Quality is a multi-dimensional concept and can be viewed from different perspectives (Fiore &Kimle, 1997:5). From the professional women’s (consumer) perspective career wear quality can be measured on both tangible (functional or sensory) and non-tangible (emotional, cognitive and importance of the self and others) levels. From the retailer’s perspective quality is measured mostly based on intrinsic product features (durability), thus relating to one component of career wear quality of professional women. The discrepancy between the two may result in consumer dissatisfaction and impacts negatively on return sales to the retailer. Quality evaluation occurs at two stages during the consumer decision making process. Firstly, quality is evaluated in-store, during the decision-making stage, and secondly during product use. The quality indicators that professional women use during these stages may not be the same. In this study an exploration was thus done on the tangible and non-tangible quality indicators that professional women use to evaluate career wear quality both during the purchase decision-making stage and during product use. Each of these was measured according to its importance to the respondents during the decision-making stage and during product use and subsequently compared, since the importance of quality indicators may differ between the two stages. The systems theory approach was used to compile the conceptual framework for this study. The systems perspective acknowledges the sequence, relationship and interdependency of the individual indicators that are used to evaluate clothing products. These indicators are considered as so-called inputs and are transformed in terms of outputs, which are interpreted in terms of customer satisfaction or dissatisfaction. The respondents were full-time employed professional women in the legal, financial, engineering and medical industries, as these women require the suitable qualification and registration with the appropriate professional body. This group has spending power and their third largest household expenditure is clothing products. A snowball technique was used to recruit participants/respondents for both the qualitative phase, during which a focus group was held, and for the quantitative data collection (questionnaire) phase. The qualitative technique (focus group) was used to gain insight into the exact quality indicators and specific terminology the target population uses when evaluating career wear quality during the purchase decision making stage and during product use. The questionnaire was compiled against the theoretical background and the information gained from the focus group. Through the use of t-tests and the Pearson’s correlation coefficient it was found that respondents used similar quality indicators to evaluate career wear quality both during the decision-making stage and during product use. Tangible quality indicators were seen as significantly more important than non-tangible quality indicators to respondents during both stages of quality evaluation. Appropriate and adequate information regarding tangible quality indicators must thus be made available by retailers to professional women at the point of purchase. This may ensure consumer satisfaction during product use and facilitate return sales for the retailer. / Dissertation (MConsumer Science)--University of Pretoria, 2010. / Consumer Science / unrestricted

Thesis advisor: Jeffrey Pontiff / My thesis contains four essays on the pricing of financial assets and the role of non-professional investors. The first two essays describe the legal framework governing Exchange-Traded Funds (ETFs) and the liquidity transformation functions of ETFs. The third essay examines how trading by nine different types of market participants are related to characteristics that have previously documented to predict the cross-section of equity returns. The fourth and final essay examines whether and how orders originating from retail brokerages respond to analyst recommendations. In my first essay, I describe the legal framework that governs ETFs and theoretical benefits of the ETF security design relative to two other popular investment management security structures: open-end and close-end mutual funds. To do so, I briefly describe the history of the modern investment management industry. I describe the role of Authorized Participants (APs), the main security design innovation of ETFs, and highlight the key theoretical differences between the three classes of funds. Lastly, I describe SEC rulemaking that governs the behavior of ETF Managers and their APs. In the second essay, I document a hidden but substantial cost associated with the liquidity transformation that corporate bond exchange-traded funds (ETFs) provide. When creating new shares, authorized participants (APs) deliver a subset of the portfolio of bonds that underlie a corporate bond ETF. This subset contains bonds that realize low future returns, reducing ETF performance by 48 basis points per annum. This loss in performance cannot be attributed to forgone compensation for risk or illiquidity, but instead results from APs utilizing information regarding future changes in net asset values to strategically deliver bonds when those bonds are expected to realize poor performance in the near future. My third essay is joint work with Jeff Pontiff and David McLean. We provide the most comprehensive study of market participation to date. We assess the informativeness of 9 different participants’ trades, and how each participant’s trades relate to 130 different variables that together reflect the cross-section of expected stock returns. Firms and short sellers tend to be the smart money—both sell stocks with low expected returns, and their trades predict returns in the intended direction. Firms, however, also seem to possess private information, while short sellers do not. Retail investors buy (sell) stocks with low (high) expected returns and their trades predict returns opposite to the intended direction. All 6 types of institutional investors are weighted towards stocks with low expected returns, but none of their trades robustly predict returns. My fourth essay is joint work with Jeff Pontiff and David McLean. We ask whether retail investors are responsive to analysts’ revisions. We consider revisions in recommendations, price targets, and EPS forecasts, all of which predict returns. Revisions in recommendations and price targets portend greater retail trading in the direction of the revision. The effects are stronger for All-Star Analysts’ revisions, and retail investors also respond to All-Star’s revisions in EPS forecasts. Retail investors trade in anticipation of revisions in price targets and recommendations, consistent with analysts or brokers “tipping” some retail investors. Retail trades earn higher returns when aligned with analysts’ revision. The results show that retail investors are one channel through which analysts’ information gets into prices. Our findings also support the idea that spikes in retail trading reflect informed trading, some of which is informed by analysts. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Carroll School of Management. / Discipline: Finance.

