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Дисертації з теми "Impact of ICT on professional development"

Автор: Grafiati

Опубліковано: 6 вересня 2023

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1

McDonald, Lynette S. "How professional development impacts on experienced teachers' perceptions of their ICT practices." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/87223/1/Lynette_McDonald_Thesis-1.pdf.

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Анотація:

Teachers are at the forefront of Information Communication Technology (ICT) use in schools. Teachers face many challenges and competing priorities such as literacy, numeracy and changing curriculum frameworks and are expected to adopt new ICT practices to improve students¿ outcomes. Effective professional development (PD) methods must be identified and implemented. This research examined two core issues: (1) experienced teachers' perceptions of their ICT practices and (2) how PD courses have affected these practices. This case study and its findings has important implications for the imp

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2

Mohammad, Hasibah. "Understanding the impact of a reflective practice-based continuing professional development programme on Kuwaiti primary teachers' integration of ICT." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15932.

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Анотація:

The main theme of the study is exploring and understanding the impact of an innovative continuing professional development model for integrating ICT into classroom pedagogy. The focus is on the relationship between teachers’ beliefs, knowledge and pedagogic practice in the process of developing and adopting new knowledge and skills to cope with 21st century education. The study explores the 'future schools' primary teachers’ education, in-service training, status, beliefs, knowledge, and skills of using ICT in practice in the Kuwait context. The finding from the exploratory study shows that te

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3

Davies, Michael J. "An exploration of the impact of continuing professional development (CPD) in information and communication technology (ICT) on primary school practice." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430366.

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4

Mushayikwa, Emmanuel. "An investigation of the perceived impact of ICT on the self-directed professional development of Zimbabwean A-level science and mathematics teachers." Thesis, University of York, 2005. http://etheses.whiterose.ac.uk/9876/.

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5

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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Анотація:

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 fac

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6

Podhraški, Ivan Edward. "The professional development of teachers' classroom use of ICT through mentoring." Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494623.

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This study is concerned with the effective mentoring of teachers. It is qualitative by nature and is organised as two case studies; the first being conducted in a primary school and the second in an inner city mixed comprehensive school. The study considers the process of mentoring as a mechanism to build on skills developed by New Opportunities Funding (NOF). It therefore considers the confidence and competence of teachers in using Information Communications Technology (ICT) in their teaching. Two main questions were posed: Can mentoring improve staff attitudes towards the use of ICT in the c

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7

Bankole, Felix Olubisi. "Investigating the impact of ICT investments on human development." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11873.

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Анотація:

Includes abstract.<br>Includes bibliographical rereneces (leaves 114-128).<br>In the last two decades, the worldwide information and communication technology (ICT) market has been growing at a rapid rate. This has led to the global net increase in ICT usage and investments. International organizations, ICT vendors, policy makers have been trying to determine if such huge investments are worthwhile. However, the result regarding this issue is inconclusive, for this research area is fraught with complexity and existing empirical study is limited. Investigating the impact of ICT investments on hu

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8

James, Martin Barrie. "State of the nation : a comparative analysis of teacher professional development with ICT between ICT PD clusters and non-ICT PD schools : research project." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2005. http://hdl.handle.net/10092/2803.

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Анотація:

Professional Development programmes in Information and Communication Technologies (ICT PO) in schools have had significant growth since the development of successive national ICT strategies by the Ministry of Education. Since the late 1990s the Ministry has provided funding to clusters of schools to carry out professional development programmes in the use and the integration of ICT into teaching and learning. Research, looking at the impact this ICT PO is having on teacher skills and attitudes, has amassed large quantities of rich data. By the end of 2004 40% of New Zealand schools will have b

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9

Burstow, Robert John. "The actuality of continuing professional development : ICT and change in one secondary school." Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434323.

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10

Brooks, Diane Barbara. "To go from murkiness to clarity: How do course members perceive the teacher’s role in an online learning environment?" Thesis, University of Canterbury. Languages and Arts in Education, 2010. http://hdl.handle.net/10092/4203.

