Education Commons^™

The Role Of Reflection In Audiology Students’ Development As Professional Practitioners: A Constructivist Grounded Theory, Stella Ng

Electronic Thesis and Dissertation Repository

Audiology is a young health profession striving toward a value for and use of evidence-based practice (EBP). Currently within audiology, there is a lack of attention to a complementary epistemology of practice; that is, one that explicitly values experience as a valid and important source of knowledge, worthy of theoretical and empirical scholarly attention. The current study addresses this gap using a constructivist grounded theory approach to explore the research question: How is reflection enacted and implicated in audiology students’ development as professional practitioners? A total of 18 participants contributed data to this study (13 audiology students from a single …

Stories And Cultural Humility: Exploring Power And Privilege Through Physical Therapists' Life Stories, Marjorie Hilliard

College of Education Theses and Dissertations

The purpose of this study was to explore how life experiences, set within their social, cultural, and historical contexts, shape the development of cultural humility in physical therapists (PTs). Cultural humility involves health professionals being actively engaged in an ongoing process with patients, colleagues, communities, and themselves to make sense of the complexities of social and culture differences within relationships in practice. Given demographic trends and health care disparities, it has become critically important to better understand the dynamics of developing trusting relationships to provide quality care. This study was influenced by relationship-centered care, sociocultural, and insurgent multiculturalism theories. A …

Using Transformative Learning Theory To Investigate Ways To Enrich University Teaching: Focus On The Implementation Of Student-Centered Teaching In Large Introductory Science Courses, Ioana Alexandra Badara

Doctoral Dissertations

Previous studies have reported high attrition rates in large-enrollment science courses where teacher-centered instruction was prevalent. The scientific literature provides strong evidence that student-centered teaching, which involves extensive active learning, leads to deepened learning as the result of effective student engagement. Consequently, professional development initiatives have continually focused on assisting academics with the implementation of active learning. Generally, higher education institutions engage faculty in professional development through in-service workshops that facilitate learning new teaching techniques in a specific context. These workshops usually do not include self-scrutiny concerning teaching or do they provide continuous support for the implementation of strategies learned …

An Investigation Of Support, Goals, And Incentives Among Minority And Nonminority National Board Certified Teachers, Melissa Salana Collins

Dissertations

National Board Professional for Teaching Standards play a pivotal role in the classroom of National Board Certified Teachers (NBCT). NBCTs have been recognized for increasing student achievement. There are more than 90,000 NBCTs in schools across the United States, but the ratio of nonminority to minority NBCTs, according to the National Board for Professional Teaching Standards report of 2004, was 89% to 11%. The intent of this study was to examine the levels of support among minority and nonminority NBCTs to determine which combination of support factors and incentives would best predict the successful completion of the NBCT process by …

Teacher Professional Development And Its Effects On Reading Instruction, Kristen Lea Suarez

Dissertations

The world of education is an ever-evolving profession. We, as a society, have learned so much about education and how we can better benefit our students. Students depend on education to equip them with the tools needed to become successful. This dissertation addresses the need for and adequacy of today’s teacher professional development in Reading instruction and how that training can translate into more meaningful classroom education.

The writer surveyed elementary Reading teachers in grades 3-6 from two school districts in southern Mississippi to determine their perceptions concerning various elements of the professional development training they received during the 2009-2010 …

Educators Learning Together: Promoting Meaningful And Motivating Professional Development In Christian Schools, Joshua E. Bowar

Master of Education Program Theses

Each year, nearly all teachers in the United States participate in some form of professional development (Andree, Chung Wei, & Darling-Hammond, 2009). Much research is available outlining best practices related to professional development in an effort to provide teachers with a positive learning experience so that they can use their expertise and acquired knowledge and skills to ensure that students learn. Schools are not implementing these best practices. As a result, many teachers express a sense of dread when they think about entering a professional development session. There are several reasons for this sense of dread, but there are also …

Effective Professional Development Practices For Adult Educators, Jessica Lureen Mcgee

All Graduate Projects

Professional development has evolved from a one day workshop that is isolated from the school setting, into a process that is on-going based at the school site. In order for professional development to be effective in the school environment, administrators need to take adult learners' needs into account when planning training. Professional development needs to be ongoing in the school setting, meeting the needs of the adult learners and evaluated by its effects on student achievement. The administrator is an instructional leader who provides support for staff to continue their growth. This handbook will provide administrators with resources to assist …

A Study Of The Impact Of A School-Based, Job-Embedded Professional Development Program On Elementary And Middle School Teacher Efficacy For Technology Integration, Yvonne M. Skoretz

Theses, Dissertations and Capstones

The purpose of this study was to determine the impact of a school-based, jobembedded professional development program on elementary and middle school teacher efficacy for technology integration. Teacher efficacy has been identified as a strong predictor of whether the content of professional development will transfer to classroom practice (Bandura, 1997). Using a conversion mixed methods quasi-experimental research design, qualitative data were collected from the experimental groups’ journal postings. Grappling’s Technology and Learning Spectrum (Porter, 2002) was used to convert this qualitative data into quantitative data to determine the change in levels of technology integration in classroom practice. The Computer Technology …

Funding Teacher Education: A Catalyst For Enhancing The Universal Basic Education In Imo State Of Nigeria, Martin Okoro

Seton Hall University Dissertations and Theses (ETDs)

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Teacher Satisfaction With Professional Development In Rural Elementary Schools In New York State, Adeline Imperiale Basil

Legacy Theses & Dissertations (2009 - 2024)

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