Many problems in software development can be traced to a narrow understanding of professional responsibility. The author examines ways in which software developers have tried to avoid accepting responsibility for their work. After cataloguing various types of responsibility avoidance, the author introduces an expanded concept of positive responsibility. It is argued that the adoption of this sense of positive responsibility will reduce many problems in software development.

Thesis advisor: Katherine L. McNeill / Science education is shifting from a vision of students memorizing facts towards engaging in figuring out the natural world as students build ideas from their own experiences and backgrounds. This shift is hard for teachers. One way to support teachers is curriculum-based professional development, which pairs high-quality instructional materials with professional development to help teachers understand the philosophy of those materials and what that looks like in practice. This three-paper dissertation uses the OpenSciEd middle school field test, a curriculum-based professional development program, as a context to investigate how to support teachers with this shift. The first paper is a quantitative look at teacher surveys taken across the first two years of the OpenSciEd field test. I tracked changes in teachers’ beliefs about science instruction and confidence in implementing OpenSciEd. I used Hierarchical Linear Modeling to identify teacher characteristics associated with differences in those changes. Beliefs and confidence changed initially and leveled out over time, but confidence took longer to change than beliefs. Teachers who had more experience and found the PD more valuable were less likely to hold traditional beliefs and more likely to have higher confidence. The second paper is a conceptual look at practice-based professional development activities focused on one new one: the student hat. Student hat is when teachers engage in science activities while considering ideas and experiences their students might bring to them and sharing those ideas using students’ language. Student hat uniquely helps teachers to consider students’ relationship to the science ideas under discussion and their cognitive and affective responses to reform science instruction. The third paper is a qualitative look at the use of the student hat in one professional development workshop. I engaged in thematic analysis of interviews and video to determine what student hat helped teachers to learn and how. Student hat provided safety for teacher confusion, allowing teachers to learn science ideas. It also helped teachers develop their epistemic empathy for students, helping them to learn about their students and the OpenSciEd instructional approach. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

The professional development of teachers in South Africa needs critical attention, particularly in the area of early grade mathematics. The Integrated Strategic Planning Framework for Teacher Education and Development in South Africa 2011–2025 (ISPFTED) (DBE, 2011) proposes the creation of professional learning communities as a school-based initiative to this end. In a South African context, Japanese lesson study is a relatively undocumented professional development tool. This inquiry is a case study exploring the effect of introducing lesson study in the early grades of a primary school, particularly in the subject of mathematics. Findings suggest that lesson study has a marked and positive effect on the professional development of early grade teachers in a local context. Seven teachers from Grade R to Grade 2 participated in a lesson study programme for a period of four months, meeting weekly to plan and provide feedback on lessons. Key findings of the study reveal that lesson study is a highly effective collaborative tool for improving both the subject content knowledge and pedagogical content knowledge of early grade teachers. This was evidenced in a more problem-centred approach to teaching. Furthermore, improvements were noted in teacher creativity, self-confidence and learner-centeredness. Lesson study provoked intergrade collaboration, curriculum development and lesson flow. The findings suggest that learning extends beyond the scope and confines of the actual lesson study sessions to provoke extensive self-reflection and self-analysis. Through lesson study, the professional development process becomes highly contextualised. Findings furthermore suggest that teacher motivation to participate in lesson study remains a multi-faceted problem and the cooperation of school management is critical for making time allowances and working within the school timetable. An inherent fear of demonstrating lessons in front of others, as well as the fear of inadequate input during group sessions are additional personal challenges to the process. This study proposes a model for the effective facilitation of lesson study sessions and navigating the dynamic and interrelated variables of goal-setting, content exploration, activity planning, resource selection and peer feedback. The scientific importance of the study lies in building a knowledge base by gaining an understanding of the outcomes, viability and practical challenges facing schools as they implement this collaborative and contextually-based professional development method. / Thesis (PhD)--University of Pretoria, 2021. / Early Childhood Education / PhD / Unrestricted

In a Georgia middle school, general and special education teachers expressed concerns about the challenges of working collaboratively in the inclusive classroom. Effective teacher collaboration is pivotal to ensure academic success of all students. The purpose of this qualitative bounded instrumental case study was to explore middle school teachers' perceptions and attitudes toward shared teacher collaboration in inclusion classrooms. Lave and Wenger's situated learning theory was the conceptual framework. Purposeful sampling was used to select 4 general and 4 special education teachers who worked in middle school coteaching classrooms. Face-to-face interviews and teacher lesson plans were the data sources. Data were analyzed using inductive analysis and open and axial coding strategies. Teachers identified ongoing training emphasizing coteaching models, collaboration, and classroom management strategies, coplanning periods, teacher selection guidelines for inclusion classes, and administrative involvement in collaboration as challenges of and optimal opportunities for working collaboratively. Based on these findings, a 3-day professional development project was designed to support effective teacher collaboration and foster positive communication with administration teams. These endeavors may contribute to positive social change when administrators establish and cultivate a school culture of positive teacher collaboration between general and special education teachers involved in coteaching, thereby improving teachers' coteaching experiences and improving the academic environment for all learners.