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Анотація:

The advent of the internet has changed the mode of delivery for many courses in the tertiary sector and courses are now offered in an online learning environment with variable success. There has been a range of studies concerning online learning however there is little research about the role of information technologies in promoting professional learning for teaching practitioners. Initially courses were posted online using the resources from a face-to-face course for the course members to download. Now the capabilities of the internet allow for a range of technologies to be used to enhance th

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11

Duvall, Stuart. "Building ICT capacity by design: A community of practice approach for teacher professional development." Thesis, Duvall, Stuart (2019) Building ICT capacity by design: A community of practice approach for teacher professional development. Professional Doctorate thesis, Murdoch University, 2019. https://researchrepository.murdoch.edu.au/id/eprint/53649/.

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Анотація:

This thesis is the report of a two-year study that examined how participation in a community of practice could support teachers’ collective efficacy beliefs about their information and communication technology (ICT) capabilities. To explore the relationship between community of practice participation, collective efficacy beliefs and ICT capabilities, an intervention was carried out at an independent coeducational secondary school located in suburban Western Australia. The designbased research approach guided this research and provided a methodology that could bridge the chasm between developin

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12

Leung, Kin Ping. "Effects of Professional Development on Teachers' Integration of ICT in Teaching in Hong Kong." Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/16079/3/Kin_Ping_Leung_Thesis.pdf.

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Анотація:

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 duri

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13

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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Анотація:

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 duri

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14

DiBiase, Deborah. "Formative Assessment Professional Development| Impact on Teacher Practice." Thesis, Johnson & Wales University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621976.

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Анотація:

<p> With increasing demands on student achievement as set forth by the No Child Left Behind Act (NCLB) (2001), teachers are the catalyst for improving their students' performance (Marzano, 2000). Existing studies on the use of formative assessment as a process by which teachers elicit information of their students' progress and use that information to inform their instruction have shown promising results in student achievement gains (Wiliam & Thompson, 2007). Extensive teacher professional development is needed, however, to instill a change in teacher practice needed to successfully employ

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15

Moriss, Andrew David. "Giving pupils licence to lead : supporting teachers' continuing professional development in the use of ICT." Thesis, University of East London, 2017. http://roar.uel.ac.uk/6399/.

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Анотація:

This study investigates the effects of reconceptualising approaches towards teachers’ Continuing Professional Development [CPD] through an action research project which enabled a situation to develop where the pupils became the educators and teachers the learners. The study, which became known by the pupils and staff involved as the Teach a Teacher project, took place in one secondary school in England over an eighteen-month period between 2013 and 2015. The cohort of participants was self-selecting and involved sixteen Year 8 pupils (aged 12–13) and eight teachers. Working in pairs, pupils th

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16

Prestridge, Sarah. "Models of Teacher Information and Communication Technologies (ICT) Professional Development that Empower Multiliterate Classroom Practices." Thesis, Griffith University, 2007. http://hdl.handle.net/10072/367437.

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Анотація:

This thesis is concerned with examining principles underlying ICT professional development that can enable teachers to change their pedagogical beliefs and practices. In this study an ICT professional development model considered effective for its transforming potential is produced from the literature reviewed. This tentative theoretical model provides structure for the research design and analysis of data. An amended ICT professional development model that identifies a dynamic interplay of three professional learning activities within a core reflective process is presented as an approach to I

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17

Dawes, Lyn. "The National Grid for Learning and the professional development of teachers : outcomes of an opportunity for change." Thesis, De Montfort University, 2001. http://hdl.handle.net/2086/4151.

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18

Schols, Maurice. "Continuing technology professional development : a technology learning preferences instrument to support teacher educators' workplace learning." Thesis, University of Roehampton, 2016. https://pure.roehampton.ac.uk/portal/en/studentthesis/continuing-technology-professional-development(07a1731f-420f-42ed-af16-7956aeea8eda).html.

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Анотація:

The knowledge-based economy, advances in information and communication technologies and new pedagogical perspectives all influence the need to improve competencies in the 21st century. Innovative educational ideas and concepts have transformed the roles of teacher educators and their students. Adequate technology training is therefore a prerequisite for the teacher educator to develop prospective teachers who can use new technologies to support and improve their students’ achievement gains. However, many of these efforts fail since they are mostly based on a formal, institutional delivery of i

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19

Wong, K. L. "The impact of professional development on stress in teaching." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35711826.

