facilitating the successful integration of technology in the school is well established. To that end, the Florida Department of Education implemented the FloridaLeaders.net: a three-year professional development project in technology for school administrators. The purpose of this study was to investigate the effectiveness of this professional development project on integrating technology in elementary schools. The study compared a group of schools whose principals have participated in the FloridaLeaders.net (FLN) program with schools whose principals have not participated in the program. The National Technology Standards for School Administrators and the National Technology Standards for Teachers were used as the framework to assess technology integration. The sample consisted of three groups of educators: principals (n = 47), media specialists (n = 110), and teachers (n = 167). Three areas of technology utilization were investigated: a) the use of technology in management and operations, b) the use of technology in teaching and learning, and c) the use of technology for assessment and evaluation. Analyses of variances were used to examine the differences in the perceptions and use of technology in each of the three areas, among the three groups of educators. The findings indicated that the difference between FLN and non-FLN schools was not statistically significant in most of the technology indicators. The difference was however significant in two cases: a) The use of technology for assessment and evaluation, and b) The level of technology infrastructure in FLN schools. Additionally, all FLN and non-FLN groups reported the need for technology training for teachers to provide them with the necessary "know-how" to effectively integrate technology into the classrooms. T hese findings would indicate that FloridaLeaders.net was not effective in integrating technology in schools over and above other current efforts. It is therefore concluded that the FLN project had some favorable impact but had not met all of its stated objectives.

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Ray, Charnice Starks. "Perceptions of High School Teachers on Integrating Technology Following Professional Development". ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1716.

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Teachers integrate technology to make the learning environment interactive and appealing to students. The purpose of this qualitative case study was to explore perceptions of teachers at one high school working to integrate technology into instruction following participation in professional development. Guided by Dewey's constructivist theory and Mishra and Koehler's technological pedagogical content knowledge model, this study explored teachers' perceptions of pedagogy and technology integration following participation in professional development and the strategies they used to overcome barriers to integrating technology. Twelve purposefully selected high school teachers from English, social studies, mathematics, science, electives, health education, and special education provided triangulated data in the form of interviews, lesson plans, and classroom observations. Through the qualitative coding and analysis process, emergent themes were developed. Teachers suggested that professional development for technology integration should benefit the learning environment, be relevant to course content so that teachers can make connections to real-world learning experiences, and that there should be consistent follow-up training. Findings suggested that teachers have limited access to hardware and software and lack time to develop technology-rich lesson plans, and students lack technical skills. The implications for this study include that district and school administrators should plan and implement relevant professional development, assess the needs of teachers through effective communication, and identify additional resources or training to help teachers who struggle to integrate technology.

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Badal, Ann-Christin, i Kristina Freimuth. "Social Integration into Society of Female Re-offenders : From the Perspective of Professionals". Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12065.

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Wan, Jiayi. "Teacher Educators' Computer Technology Integration At Utah State University". DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/366.

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The purpose of this research is to develop a deep understanding of Utah State University teacher educators' perceptions and lived experience with computer technology integration. Ten methods course instructors in secondary education participated. Data were collected using the phenomenological research method: (1) conducting one-on-one in-depth interviews, (2) classroom observations of the four participants, and (3) examining artifacts, such as syllabi and presentation evaluation forms used by the participants. The findings of this research show that the subjects regard computer technology as a powerful instructional tool. They also realize it is important to prepare preservice teachers with computer technology for their future careers. The study analyzes the positive and negative aspects of using computer technology in teaching and personal experiences, and how these influence the participants' computer technology integration. The results indicate four types of computer technology integration among the teacher educators: (1) Advanced Users, (2) Technical Users, (3) Reluctant Users, and (4) Resisters, as well as some advantages and disadvantages of using computer technology in educational settings. Based on the findings of the research, some strategies are suggested to improve the teacher educators' computer technology integration at Utah State University. These suggestions include aspects such as amending training procedures and building a supportive environment in the teacher educators' professional development. Future research perspectives are also proposed at the end of the dissertation.

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