Teachers at the local study site continue to leave the elementary school and profession at increasingly high rates creating a teacher shortage. The school staff consists of 33 teachers, with an average of 10 resigning each year. Because of the shortage, state and local school boards, school districts, and school-based administrators share the need to understand this phenomenon. Guided by Herzberg's 2-factor theory, which noted that people are motivated by attributes such as recognition and by Maslow's motivational theory, which refers to human needs and personal beliefs as motivational factors, this study investigated factors that contributed to teacher attrition and retention, as well as strategies used to improve retention of novice teachers. Nine novice teachers employed at the local site participated in e-mail interviews. Participants provided their perception of factors that influenced their decision to remain or stay in the profession. Data were analyzed with an emphasis on seeking emerged themes through the process of open coding. Data analysis revealed a gap in the level of support from mentors and administrators that affected novice teachers' professional growth, as well as their decision to leave or stay in the profession. Participants listed incentives, acknowledgment, and training as the primary strategies for retaining teachers. The findings led to the creation of a professional development program. This study contributes to positive social change by providing educators a deeper understanding of the problem of teacher attrition and by identifying strategies to manage teacher turnover to improve retention efforts.

Teachers' Perceptions of the Effect of Their Attire on Middle-School Students' Behavior and Learning by Elizabeth Clemons Sampson M.A., Valdosta State University, 1987 B.S., Albany State University, 1974 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University February 2016 Teachers were once held to a professional dress code. This code has become lax, resulting in teachers dressing in more casual attire. A local middle school in rural Georgia was experiencing complaints about teachers' unprofessional attire from other teachers, administrators, and parents. Teachers play an integral role in modeling cultural and behavioral norms for students, of which professional dress is one. The purpose of this qualitative case study was to explore local middle school teachers' perceptions of the impact of their professional work attire on students' behavior and learning. Bandura's social learning and cognitive theories provided the theoretical framework for this se study. Data were collected from 10 certified teachers at the local site, representing varying backgrounds and tenure, using individual semi-structured interviews. Interview data were open coded and thematically analyzed. The findings indicated that local teachers perceived that professional attire had a positive influence on students' learning and behavior and that students appear to model teachers who were professionally attired. Implications for positive social change include improved awareness at the local site about how teacher attire may influence students. This awareness may motivate teachers to consider their professional attire as a possible positive influence on students' behavior and learning.

Public school instructional coaching programs are designed to improve pedagogy via collaboration between teachers and coaches. However, the utility of literacy coaching is limited because teachers may lack understanding of the instructional coaching model. The purpose of this case study was to explore teachers' expectations of literacy coaching in order to enhance professional development and teacher-coach partnerships. Guided by Knowles adult learning theory which states that adults benefit from designing and understanding relevancy of learning, this study examined elementary teachers' perceptions of the coaching model. The guiding questions explored ways to optimize teacher professional growth through coaching. Four teachers who had partnered with literacy coaches were selected as participants. Qualitative data were collected from the participants through in-depth interviews and a researcher-created, open-ended questionnaire. The interviews allowed for probing questions, and the questionnaires provided time for detailed reflections on the part of participants. Qualitative data were analyzed to determine coding categories, and consistent with Knowles adult learning theory, prominent themes regarding self-direction and relevancy of learning emerged. Results indicated that the teachers believed literacy coaches to have a positive impact on their pedagogical growth, but current methods provided inadequate clarity about the coaching model to be relevant to teachers. Based on the results, professional development sessions were designed to support teacher-coach partnerships which will benefit students, teachers, coaches, and administrators by providing a collaborative foundation to promote student success.

The purpose of this study was to assess the opinions of Utah State University music graduates regarding (a) the effectiveness of their training at Utah State University and (b) the applicability of the current music and secondary education department objectives to the graduates own teaching situations. An additional objective was to compare teaching assignments of the graduates. A survey questionnaire was utilized to obtain the data and a return of 85% of the accessible sample was achieved. The sample included all music graduates of Utah State University from 1970- 1977. Based on the graduates responses three recommendations were made: (l) more electives and less requirements should be established in the music education degree program, (2) the course content in music education courses should be centered around the secondary classroom, rather than at the higher education level and (3) students should be encouraged to enroll in the professional education sequence earlier in their program of study.