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20

Chiu, Siu-hong. "The impact of learning study on teachers' professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35669962.

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21

Wong, K. L., and 黃家麟. "The impact of professional development on stress in teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35711826.

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22

Chiu, Siu-hong, and 趙少康. "The impact of learning study on teachers' professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35669962.

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23

Albrecht, Nancy Marie Richard. "University faculty collaboration and its impact on professional development /." Search for this dissertation online, 2003. http://wwwlib.umi.com/cr/ksu/main.

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24

Sampsell, Jacquelyn Scipper. "Evaluating the impact of a Biology I professional development series." Diss., Mississippi State : Mississippi State University, 2005. http://library.msstate.edu/etd/show.asp?etd=etd-04052005-070342.

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25

Staheli, Michael Chad. "The Principal’s Impact on the Success of Mathematics Professional Development." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8632.

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Анотація:

Principal involvement is recognized as a key component to success in professional development implementation. Both the principal efforts undertaken, and the visions stated influence teacher development and student achievement. Using the instructional, transformational, and learning-centered models of leadership, as well as frameworks in vision, and organizational theory, this research sought to clarify the impact of principal involvement on student performance. Interview data was collected from 16 principals participating in a mathematics professional development program entitled the Comprehen

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26

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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Анотація:

<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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27

Kannenberg, Elisabeth S. "The Impact of Common Core Professional Development on Teaching Practices." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/90.

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Анотація:

The adoption of the Common Core State Standards (CCSS) in Mathematics represents a challenge for public educators due to the broad scope of required instructional change. This case study investigated the implementation of a professional development (PD) series across 11 elementary schools, designed to address the problem of insufficient teacher preparation in CCSS pedagogical shifts. Grounded in Vygotsky's social learning theory and constructivism, the training was intended to enhance teacher skills through collaborative, inquiry-based learning. The research questions included in the study exa

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28

Wright, Chantea Renee. "Teacher Perception of Professional Development and Impact on Instructional Practice and Student Achievement." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/90779.

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Анотація:

Professional development (PD) is an instrument that provides educators with knowledge, strategies, and skills to meet the needs of today's student learners. To ensure professional learning experiences serve their intended purpose, an investigation into teacher perception of PD and its impact on student achievement was conducted. This dissertation examined teacher perceptions and their impact on PD topics and delivery methods and its impact on changes in instructional practices and student achievement. Sampled were 207 classroom teachers from one rural, suburban, and urban Virginia high scho

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29

Duncan-Howell, Jennifer. "Online communities of practice and their role in the professional development of teachers." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16512/1/Jennifer_Duncan-Howell_Thesis.pdf.

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Анотація:

Teachers are required to constantly change their pedagogy throughout their career, either in response to new theoretical approaches or new technological innovations. It is a profession that is characterised by dynamism and constantly strives to advance its practices to improve outcomes in student learning. However, current professional development programs are seen to be failing to meet the needs of the teachers, students and education policy. Research has shown (Huberman, 1995; Richardson, 1990), there has been little discernible change in teaching practice from current professional develo

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30

Duncan-Howell, Jennifer. "Online communities of practice and their role in the professional development of teachers." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16512/.

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Анотація:

Teachers are required to constantly change their pedagogy throughout their career, either in response to new theoretical approaches or new technological innovations. It is a profession that is characterised by dynamism and constantly strives to advance its practices to improve outcomes in student learning. However, current professional development programs are seen to be failing to meet the needs of the teachers, students and education policy. Research has shown (Huberman, 1995; Richardson, 1990), there has been little discernible change in teaching practice from current professional develo

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31

Birks, Peter. "An investigation into a school-based ICT PD program." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16099/1/Peter_Birks_Thesis.pdf.

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Анотація:

This two-year longitudinal study sought to describe and evaluate a newly developed information and communication technology (ICT) environment and the associated schoolbased ICT professional development (PD) project within a State Government primary school. The overall aim of the research study was to investigate the most effective requirements to support teachers to be skilled, knowledgeable and confident in the use of ICT in their teaching roles. The teachers were the focus of the Research Study and not the students. The ICT environment and the professional development project's effectivenes

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32

Birks, Peter. "An investigation into a school-based ICT PD program." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16099/.

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Анотація:

This two-year longitudinal study sought to describe and evaluate a newly developed information and communication technology (ICT) environment and the associated schoolbased ICT professional development (PD) project within a State Government primary school. The overall aim of the research study was to investigate the most effective requirements to support teachers to be skilled, knowledgeable and confident in the use of ICT in their teaching roles. The teachers were the focus of the Research Study and not the students. The ICT environment and the professional development project's effectivenes

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33

Graham, Frances. "It's not about the technology : patterns of teachers' ICT skills and classroom usage 1999-2003 : research report." Thesis, University of Canterbury. Christchurch College of Education, 2005. http://hdl.handle.net/10092/3155.

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Анотація:

As Information and Communication Technology (lCT) becomes more commonplace in New Zealand classrooms, the question arises as to what teachers are making of the technology. The present study draws on the responses from some 8000 teachers to a survey repeated over four years. The survey sought information in teachers' ICT usage and skills prior to entry into a professional development programme. The study found few changes for the average teachers' use of lCT in the classroom between 1999 and 2003. Of the changes that occurred, increases in some of the personal ICT skill levels of teachers are a

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34

Burgan, Owen T. S., and burgan@internode on net. "Helping teachers surf the Information and Communication Technology tsunami." Deakin University, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040423.163355.

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Анотація:

A range of factors, both internal and external, is creating changes in teaching and teachers professional lives. Information and Communication Technology (ICT) is just one of the major changes impacting on the teaching profession. As teachers face intense pressure to adapt to this tsunami, this study aims to investigate ways in which teachers can be helped. In South Australia, where this study is set, all teachers in Government schools are expected to be "ICT Smart", i.e. able to use appropriate forms of ICT to enhance the teaching and learning environment of their classrooms. From the resea

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35

Brutsman, Jane Mary. "District-level professional development the impact on beginning teacher implementation practices /." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1216741961&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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36

Fung, Lo Mun-ling, and 馮廬敏玲. "Understanding teachers' professional development: the impact of the target oriented curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29790906.

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37

Watson, Steven. "The impact of professional development on mathematics teachers' beliefs and practices." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/27744/.

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Анотація:

This thesis describes the analysis of the implementation of a professional development programme for secondary mathematics teachers in England. The research used a mixed methods multiple case study design with three secondary schools. The aim of the study was to understand mathematics teachers' professional learning in the context of this professional development programme. However, through analytic generalisation, i.e. generalising to theory, these findings may have broader application to understanding teachers' professional learning. Social learning theory was used as a framework for explain

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38

Fung, Lo Mun-ling. "Understanding teachers' professional development the impact of the target oriented curriculum /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22401040.

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39

Morgan, Donna T. Hamblin. "The Impact of Job-Embedded Professional Development Coaches on Teacher Practice." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1755.

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Анотація:

The intent of this qualitative study was to understand the impact of job-embedded professional development coaches on teacher practice. Coaches in this study worked with teachers to plan lessons, model lessons with feedback, and disaggregate data. This qualitative study was conducted using interviews of coaches to gain their perceptions of the work they did with teachers and how this work influenced teacher practice. Teachers were interviewed to determine their perceptions of the impact coaches' work had on their classroom practices. Analysis of the coaches and teachers' reflective journals wa

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40

Lee, Theodore Tai Hoi. "Professional development of ICT integration for secondary school teachers in Hong Kong towards a peer support enhanced model /." The University of Waikato, 2007. http://hdl.handle.net/10289/2595.

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Анотація:

Although information and communication technology (ICT) has gradually become a standard teaching technology in schools in many countries and regions like Hong Kong, the implementation of ICT in teaching and learning in schools still fails to meet high government and public expectations. This study was an investigation into the potential of peer support to enhance professional development of ICT integration for secondary school teachers in Hong Kong. The study utilized peer support as a social approach to professional development and employed action research to examine the experiences of ten

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41

Necejauskaite, Zivile. "Evaluating Donor-Funded ICT Projects : How Significant is Western-Centrism?" Thesis, Malmö universitet, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41246.

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Анотація:

Donor-funded economic and development assistance for various countries and regions has been steadily increasing in the last half-century. According to the World Bank, the funding amount provided by this organisation has increased more than 40 times from 4.6 billion USD to 166 billion USD in a 58-year span (World Bank, 2018). The notion of development, which came to spotlight after the WWII, has been greatly debated with a lot of academics and theorists linking it to dependency and superiority of one over another. Since the beginning of the ICT revolution from around 1980s, technologies have b

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42

Sethi, Ahsan. "The impact of postgraduate qualifications in medical education." Thesis, University of Dundee, 2016. https://discovery.dundee.ac.uk/en/studentTheses/2d54dc4a-5be0-4ec3-9871-0e57b1523c46.

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Анотація:

Due to increasing societal demands, accountability and economic constraints, there has been a paradigm shift in the healthcare culture with a move to formally train medical educators. This has resulted in the professionalisation of medical education, with various development initiatives including postgraduate qualifications. The demand for these qualifications in medical education can be judged by the increase in providers, from 2 to 31 in the UK and from 7 to 124 worldwide over the last two decades. However, detailed information about the influence and effectiveness of such courses remains sp

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43

Mammo, Fassil. "The impact of information and communication technology on people with intellectual disabilities: naratives of professional caregivers." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-29275.

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44

Jones, Dawn Anita. "Teachers' professionalism, self-identity and the impact of continuing professional development (CPD)." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/615916/.

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This research explores the impact of changes in government policy on teachers’ professionalism, self-identity and practice in the context of Continuing Professional Development (CPD). Initial data was gathered through the use of evaluations, impact data and interviews from conferences and courses undertaken as part of professional development programmes. This data provided a range of background information which then informed a second stage of research where in-depth case studies of three secondary school science teachers was conducted. Thus the first stage data helped identify, and focus the

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Bryan, Nellie Ren Hewitt Day Barbara. "Impact of instructional technology professional development on teaching practice and student performance." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1737.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2008.<br>Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Education in the School of Education Curriculum and Instruction." Discipline: Education; Department/School: Education.

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Ganza, William John. "The Impact of Online Professional Development on Online Teaching in Higher Education." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/345.

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This study explored the impact a professional development program (Online Professor Certificate Program, OPCP) had on teaching online in higher education— specifically, the impact on faculty members’ teaching presence. The conceptual and theoretical model utilized the community of inquiry framework and both critical theory and transformational learning theory. This case study used data from various sources, including questionnaires, content analysis, and interviews. The overall results indicate that the OPCP had some impact on teaching presence, but not as much as anticipated. The study found

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Lopez, J. "Impact of an online EdD programme on personal development and professional practices." Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3009510/.

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A professional doctorate in education degree (EdD) is a degree where students contextualize professional knowledge into a “theoretical academic framework” (Quality Assurance Agency, 2015, p. 8). This study’s context is a 100% online EdD programme in the United Kingdom (UK) comprised of students throughout the world. Because online EdD programmes are relatively new, limited knowledge exists about the online EdD phenomenon from the students’ perspectives. In effect, the student voice about the online EdD is nearly absent in the literature but should be considered. How to fulfil the primary aim o

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Shumack, Kellie Ann. "Professional development in business education status, needs, motivators, and impact on instruction /." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-10222007-182020.

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Spence, Crystal Joy. "Impact of Professional Development in Response to Intervention on Secondary Teachers' Efficacy." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2176.

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In 2012, a southeastern state mandated that all school districts employ the response to intervention (RtI) tiered approach model to meet the needs of struggling students. RtI was implemented at the study site; however, secondary teachers were not confident in their abilities to implement RtI. Researchers have found that a teacher's sense of efficacy can impact student academic outcomes. Professional development on implementing RtI was provided for teachers in the study school. The purpose of this study was to examine the effect of explicit RtI professional development on the perceived self-eff

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Pete, Elizabeth. "Online Training Impact on Adjunct Faculty Compliance and Satisfaction With Professional Development." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2041.

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The problem addressed by this project study was low levels of adjunct faculty compliance and satisfaction with the professional development program at a local college. The purpose of the study was to determine if an alternative delivery method would yield higher levels of compliance and satisfaction than would a traditional professional development workshop. The guiding research question was whether an alternative delivery method would yield higher levels of compliance and satisfaction than a traditional professional development workshop. The theoretical base included andragogy, self-directed

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